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Masters Degrees (University Of Brighton)

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The course is aimed at students who have undertaken a sports science, sports coaching or related undergraduate degree and who wish to continue their studies and progress to working within elite athletics. Read more
The course is aimed at students who have undertaken a sports science, sports coaching or related undergraduate degree and who wish to continue their studies and progress to working within elite athletics.

The course aims to facilitate accreditation with the UK Strength and Conditioning Association (UKSCA) through experiential learning on the professional enquiry placement module and key core modules such as practical applications to performance training, strength and rehabilitation science and effective coaching.

The University of Brighton’s sport and exercise laboratories at the Eastbourne campus, where the course is based, are accredited by the British Association of Sport and Exercise Sciences (BASES). There are also extensive fitness and sport facilities on site and a brand new gym will open in 2018.

The course leader, Flo Pietzsch, was a strength and conditioning coach with the Lawn Tennis Association and previously to that at the English Institute of Sport. He is an accredited member of UKSCA and has advised and worked with UKSCA on curriculum development on their recent coaching science content.

We are a REF 2014 top 20 university for world-leading research impact in sport and exercise science, leisure and tourism.

Areas of study

The course offers varied content that brings together strength and conditioning, and applied physiology.

You will study five core modules, including your final project, plus choose two from a range of options that include Exercise Tolerance and Laboratory Skills for Sport Physiologists.

The University of Brighton is unique in offering Effective Coaching as a compulsory module. This module is aligned with curriculum guidance from UKSCA, the national governing body.

The professional enquiry module is also compulsory and provides the opportunity to undertake practical experience in a work environment and gain invaluable first-hand knowledge. It is designed to help you engage with the process of planning and delivering expertise in practice, and to reflect upon and take steps to improve your academic, personal and professional skills. Opportunities exist with a range of organisations whom we partner with.

Syllabus

The course is flexible in that it allows you to exit with a postgraduate certificate at the end of one semester (three 20-credit modules) or a postgraduate diploma at the end of two semesters (six 20-credit modules).

You must complete the 60-credit research project to qualify for the MSc.

You will study five core modules, including your final project plus choose two modules from a range of options. (This new course is still in development so the modules below are currently indicative and could be subject to change.)

Core modules:

Practical Application of Performance Training
Strength and Rehabilitation
Effective Coaching
Professional Enquiry/ placement
Final Project

Options:

Critical Insights into the Study of Physiology
Exercise Tolerance
Laboratory Skills for Sport Physiologists

Equipment and facilities

Accredited by the British Association of Sport and Exercise Sciences (BASES) and the English Institute of Sport (EIS), our laboratories are equipped with the latest modern facilities.

You will have access to a -10 to +50°C hot-cold chamber, an altitude/hypoxic chamber that rises to the equivalent of 5500m, 3D motion analysis, ground reaction force plates, a DXA bone scanner, exercise physiology laboratories, biomechanics laboratories and three biochemistry laboratories.

Our laboratories have appeared in numerous TV productions by the BBC and Sky TV. They have also been used to test out products for exercising and weight loss and to prepare athletes for the Olympics and Paralympics.

The university’s Eastbourne campus has extensive sporting facilities, including a sports hall, climbing wall, swimming pool, three gyms, a dance studio and an artificial training pitch. Currently there is a 36 station fitness suite has a designated cardiovascular area packed with bikes, treadmills, and rowers, cross-trainers and steppers. Free weights range from 2–40kg with 15 resistance stations.

A brand new gym will be opening in 2018 purpose designed for performance strength and conditioning. We also use the outdoor environment in and around Eastbourne, such as the seafront, the South Downs and Friston Forest.

Placements

The professional enquiry module will involve a 160 hours within a quality assured placement which includes mentoring by the host supervisor and via close guidance from University of Brighton staff.

Previous hosts have included Sussex County Cricket, Brighton and Hove Albion, University of Brighton – Sport Brighton scholarship programme, Eastbourne College, Brighton College, and several other local sporting clubs.

Those already in employment within the strength and conditioning sector have the opportunity to complete this module within their own employment setting.

Careers and employability

Employment prospects for graduates are extremely good. The strength and conditioning industry has expanded considerably and many professional sports organisations employ strength and conditioning coaches. This degree is specifically designed to provide the necessary skills and knowledge bases to undertake such a role.

Since the United Kingdom Strength and Conditioning Association (UKSCA) was founded in 2004 there has been significant investment and development in elite sport provision. A 2015–16 annual report from UK Sport indicates an industry net expenditure of £41 million.

The University of Brighton has expert, accredited strength and conditioning staff who have an international reputation in its applied provision. A degree from Brighton will help ensure you are fully equipped for a successful career in this expanding industry.

Many of our students have gone onto work in professional sport clubs including Brighton and Hove Albion FC, Arsenal FC and Crystal Palace FC. Several have also worked for the English Institute of Sport or directly with a national governing sports body.

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Therapeutic radiographers are at the forefront of cancer care, having a vital role in the delivery of Radiotherapy services. They treat cancer patients with x-rays using highly sophisticated equipment. Read more
Therapeutic radiographers are at the forefront of cancer care, having a vital role in the delivery of Radiotherapy services. They treat cancer patients with x-rays using highly sophisticated equipment. They are also responsible for ensuring that treatment planning and delivery is achieved with absolute precision.

In the treatment of cancer, accuracy is paramount and a variety of highly specialised equipment is available within Radiotherapy Departments to achieve this. Computerised Tomography (CT) simulators employ the latest technology to localise tumours.

Technological advances

Technological advances in linear accelerator design ensure that treatment conforms to patients needs with pinpoint accuracy. Treatment units housing radioactive sources also play a useful role in patient management, as do 3D planning systems.

London South Bank University has invested heavily to ensure that students have access to the best learning tools and staff. There are two dedicated fully equipped skill labs that enable Dosimetry (Radiotherapy treatment planning) and a state of the art virtual environment of a radiotherapy treatment room (VERT).

Communication and care

Alongside the technology, the importance of high standards of communication and care of cancer patients cannot be overestimated. Cancer patients are treated by a multidisciplinary team in which the therapeutic radiographer plays a major role in reducing the sense of vulnerability and promoting patients autonomy.

As a graduate, you'll be eligible to apply for registration with the Health and Care Professions Council (HCPC) as a Radiographer .

PgDip programme

The PgDip programme is an accelerated programme over two years, for graduate students who already have a Level 6 qualification. Building on graduate skills you'll develop an enquiring, reflective, critical and innovative approach to Therapeutic Radiography within the context of the rapid changes occurring in the health service.

Top-up to MSc

By adding the research element of a dissertation (an extended and independent piece of written research), you'll be able to graduate with a Masters-level qualification.

Modules

On this programme we'll develop you as confident and competent practitioner who practices autonomously, compassionately, skilfully and safely. The programme comprises of five compulsory modules instilling a range of academic knowledge from health sciences to profession specific radiotherapy and oncology practice. And, add a dissertation for the award of a Masters.

Year 1

Radiation science and technology
Applied biological sciences
Radiotherapy theory and practice 1

Year 2

Patient care and resource management in radiotherapy
Radiotherapy theory and practice 2
Dissertation (MSc only)

Teaching and learning

Academic theoretical knowledge is gained through taught session led by lecturers and experts in the field, supported by blended learning and self-study activities.

Practical skills are normally developed through practical skills based sessions using VERT and dosimetry software, problem-based approaches and clinical placement.

Types of learning activities include:

• Lectures
• Seminars
• Enquiry-based learning
• Tutorials
• Formative assessments
• E discussions
• Observation and demonstration of practices within clinical placements.

Placements

Clinical placements are an essential element of the course. You will spend 50% of your time involved in academic study and 50% in clinical practice within a broad variety of healthcare settings. A clinical practice placement allows you to put theory into practice by working with a range of health professionals in clinical situations to develop the skills, knowledge and experience required to become a competent radiographer. Although sometimes initially challenging, practice learning is one of the most interesting and exciting aspects of learning to be a radiographer.

Clinical settings

At LSBU you will experience a variety of clinical settings such as NHS Trusts and the independent sector.

Placements for Therapeutic Radiography include:

• Brighton and Sussex University Hospital: Sussex Cancer Centre
• Maidstone and Tunbridge Wells NHS Trust: Kent Oncology Centre
• Guy's and St Thomas' NHS Foundation Trust
• Royal Surrey Hospital
• Queens Hospital, Romford.

Structure of placements

Placements are spread over two years.

The first clinical placement; approximately seven weeks after the start of the course, gives a real taster of the role of the radiotherapy radiographer in the radiotherapy treatment process. It gives you an opportunity to confirm correct choice of career early within the course. Thereafter clinical placements follow the same pattern throughout the course.

Support from a mentor

An identified Link Lecturer and Personal Tutor from the University will be the person you can contact during working day hours whilst on placement with any concerns or questions you are unable to solve otherwise. As there is a close relationship between LSBU and the clinical placement; the Link Lecturer will pay regular scheduled visits to the different sites to meet up with students.

Professional links

The programme is validated by the Health and Care Professions Council (HCPC) and accredited by the Society and College of Radiographers.

Radiotherapy as a career

On successful completion of the course you'll be eligible to register with the Health and Care Professions Council (HCPC) as a therapeutic radiographer.

From helping plan and administering treatment, to explaining it to patients and assessing their responses, therapeutic radiographers are involved in every stage of the treatment process.

Therapeutic radiographers work closely with professionals from other disciplines, are involved in the care and support of the cancer patient and their families through all parts of the patient pathway from the initial referral through to treatment review and follow-up stages. They are predominantly responsible for treatment for the accurate localisation, planning and delivery of ionising radiation.

Therapeutic radiographers need excellent interpersonal skills and emotional resilience as they deal with patients and their families at very difficult and emotional times. Making patients feel comfortable and guiding them through the process can be as important as the technical skills required for this role.

Career progression

Through the acquisition of a wide range of transferable skills such as psychosocial, organisational, management, technical and scientific skills, individuals are well prepared to work in any situation that best suits their individual expertise and interest.Working as a consultant practitioner is one common career path as well as management, research, clinical work and teaching.

After qualification, clinically experienced therapeutic radiographers may gain additional specialist skills and expertise through the postgraduate, post-registration and continuing professional development frameworks.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

• Direct engagement from employers who come in to interview and talk to students
• Job Shop and on-campus recruitment agencies to help your job search
• Mentoring and work shadowing schemes.

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This programme of study, skills development and placement experience allows you to build upon a first degree in biosciences, life sciences or health sciences in order to function as a qualified physician associate. Read more

This programme of study, skills development and placement experience allows you to build upon a first degree in biosciences, life sciences or health sciences in order to function as a qualified physician associate.

The programme teaches you to assess, diagnose and manage medical problems competently, consulting with patients presenting with a variety of specified conditions on behalf of, and under supervision of, a senior experienced doctor.

By the end of the programme, you will be able to deliver holistic medical care and treatment to a standard defined by the National Examination for Physician Associates, which will enable you to work in either Primary or Secondary Care.

Programme structure

The programme consists of eight taught modules.

On successful completion of the programme, students will receive a Post Graduate Diploma in Physician Associate Studies, but will also need to sit a National Examination comprising a written paper and OSCE examination, set by the Faculty of Physician Associates at the Royal College of Physicians, in order to be able to practise in the NHS.

On passing the National Examinations, the graduate can be registered on the National Register (currently a Voluntary Register but awaiting accreditation and appointment of a Regulatory Body). The graduate can only work as a physician associate in the NHS if he/she is on this National Register.

Example module listing

The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.

What is a physician associate?

Physician associates support doctors in the diagnosis and management of patients. As a physician associate, you might work in a GP surgery or be based in a hospital, but wherever you work, you'll have direct contact with patients.

You’ll be trained to perform a number of day-to- day tasks including:

  • Taking medical histories
  • Performing examinations
  • Diagnosing illnesses
  • Analysing test results
  • Developing management plans

You can find further information on the role through the Faculty of Physician Associates at the Royal College of Physicians (FPARCP) or the NHS careers website.

To understand what a physician associate does on a day-to- day basis, Health Education England have produced this informative Day in the Life of a Physician Associate video.

Collaboration

This programme will be delivered through collaboration with Health Education Kent, Surrey and Sussex and engagement with Brighton and Sussex Medical School (BSMS), Canterbury and Christchurch University (CCU) and the University of Kent.

The majority of teaching, however, will be conducted by Surrey staff and local NHS clinicians. The four HEIs (including Surrey) may share facilities in areas of individual specialist expertise, although teaching will be conducted by Surrey staff.

Working with local NHS Trusts (primary and community care, acute, secondary care and mental health) will enable elements including work-based assessments and summative assessments (the clinical OSCEs).

Surrey Health Partners

The University of Surrey is part of the Surrey Health Partners Alliance, bringing together NHS Trusts in Surrey with the University to enhance learning and teaching, research and clinical practice.

The local Clinical Commissioning Groups (CCGs, covering GP practices) and NHS Health Trusts (covering hospitals, community care and psychiatric care) are all represented fully within Surrey Health Partners.

Career opportunities

Following successful graduation from this Diploma course, you will need to sit the National Assessment for Physician Associates, set by the Faculty of Physician Associates at the Royal College of Physicians, London.

Passing the National Assessment will allow you to be put onto the National Register for Physician Associates, so that you can practise clinically in the UK.

Career prospects

The predicted growth of the physician associate role across the NHS to fill an important resource gap indicates strong continued employment prospects for graduates. Physician associates will pursue a profession that is supported by the NHS and the Department of Health: over 30 hospitals currently employ PAs across the UK and the numbers are growing fast.

Health Education Kent, Surrey and Sussex aims to produce PAs who can work in primary as well as secondary care.

Educational aims of the programme

The overarching educational aim of the programme is to train graduates with a first degree in Biosciences, Life Sciences or Health Sciences, or suitable approved programme, to Post Graduate Diploma level, to function as a qualified physician associate (on passing the National Examination).

Physician associates will be able to:

  • Deliver holistic medical care and treatment under defined levels of supervision, in acute and primary care settings in the National Health Service.
  • Work effectively with patients and multi-disciplinary healthcare teams from diverse backgrounds.
  • Use a patient-centred approach, and be expert communicators, ensuring patient safety at all times
  • Promote health and wellbeing on an individual and population basis
  • Engage in reflective practice, work within the limits of their competence and engage actively in lifelong learning and professional development

This training includes the necessary knowledge, skills and professional attitudes needed to work to the medical model, demonstrating safe medical practice, medical competence, compassion, reflective and critical thinking in diagnostic reasoning and clinical management.

Graduates will be able to assess, diagnose and manage medical problems competently, consulting with patients presenting with a variety of specified conditions on behalf of, and under supervision of a senior experienced doctor.

They will be able to understand and demonstrate the principles of safe and effective prescribing.

Graduates will be trained to a standard defined by the National Examination for Physician Associates that will enable them to work as physician associates in the National Health Service, with appropriate accreditation and regulation once these have been decided and implemented.



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The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you have graduated with a good honours degree or equivalent, in a subject directly relevant to the physics or maths specialisms.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in physics and mathematics at PGCE level means that you will be able to take a role in the leadership and development of these subject areas throughout your career.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

The university works in partnership with schools and colleges to provide a high quality programme of support, ensuring a sound relationship between theory and practice. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the 'Peer Observation' programme.

The School of Education is excellently equipped with multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in physics and mathematics and provides you with the opportunity to develop skills, knowledge and understanding of physics and mathematics in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competences, supported by analytical skills. By the end of the course you will:

• refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
• understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
• understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing. Please visit the website for further details regarding the placements:

https://www.brighton.ac.uk/courses/study/secondary-physics-with-mathematics-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools. Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

There is a national shortage of physics and mathematics teachers, with the subjects being nationally recognised as secondary shortage subjects. This means that teachers qualifying in physics and mathematics are particularly employable.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

The teachers we train are:

• highly committed to their pupils’ learning and ambitious in what they want to help them achieve
• inquisitive, critically reflective and motivated to keep learning and improving their own practice
• quick to adapt to different learning contexts and confident to challenge inequalities
• an asset to the profession, willing to share their knowledge and experience and to collaborate with others
• well-prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you have graduated with a good honours degree or equivalent in dance.

Studying with us, you will have access to excellent resources and will gain practical experience in two schools. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in dance at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

The university works in partnership with schools and colleges to provide a high quality programme of support, ensuring a sound relationship between theory and practice. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the peer observation programme.

We have excellent multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Dance addresses the development of pupils' performance, choreographic and appreciation skills. The demands of examination syllabuses are studied in parallel with practical experience.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in dance and provides you with the opportunity to develop skills, knowledge and understanding of dance in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competences, supported by analytical skills. By the end of the course you will:

• refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
• understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
• understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing. Please visit the website for further details regarding the placements:

https://www.brighton.ac.uk/courses/study/secondary-dance-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools. Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

Graduates of the course are equipped with the skills and knowledge to become confident and competent secondary dance teachers.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

Career prospects are good; most graduates gain their first teaching posts in secondary schools as soon as they qualify.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details, check: http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

The teachers we train are:

• highly committed to their pupils’ learning and ambitious in what they want to help them achieve
• inquisitive, critically reflective and motivated to keep learning and improving their own practice
• quick to adapt to different learning contexts and confident to challenge inequalities
• an asset to the profession, willing to share their knowledge and experience and to collaborate with others
• well-prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

You'll experience practical and theoretical modules that are based upon research-informed practice by the route leader, Dr Gary Stidder, who is an established academic and active researcher in the field of physical education.

Our course focuses on an alternative approach to teaching physical education, emphasising physical activities and non-traditional team games alongside the usual competitive team games. It also includes lifestyle activities that have a wide appeal to a broad population of pupils.

You will have access to excellent resources and gain 120 days of practical experience in two of around 250 schools with whom we have partnerships.

Course structure

All teaching takes place at the School of Sport and Service Management, based in Eastbourne, where there are extensive sports facilities such as six badminton court-sized sports halls, two gymnasiums, plus a fitness suite, Astro turf pitch and swimming pool.

When studying with us at the university, you’ll experience and learn how to teach practical physical education through The A-list of physical activities. These include physical activities considered to be less conventional compared to more established types of activities. The A-list includes the following non-conventional physical activities:

Alternative
Adapted
Artistic
Aesthetic
Aquatic
Athletic
Adventurous
Aerobic
Anaerobic

Please visit the website to find out more about the course structure:
https://www.brighton.ac.uk/courses/study/secondary-physical-education-pgce.aspx

Areas of study

This course covers the national curriculum range of content for physical education.

The course also includes health-related exercise, the use of new and emerging technologies in physical education, thematic teaching and learning in physical education, inclusive practice in physical education and the teaching of accredited courses in physical education.

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you can be confident that your working knowledge is based on current theory and practice.

The education studies strand gives you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competency supported by analytical skills. By the end of the course you will:

• refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
• understand how to use and adapt teaching, learning, management and assessment strategies in order to meet the varying needs of learners
• understand how the progress and wellbeing of learners is affected by different influences and know how to take account of the principles of equality, inclusion and diversity.

The subject study/subject education strand builds upon your existing expertise in your specialist subject and provides you with the opportunity to develop skills, knowledge and understanding of the subject in the secondary school context. You will consider the learning and teaching strategies that are relevant to physical educaiton.

The subject education module is specifically related to teaching PE in school, while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

Professional development is linked to all strands of the programme and is designed to enable you to evaluate critically and reflect on your learning to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing. Please visit the website to find out more about the placements:

https://www.brighton.ac.uk/courses/study/secondary-physical-education-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools.

Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

Graduates of the course are equipped with the skills and knowledge to become confident and competent secondary-school teachers.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

Most students gain employment in schools across the UK very soon after they have completed the course and achieved the teaching qualifications. Many former students have subsequently become curriculum leaders and senior managers in schools.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details, please check: http://www.education.gov.uk/get-into-teaching/school-experience.aspx

The teachers we train are:

• highly committed to their pupils’ learning and ambitious in what they want to help them achieve
• inquisitive, critically reflective and motivated to keep learning and improving their own practice
• quick to adapt to different learning contexts and confident to challenge inequalities
• an asset to the profession, willing to share their knowledge and experience and to collaborate with others
• well-prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you have graduated with a good honours degree or equivalent, in a subject directly relevant to the geography specialism.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in geography at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

This course offers a number of features that are of enormous benefit to graduates and their continuing professional development. These include: active involvement with fieldwork both locally and in a residential context; opportunities for involvement with RGS/IBG and GA seminars, conferences and exhibitions; access to the OS digital map information system 'Digimap' through university registration; and the use of iPads in the geography classroom.

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

The university works in partnership with schools and colleges to provide a high quality programme of support, ensuring a sound relationship between theory and practice. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the 'Peer Observation' programme.

The School of Education is excellently equipped with multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in geography and provides you with the opportunity to develop skills, knowledge and understanding of geography in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competences, supported by analytical skills. By the end of the course you will:

•refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
•understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
•understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements, and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Please visit the website for further details regarding the placements:

https://www.brighton.ac.uk/courses/study/secondary-geography-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools.

Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

Specialist geography teachers are always in demand, with average time spent teaching the subject in schools increasing in recent years.
If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

The teachers we train are:

• highly committed to their pupils’ learning and ambitious in what they want to help them achieve
• inquisitive, critically reflective and motivated to keep learning and improving their own practice
• quick to adapt to different learning contexts and confident to challenge inequalities
• an asset to the profession, willing to share their knowledge and experience and to collaborate with others
• well-prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you have graduated with a good honours degree or equivalent, in a subject directly relevant to the English specialism.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in English at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

The university works in partnership with schools and colleges to provide a high quality programme of support, ensuring a sound relationship between theory and practice. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the 'Peer Observation' programme.

The School of Education is excellently equipped with multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

A detailed exploration of literacy as a social practice ensures that graduates move beyond the minimum requirements of the Initial Teacher Training National Curriculum. The course, in content and methodology, highlights the importance of literature and drama in language, literacy and learning. Graduates are able, as they enter the profession, to contribute to innovative approaches in teaching English.

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in English and provides you with the opportunity to develop skills, knowledge and understanding of English in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competences, supported by analytical skills. By the end of the course you will:

•refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
•understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
•understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Please visit the website for further details regarding the placements:

https://www.brighton.ac.uk/courses/study/secondary-english-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools.

Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

There is a national shortage of English teachers, with the subject being nationally recognised as a secondary priority subject. This means that teachers qualifying in English are particularly employable.

If you are interested in teaching but may need to develop your subject knowledge before beginning your initial teacher training, the university offers nine-month subject knowledge enhancement courses. The course is free and you will receive a bursary while you study. To find out more please contact the university directly.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

The teachers we train are:

• highly committed to their pupils’ learning and ambitious in what they want to help them achieve
• inquisitive, critically reflective and motivated to keep learning and improving their own practice
• quick to adapt to different learning contexts and confident to challenge inequalities
• an asset to the profession, willing to share their knowledge and experience and to collaborate with others
• well-prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you have graduated with a good honours degree or equivalent in a subject directly relevant to art and design.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in art and design at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

The university works in partnership with schools and colleges to provide a high quality programme of support, ensuring a sound relationship between theory and practice. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the Peer Observation programme.

The School of Education has excellent multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in art and design and provides you with the opportunity to develop skills, knowledge and understanding of art and design in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competences, supported by analytical skills. By the end of the course you will:

• refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate

• understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners

• understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development - intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Please visit the website for more information regarding placements:

https://www.brighton.ac.uk/courses/study/secondary-art-and-design-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools.

Please click the link below for more information regarding the schools direct route and current vacancies

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

Career prospects are good; most graduates gain their first teaching posts in secondary schools as soon as they qualify.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

The teachers we train are:

• highly committed to their pupils’ learning and ambitious in what they want to help them achieve
• inquisitive, critically reflective and motivated to keep learning and improving their own practice
• quick to adapt to different learning contexts and confident to challenge inequalities
• an asset to the profession, willing to share their knowledge and experience and to collaborate with others
• well-prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in mathematics at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career. If your degree isn’t in the subject area you wish to teach or you have relevant professional experience but need to learn how to apply that to teaching we offer Subject Knowledge Enhancement courses. Find out more:

https://www.brighton.ac.uk/courses/study/subject-knowledge-enhancement-for-teacher-training.aspx

The programme would be suitable if you have graduated with a good honours degree or equivalent, in a subject directly relevant to the mathematics specialism. Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

You will spend two-thirds of your year teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time which will enable you to see what you are doing well and where you might need to improve.

At Brighton we work in partnership with schools and colleges to provide a high quality programme of support, which is designed to provide a balance of theory and practice. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the 'Peer Observation' programme.

At the School of Education we are excellently equipped with multimedia training materials, which you can use to enrich your learning experience and develop your ICT confidence and proficiency. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching aids.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

We keep our course content up to date with changes in local and national initiatives and legislation so that on course completion you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds on your existing expertise in mathematics and provides you with the opportunity to develop skills, knowledge and understanding of mathematics in the secondary school context. You will consider the learning and teaching strategies that are relevant to this specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. You will develop your practical competences and analytical skills by studying the principles and practices of learning and teaching in both school and university settings. By the end of the course you will:

•refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
•learn how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
•understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect on your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements, and under the guidance of tutors you will review this throughout the course. You will make full use of an action plan to support your professional development during placements. This makes up a significant part of the improvement planning process.

By the end of the course, you will have completed an e-portfolio, which you can use as evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing. Please visit the website for further details regarding the placements:

https://www.brighton.ac.uk/courses/study/secondary-mathematics-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools.

Please follow the link below to find out more about School Direct and view vacancies:
https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

There is a national shortage of mathematics teachers, with the subject being nationally recognised as a secondary shortage subject. This means that as a teacher qualified in mathematics you will be particularly employable.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

The teachers we train are:

• highly committed to their pupils’ learning and ambitious in what they want to help them achieve
• inquisitive, critically reflective and motivated to keep learning and improving their own practice
• quick to adapt to different learning contexts and confident to challenge inequalities
• an asset to the profession, willing to share their knowledge and experience and to collaborate with others
• well-prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to teach in schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme is suitable if you have graduated with a good honours degree or equivalent, in the traditional areas of religious studies and theology, or associated disciplines such as anthropology, philosophy and sociology.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Religious education continues to occupy a lively, distinctive and often controversial place in education and we engage in this debate as part of the healthy growth of the subject. You will be required to work out your own answers and approaches to the exciting challenges in religious education in professional, reflective and practical ways as you take on the role of a religious education teacher.

Specialising in religious education at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career. Find out more about teaching RE and training bursaries:

http://www.teachre.co.uk/want-to-teach-re/

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see where you are doing well and where you could improve.

The university works in partnership with schools and colleges to provide a high quality programme of support, ensuring a sound relationship between theory and practice. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the 'Peer Observation' programme.

You will be encouraged to approach your teaching strategies creatively, to aid the progress of your students and your own skills as an RE teacher. You will learn and practice a variety of teaching approaches and innovative classroom practices on this programme.

Please visit the website to find out more about the course structure:

https://www.brighton.ac.uk/courses/study/secondary-religious-studies-pgce.aspx

Areas of study

A number of support systems are put in place before and during the course, to help students develop their subject knowledge in key curriculum areas. The subject knowledge required for Key Stages 3/4 includes the six major world faiths, religious philosophy and ethics, and secular philosophies and other religious traditions.

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in religious studies and provides you with the opportunity to develop skills, knowledge and understanding of religious studies in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competences, supported by analytical skills. By the end of the course you will:

• refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
• understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
• understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements, and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing. Please visit the website for further details regarding the placements:

https://www.brighton.ac.uk/courses/study/secondary-religious-studies-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools. Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

Most students gain employment in schools across the UK very soon after they have completed the course and achieved the teaching qualifications.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

The teachers we train are:

• highly committed to their pupils’ learning and ambitious in what they want to help them achieve
• inquisitive, critically reflective and motivated to keep learning and improving their own practice
• quick to adapt to different learning contexts and confident to challenge inequalities
• an asset to the profession, willing to share their knowledge and experience and to collaborate with others
• well-prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS), which will allow you to teach in schools in England and Wales.

The programme is suitable if you are a graduate with a good honours degree or equivalent, in an area that has some relevance to primary school or early years teaching.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

This is an intensive year, with two-thirds of the course based in partnership schools and the remainder in lectures, seminars and independent study. Inherent to this programme are the government's national priorities and we will give you support whilst thoroughly addressing these issues.

In line with government requirements, you will spend the majority of your course gaining experience in schools, where you will spend 24 weeks teaching under supervision. Our tutors and mentors will advise and support you throughout each placement. We will give you plenty of comprehensive feedback during this time, which will enable you to see what you are doing well and where you might need to improve.

You will benefit from experiencing school-based training in two different schools and age-phases. The first phase of school-based training runs simultaneously to the University-based programme, which ensures that teaching theory is effectively integrated with practice.

We believe in nurturing and facilitating your opportunities to discuss and critically evaluate effective teaching practices through small interactive seminar groups, which complement larger-group lectures.

All students are enrolled onto the Postgraduate Certificate in Education but an alternative exit award, the Professional Graduate Certificate in Education, which also includes QTS, is available if you do not achieve the masters-level elements of the postgraduate programme.

Areas of study

You will explore the subject curriculum areas for Key Stage 1 and the Early Years Foundation Stage, and practise the strategies and skills that encourage you to interpret the curriculum confidently and creatively. The programme is designed to encourage teaching practice that you can continually reflect upon and critique.

You will study modules that investigate learning and teaching throughout the two Stages within the context of child development as a whole.

Our teaching and learning strategies go across and beyond subject areas, to ensure inclusive practice and equal, effective teaching of children from a diverse range of backgrounds.

You will engage in a Masters-level school-based Professional Enquiry module, which will entail a focus on an aspect of your own professional development.

School-based training

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing primary practitioners, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Please visit the website for further details regarding school-based training:
https://www.brighton.ac.uk/courses/study/primary-education-3-7-years-pgce-profgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools. Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

Graduates of the course are equipped with the skills and knowledge to become confident and competent primary school teachers.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

Most graduates of this course begin their careers as primary school teachers, where they work to make a difference in those important years of a child's education. From your first post as a newly qualified teacher, your career could develop in many different ways. Some of our graduates go on to be special educational needs teachers or head teachers.

Although trained to teach in the primary age range, Qualified Teacher Status is a universal qualification and many teachers go on to teach other age ranges throughout their career.

The teachers we train are:

• highly committed to their pupils’ learning and ambitious in what they want to help them achieve
• inquisitive, critically reflective and motivated to keep learning and improving their own practice
• quick to adapt to different learning contexts and confident to challenge inequalities
• an asset to the profession, willing to share their knowledge and experience and to collaborate with others
• well-prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

Read less
Young people need to be prepared for a world where the ability to communicate with other nationalities in their language becomes essential. Read more
Young people need to be prepared for a world where the ability to communicate with other nationalities in their language becomes essential.

The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you have graduated with a good honours degree or equivalent, in a subject directly relevant to modern foreign languages. You will graduate a competent and confident teacher of French, German or Spanish at all levels in secondary schools.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in modern foreign languages at PGCE level means that you will be able to take a role in the leadership and development of these subject areas throughout your career.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

The university works in partnership with schools and colleges to provide a high quality programme of support, ensuring a sound relationship between theory and practice. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the 'Peer Observation' programme.

The School of Education is excellently equipped with multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in modern foreign languages and provides you with the opportunity to develop skills, knowledge and understanding of modern foreign languages in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competences, supported by analytical skills. By the end of the course you will:

• refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
• understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
• understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Please visit the website for further details regarding the placements:
https://www.brighton.ac.uk/courses/study/secondary-modern-foreign-languages-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools. Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

There is a national shortage of modern foreign language teachers, with the subjects being nationally recognised as secondary shortage subjects. This means that teachers qualifying in modern foreign languages are particularly employable.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

The teachers we train are:

• highly committed to their pupils’ learning and ambitious in what they want to help them achieve
• inquisitive, critically reflective and motivated to keep learning and improving their own practice
• quick to adapt to different learning contexts and confident to challenge inequalities
• an asset to the profession, willing to share their knowledge and experience and to collaborate with others
• well-prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range, which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you have graduated with a good honours degree or equivalent, in a subject directly relevant to the biology specialism.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in biology at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career. If your degree isn’t in the subject area you wish to teach or you have relevant professional experience but need to learn how to apply that to teaching we offer Subject Knowledge Enhancement courses. Find out more:

https://www.brighton.ac.uk/courses/study/subject-knowledge-enhancement-for-teacher-training.aspx

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

The university works in partnership with schools and colleges to provide a high quality programme of support, ensuring a sound relationship between theory and practice. There are two placements in two schools or colleges with the opportunity to visit further schools or colleges as part of the 'Peer Observation' programme.

The School of Education is excellently equipped with multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in biology and provides you with the opportunity to develop skills, knowledge and understanding of biology in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand gives you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and the university settings, allowing you to develop your practical competency, supported by analytical skills. By the end of the course you will:

• refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
• understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
• understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development - intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements. it is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Please visit the website for further details regarding the placements:

https://www.brighton.ac.uk/courses/study/secondary-biology-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools.

Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

Science subjects are nationally recognised as secondary shortage or other priority subjects, meaning teachers qualifying in these subjects are particularly employable.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

The teachers we train are:

• highly committed to their pupils’ learning and ambitious in what they want to help them achieve
• inquisitive, critically reflective and motivated to keep learning and improving their own practice
• quick to adapt to different learning contexts and confident to challenge inequalities
• an asset to the profession, willing to share their knowledge and experience and to collaborate with others
• well-prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you are a graduate with a good honours degree or equivalent in a subject directly relevant to the chemistry specialism.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in chemistry at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career. If your degree isn’t in the subject area you wish to teach or you have relevant professional experience but need to learn how to apply that to teaching we offer Subject Knowledge Enhancement courses. Find out more:

https://www.brighton.ac.uk/courses/study/subject-knowledge-enhancement-for-teacher-training.aspx

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

The university works in partnership with schools and colleges to provide a high quality programme of support, ensuring a sound relationship between theory and practice. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the 'Peer Observation' programme.

The School of Education is excellently equipped with multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in chemistry and provides you with the opportunity to develop skills, knowledge and understanding of chemistry in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competency, supported by analytical skills. By the end of the course you will:

•refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
•understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
•understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Please visit the website for further details regarding the placements:

https://www.brighton.ac.uk/courses/study/secondary-chemistry-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools. Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

There is a national shortage of chemistry teachers, with the subject being nationally recognised as a secondary shortage subject. This means that teachers qualifying in chemistry are particularly employable.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

The teachers we train are:

• highly committed to their pupils’ learning and ambitious in what they want to help them achieve
• inquisitive, critically reflective and motivated to keep learning and improving their own practice
• quick to adapt to different learning contexts and confident to challenge inequalities
• an asset to the profession, willing to share their knowledge and experience and to collaborate with others
• well-prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

Read less

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