The Department of Education will not be recruiting to the MA in Science Education for the academic year 2018/19, as we are undertaking a review of our provision. The text below is for information only.
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).
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.
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
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.
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
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.
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.
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
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 eight sessions face-to-face and two involving online tasks. Some recommended modules can be studied face-to-face, online, or through a short intensive summer programme.
Further information on modules and degree structure is available on the department website: Science Education MA
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.
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.
Recent career destinations for this degree
Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.
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.
Do you have solid knowledge in one of the sciences, do you enjoy sharing your knowledge, and would you like to deepen your insight in education and communication processes? Then the Master’s programme in Science Education and Communication may be your choice.
In this programme, you will gain theoretical insights and practical skills in both formal and informal educational practices. Your science discipline will be put in a broader societal perspective, and you will develop your own views on how your discipline should be relevant to secondary education and to the public at large. The internships and the research project in science education and communication will support you to develop as a skillful practitioner as well as an innovator.
This two-year programme can be your gateway to careers, such as:
After a joint first semester, you will specialise in one of the programme tracks:
As a graduate of this programme, you will have:
Apart from being qualified as a teacher in chemistry, computer science, physics, and mathematics, you are also qualified to teach Nature, Life and Technology, after completion of this Master’s programme (Teacher Degree)
If you already have an MSc in Science or Mathematics, you are eligible for admission to the one-year Educational Master’s programme Leraar voorbereidend hoger onderwijs (in Dutch), which also leads to a teaching certificate.
For this programme you may qualify for a contribution of €5000 towards your tuition. Visit http://www.mastersvoorhetvo.nl, the website of DUO (both in Dutch), or download the brochure (also in Dutch) for more information and the conditions that must be met.
The MA/MEd in Science Education 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.
Across the globe schools are seeking dynamic and highly qualified teachers to support pupils learning into the future.
We are delighted to announce that the School of Education will be offering the PGCE in Secondary Science Education at the University of Birmingham’s Dubai campus, which will open this autumn. The School of Education at the University of Birmingham has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. In the 2017 QS World Rankings, it was ranked 25th in the World and joint 6th in Europe.
Staff within the School of Education have been working closely with the Knowledge and Human Development Authority (KHDA), which is responsible for the growth and quality of education, on the development of this high-quality training programme which leads to the award of the Postgraduate Certificate in Education (PGCE) at secondary level.
The programme is based on both the UK and UAE standards. School-based experiences are a central part of this programme which also features a range of professional courses to help you plan, teach, and develop your classroom skills. The high quality personalised support, ensures that the majority of our students exceed the teachers' standards at an outstanding level (Ofsted report 2013).
The School of Education’s well established and renowned programmes in teacher education are due to commence in September 2018 at the Dubai campus. Applications for these courses will open in September 2017. This one year full-time teacher training programme will prepare you for entry into the teaching profession as a reflective and critically aware practitioner. It does this through a significant emphasis on research-led teacher education which will include key elements delivered by staff from the University of Birmingham in Dubai supported by senior teachers in schools.
The programme, which has been approved by KHDA, will support the Ministry of Education's aim of enhancing the status of teachers in the UAE and provide opportunities to share the School’s high quality provision internationally.
Download the flier for the Teacher Training courses in the University of Birmingham Dubai (PDF)
Designed for those who want to teach pupils aged 11-18, the Secondary Science Education programme is a full time one year postgraduate course and includes study around teaching methods, school-based work and whole-school issues in a variety of settings. The course will focus largely on the teaching of general science in the 11-16 age range with additional experience in a science specialism in the post-16 teaching. It will develop skills and abilities in understanding the complexities which surround the teaching and learning of science; the subject knowledge and the pedagogy. We hope to develop you as a reflective teacher who considers carefully the choices in how to teach Science and makes informed decisions about how you work best with students. The programme is designed to meet recognised teacher standards in the UAE and UK and time is spent in placement schools to develop the necessary experience and skills.
Graduates progress to careers as secondary school teachers of Science and many of our former students hold promoted posts.
The Primary and Secondary programmes are founded on our long-standing expertise in teacher education and combine the phase, curriculum and learning and teaching expertise of specialist tutors with centre-based training at the University.
A variety of teaching styles and approaches to learning are used in the programmes. These include university-based lectures, small group seminars and workshops, school-based work with pupils and teachers, and work undertaken individually or with other groups of students.
Specialist university tutors are experts in their field and lead dedicated subject programmes. Assessment is based on coursework undertaken during the year.
The ‘whole school issues’ part of the programme is concerned with aspects of education that are of importance to all intending teachers, irrespective of their particular teaching subjects. It is designed to provide a breadth of awareness, depth of insight and development of skills through a range of themes studied by all students.
As the University of the Year for Graduate Employment in The Times and The Sunday Times Good University Guide 2015-16, Birmingham is the UK’s number one university for securing a graduate-level job. Your University of Birmingham qualification is evidence of your ability to succeed in a demanding academic environment. Employers target Birmingham students for their drive, diversity, communication and problem-solving skills, their team-working abilities and cultural awareness, and our graduate employment statistics have continued to climb at a rate well above national trends.
Career progression
Following successful completion of the PGCE year, students have the option to study the Postgraduate Diploma in Teaching Studies. An MA in Teaching Studies can then be undertaken with includes an additional dissertation.The School also plans to offer postgraduates continuing professional development (CPD) courses for teachers and allied professionals in the near future.
The Master of Science in Mathematics and Science Education (M.S.M.S.E.) is a collaboration between the Department of Education and The College of Engineering and Natural Sciences. This program provides a solid background in mathematics and science principles for application within formal and/or informal classroom settings. The M.S.M.S.E. program is designed for certified and practicing teachers and others with degrees or work experience in the fields of science, technology, engineering and mathematics (STEM) who wish to enhance their subject matter knowledge and skills in science and math disciplines. It includes a core of research courses, professional education courses and electives in math and science. M.S.M.S.E. students are required to complete a final research or capstone project on a STEM topic. Students may also complete the program with a thesis.
The purposes of the M.S.M.S.E. program are to:
Upon completion of the M.S.M.S.E. program, a student will be able to:
Research Core Courses (9 hours)
Professional Education Core Courses (6 hours)
Two courses selected from the following:
Math and Science Courses (15 hours)
Selected from mathematics/science education (MSE) courses offered by the College of Engineering and Natural Sciences.
Total: 30 hours
We aim to model how you might engage pupils in the science classroom
Classrooms are complex and dynamic places. Becoming an effective teacher is more than just ‘transmitting knowledge’ or `telling pupils how to do it' or about numerical outcomes. Education encompasses a whole range of attributes and requires teachers to be at the cutting edge of their practice. Through dynamic and innovative teaching, we will support and encourage you on your journey to becoming an effective science teacher to inspire a new generation of world-changers.
Our secondary science PGCE programme is grounded in the view that the process of gaining qualified teacher status with a PGCE must essentially be an educational one. We encourage you to form your own opinions on education through first-hand experience and reflective thinking. We anticipate that you will develop qualities that will enable you to become teachers who will not only be outstanding classroom practitioners, but will also be in a position to participate in and influence the development of science education for the future.
The pedagogy within a science classroom is perhaps somewhat different to what you might see within an English or maths lesson. Our programme focuses on modelling the science classroom in workshops; we will raise lots of questions and encourage you to think critically about what you see and experience in our workshops. We will encourage you to reflect on “what works for you” and incorporate some of these ‘active’ teaching and learning strategies into your own practice. Once in school we hope you will try them out, evaluate and reflect on them to develop your own teacher identity.
As teachers you will help to shape future education policy and practice. We will set out to enable you to make informed decisions. To this end we will promote discussion and get you to question your thoughts on a range of issues central to science teaching; what is science, what is subject knowledge, what knowledge do we need to teach a scientific idea well, do theories link with our own personal viewpoints? These are questions to which there are no set answers. Through our sessions we aim to encourage students to search for their own order and understanding from within. Secure, reflective and questioning science teachers are those who are likely to become true educators of young people – teachers who encourage pupils to think, question and understand.
During the science subject studies sessions, we will focus on the ideas and principles underlying effective teaching. Two broad themes are identifiable through our subject sessions; learning and practical work. Each of these has a key place within the science classroom but what does rigorous learning and effective practical work look like? We will revisit these key areas throughout the programme both at University and in school; taking into account that lessons should be engaging and relevant to every pupils’ needs.
Our programme is an 11-18 programme (science teachers need to be able to teach at least two sciences up to and including GCSE level), so our subject sessions cover pedagogical subject knowledge in aspects of chemistry, biology and physics.
During the first term, you observe, participate in and take responsibility for lessons in one of our partnership schools. You will be allocated a school mentor who will be your “go to” person on a daily basis to facilitate your learning and progress within the classroom. Following an induction period, during which you find out about the school, its pupils and surrounding area, you will take increasing responsibility for the teaching and learning work of particular classes under the supervision of the regular class teacher. Your University tutor will monitor your progress using our virtual learning environment (learn.gold) and visit you during your first school placement.
A professional network of school and University based colleagues will support you throughout the entire programme at University and on your school placements.
We might sum up our programme as having its feet firmly rooted in school science, with its head in theory and with a strong body connecting the two, combined with the realisation that there are many places in which the figure can stand.
Institute of Physics Scholarships
The Institute of Physics (IOP) offers scholarships for students studying for a PGCE in physics. 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.
Royal Society of Chemistry Scholarships
The Royal Society of Chemistry (RSC) offers scholarships for students studying for a PGCE in chemistry. Applicants are expected to have an excellent understanding of chemistry at school level, a passion for chemistry and teaching as well as an excellent ability to explain complex chemistry ideas at school level. The scholarship package includes mentoring by a chemistry expert, meetings with other scholars, free online CPD and opportunities to represent the Royal Society of Chemistry at meetings and conferences on chemistry and chemistry education.
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.
Part-time study
It is possible to study for the PGCE in science on a part-time basis. You can find out more on the page for our part-time programme.
A range of teaching methods are employed across the PGCE programmes, including:
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.
School Direct (Tuition Fee) is a route into teaching at both primary and secondary levels. Trainees join other student teachers on the established Chemistry PGCE programme at the UCL Institute of Education (IOE), whilst undertaking their teaching experience at their host school or alliance.
This programme has been designed to enable all candidates to demonstrate that they have met the standards across Key Stages 3 and 4 (11–16 age range).
Students will acquire a critical understanding of current debates and issues relating to science education, and we will guide and support them in developing their subject knowledge. We expect students to engage with reading and research in science education and to regularly reflect upon their own progress.
This programme will cover health and safety, management of teaching and learning in laboratories and outdoors, the use of ICT, facilitating small group discussion, meeting pupils' special needs, and assessment. Our facilities include a suite of laboratories and a micro-computing laboratory.
Students undertake two Master’s-level (level 7) modules of 30 credits each, totaling 60 credits. These can be carried forward onto full Master’s programmes at the IOE.
The Secondary PGCE consists of three core modules: two Master’s-level modules, which are assessed through written assignments, and the Professional Practice module, which is assessed by the observation of practical teaching in placement schools.
Completion of the Professional Practice module and the two level 7 (Master’s level) modules (60 credits) will result in the award of a Postgraduate Certificate of Education (PGCE). Completion of the Professional Practice module and one or two level 6 (undergraduate/Bachelor’s level) modules, will lead to the Professional Graduate Certificate of Education (PgCE).
Core modules
Optional modules
Placement
Student Teachers undertake at least two placements (totaling 120 days) at a school or college, during which time their teaching practice will be supported by a school subject tutor and mentor. The Professional Practice module is assessed through these placements, associated tasks and a portfolio.
You may teach:
Key Stage 3: Science (including elements of physics, chemistry and biology)
Key Stage 4: Science (all areas) and/or chemistry (depending on school placement)
Key Stage 5: AS/A2 level chemistry
Teaching and learning
The School Direct (Tuition Fee) PGCE is delivered via keynote lectures, subject lectures, seminars, workshops, tutorials and directed study days at the Institute of Education as well as time spent in placement schools or colleges. Assessment is by practical teaching, assignments, portfolio tasks and, for some subjects, practical projects. Students will also record their progress in a Career Entry and Development Profile statement. This will form part of a portfolio that links into the induction year (the first year of teaching) and a student's continuing professional development.
Further information on modules and programme structure is available on the department website: School Direct (Tuition Fee): Chemistry
Bursaries and scholarships of up to £30,000 are available to students who meet the eligibility criteria for the Chemistry PGCE. To find out what funding may be available, please visit the “Get into Teaching” website.
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the UCL Scholarships and Funding website.
Graduates of this programme are currently working across a broad range of areas. Some are working as lecturers in science education, while others have jobs as school leaders, heads of year and advanced skills teachers. Graduates in this area can also be found working as chemistry teachers, science teachers and heads of department.
Employability
Graduates of the Secondary PGCE programme are highly employable and sought after by schools and colleges in London and beyond. Almost all graduates secure their first teaching post by the time they finish the PGCE programme. Graduates of the programme also have great career prospects, with many becoming Head of Department or a Head of Year within 2-5 years, often acting, in their schools, as mentors to new PGCE student teachers. Many of our graduates become senior teachers (such as Assistant Headteachers or Head of a Faculty) in 5-8 years of graduating, and some are now Headteachers. Others have developed their careers as subject specialist teachers and educators, both becoming lead teachers in the classroom and researching, writing and advising other teachers themselves. The Secondary PGCE Programme is a springboard into a rewarding career, not just as a skilled teacher, but as an educational leader.
This programme prepares students to teach all aspects of science to pupils up to age 16, as well as Chemistry to pupils aged up to 18. We are committed to creative and interactive approaches to teaching science to promote engagement and learning.
Students on the Chemistry PGCE work with a team of expert subject tutors who have all previously been classroom teachers and are actively involved with science education research, curriculum development and consultancy. During teaching practice, student teachers benefit from the support of subject specialist mentors within our network of over 200 schools throughout Greater London and beyond, ensuring each has the opportunity to become a skilled and confident teacher.
The Chemistry PGCE offers unique opportunities including teaching sessions at museums and Kew Gardens, and residential trips, developing students’ understanding of learning science outside the classroom.
Accreditation:
This route leads to the award of QTS (Qualified Teacher Status).
The Biology PGCE prepares students to develop the professional knowledge and skills they need to teach all aspects of science to pupils up to age 16, as well as teaching Biology to pupils aged 11-16. We are committed to creative and interactive approaches to teaching science to promote student learning.
Students on the Biology PGCE will acquire a critical understanding of current debates and issues relating to science education, and will be guided and supported in developing their subject knowledge. We expect students to engage with reading and research into science education and to regularly reflect upon their own progress, towards meeting the Teachers’ Standards across the 11–16 age range.
Students undertake two level 7 (Master’s-level) modules of 30 credits each, totaling 60 credits. These can be carried forward onto full Master’s programmes at the IOE.
The Secondary PGCE consists of three core modules: two Master’s-level (level 7) modules, which are assessed through written assignments, and the Professional Practice module, which is assessed by the observation of practical teaching in placement schools.
Completion of the Professional Practice module and the two level 7 (Master’s level) modules (60 credits) will result in the award of a Postgraduate Certificate of Education (PGCE). Completion of the Professional Practice module and one or two level 6 (undergraduate/Bachelor’s level) modules, will lead to the Professional Graduate Certificate of Education (PgCE).
Core modules
Placement
Student teachers undertake at least two placements (totaling 120 days) at a school or college, during which time their teaching practice will be supported by a school subject tutor and mentor. The Professional Practice module is assessed through these placements, associated tasks and a portfolio.
Students may teach:
Key Stage 3: Science (including elements of Physics, Chemistry and Biology)
Key Stage 4: Science (all areas) and/or Biology (depending on school placement)
Key Stage 5: AS/A2 level Biology
Teaching and learning
The Biology PGCE is delivered via keynote lectures, seminars, workshops, tutorials and directed study days at the IOE, as well as time spent in placement schools or colleges. Assessment is by the observation of practical teaching, assignments and a portfolio (which links with continuing professional development in the induction year).
Further information on modules and programme structure is available on the department website: PGCE Biology
Bursaries are available for some subject programmes to students who meet the eligibility criteria. To find out what funding may be available to you, please visit the Department for Education funding page.
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the UCL Scholarships and Funding website.
Graduates of this programme are currently working across a broad range of areas. Some are working as school leaders, while others have posts as biology teachers, science teachers and heads of department (both in UK and abroad). They can also be found working as lecturers in science education and in various informal educational roles.
Employability
Graduates of the Secondary PGCE programme are highly employable and sought after by schools and colleges in London and beyond. Almost all graduates secure their first teaching post by the time they finish the PGCE programme. Graduates of the programme also have great career prospects, with many becoming Head of Department or a Head of Year within 2-5 years, often acting, in their schools, as mentors to new PGCE student teachers. Many of our graduates become senior teachers (such as Assistant Headteachers or Head of a Faculty) in 5-8 years of graduating, and some are now Headteachers. Others have developed their careers as subject specialist teachers and educators, both becoming lead teachers in the classroom and researching, writing and advising other teachers themselves. The Secondary PGCE Programme is a springboard into a rewarding career, not just as a skilled teacher, but as an educational leader.
Students on the Biology PGCE work with a team of expert subject tutors who have all previously been classroom teachers and are actively involved with science education research, curriculum development and consultancy. During teaching practice, student teachers benefit from the support of subject specialist mentors within our network of over 200 schools throughout Greater London and beyond, ensuring each has the opportunity to become a skilled and confident teacher.
The Biology PGCE offers unique opportunities including teaching sessions at museums and Kew Gardens, and residential trips, developing students’ understanding of learning science outside the classroom.
Accreditation:
Students who successfully complete this programme will be recommended for Qualified Teacher Status (QTS).
The Chemistry PGCE prepares chemistry student teachers to teach the 11-16 age range. We are committed to creative and interactive approaches to teaching science to promote engagement and learning.
Students will acquire a critical understanding of current debates and issues relating to science education, and will be guided and supported in developing their subject knowledge. We expect students to engage with reading and research into science education and to regularly reflect upon their own progress, towards meeting the teaching standards across the 11–16 age range.
Students undertake two level 7 (Master’s-level) modules of 30 credits each, totaling 60 credits. These can be carried forward onto full Master’s programmes at the IOE.
The Secondary PGCE consists of three core modules: two Master’s-level (level 7) modules, which are assessed through written assignments, and the Professional Practice module, which is assessed by the observation of practical teaching in placement schools.
Completion of the Professional Practice module and the two level 7 (Master’s level) modules (60 credits) will result in the award of a Postgraduate Certificate of Education (PGCE). Completion of the Professional Practice module and one or two level 6 (undergraduate/Bachelor’s level) modules, will lead to the Professional Graduate Certificate of Education (PgCE).
Core modules
Placement
Student teachers undertake at least two placements (totaling 120 days) at a school or college, during which time their teaching practice will be supported by a school subject tutor and mentor. The Professional Practice module is assessed through these placements, associated tasks and a portfolio.
Students may teach:
Key Stage 3: science (including elements of physics, chemistry, biology)
Key Stage 4: science (all areas) or chemistry (depending on school placement)
Key Stage 5: AS/A2 level chemistry
Teaching and learning
The Secondary PGCE full-time route is delivered via keynote lectures, subject lectures, seminars, workshops, tutorials and directed study days at the Institute of Education as well as time spent in placement schools or colleges. Assessment is by practical teaching, assignments and portfolio tasks.
Students will also record their progress in a Career Entry and Development Profile statement. This will form part of a portfolio that links into the induction year (the first year of teaching) and a student's continuing professional development.
Further information on modules and programme structure is available on the department website: PGCE Chemistry
Bursaries are available for some subject programmes to students who meet the eligibility criteria. To find out what funding may be available to you, please visit the Department for Education funding page.
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the UCL Scholarships and Funding website.
Graduates of this programme are currently working across a broad range of areas. Some are working as lecturers in science education, while others have posts as school leaders, heads of year and advanced skills teachers. They can also be found working as chemistry teachers, science teachers and heads of department.
Employability
Graduates of the Secondary PGCE programme are highly employable and sought after by schools and colleges in London and beyond. Almost all graduates secure their first teaching post by the time they finish the PGCE programme. Graduates of the programme also have great career prospects, with many becoming Head of Department or a Head of Year within 2-5 years, often acting, in their schools, as mentors to new PGCE student teachers. Many of our graduates become senior teachers (such as Assistant Headteachers or Head of a Faculty) in 5-8 years of graduating, and some are now Headteachers. Others have developed their careers as subject specialist teachers and educators, both becoming lead teachers in the classroom and researching, writing and advising other teachers themselves. The Secondary PGCE Programme is a springboard into a rewarding career, not just as a skilled teacher, but as an educational leader.
Students on the Chemistry PGCE work with a team of expert subject tutors who have all previously been classroom teachers and are actively involved with science education research, curriculum development and consultancy. During teaching practice, student teachers benefit from the support of subject specialist mentors within our network of over 200 schools throughout Greater London and beyond, ensuring each has the opportunity to become a skilled and confident teacher.
The Chemistry PGCE offers unique opportunities including teaching sessions at museums and Kew Gardens, and residential trips, developing students’ understanding of learning science outside the classroom.
Accreditation:
Students who successfully complete this programme will be recommended for Qualified Teacher Status (QTS).
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