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This programme is designed to provide a route into one of the most rewarding and dynamic careers in teaching that there is, providing you with the tools to make the study of language stimulating for the full range of learners- http://www.gold.ac.uk/pgce/secondary-mfl/. Read more
This programme is designed to provide a route into one of the most rewarding and dynamic careers in teaching that there is, providing you with the tools to make the study of language stimulating for the full range of learners- http://www.gold.ac.uk/pgce/secondary-mfl/

This PGCE course comes with the choice of taking a French, German or Spanish pathway.

We seek to encourage an interactive teaching approach that builds confidence, develops understanding of how the language system works and leads to purposeful language use. You will be working with young people from a wide range of backgrounds, aptitudes and needs. This is challenging as well as exciting, so we offer a gradual and supportive introduction to the classroom.

In the College-based element, you will be given the opportunity to explore what constitutes ‘good practice’, and spend time in subject-specific groups looking at issues and resources particular to their languages. We encourage students to develop a second or third teaching language and we build in opportunities for you to teach each other.

Providing meaningful contexts for language learning is vitally important and we place emphasis on culture and creativity (use of stories, songs, drama, multimedia and art works) as well as on cross-curricular projects. We also devote attention to learner strategies that enable pupils to become more fully involved in the process of their own learning.

Motivation is a key aspect in teaching a language and we explore how we can develop engaging content and teaching strategies. We consider the growing number of alternative courses for language accreditation and the development of the 14-19 Diploma in Languages.

The introduction of language teaching in all primary schools is an exciting development. Working with our Primary PGCE colleagues we look at the implications of this in terms of policy and pedagogy. This focus is seen as particularly valuable by students and one that enriches the course.

School Direct

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

Additional costs

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

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

Contact the department

If you have specific questions about the degree, contact Marian Carty.

Structure

In the Autumn Term, College-based sessions complement school-based work by covering issues raised in lesson planning – eg. speaking skills, group work, or using ICT. The sessions are based on workshop-type activities, but offer the opportunity to reflect on the underlying teaching principles.

They also allow you to follow up General Professional Studies by exploring equal opportunities, classroom management, Every Child Matters and Inclusion.

For the Spring and Summer Terms, you move to a second school and take on more responsibility for teaching classes; you may also continue to team-teach with your mentor in school.

Your university tutor and mentor share responsibility for assessing your teaching practice, and help you identify your strengths and work on any weaknesses.

You also work with your mentor on a curriculum development project in which you explore a current initiative in language teaching, devising teaching materials and trying them out in the classroom.

You complete one formal subject assignment during the year. This includes a review of current language teaching methodologies and how they have developed, as well as a focus on a particular issue related to current classroom practice.

Department

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

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

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

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

Teaching placements

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

Support

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

Research

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

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

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

Learning & Teaching

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

• Taught subject sessions
• Taught General Professional Study sessions
• Practical workshops
• Core lectures
• Group tutorials/seminars
• Individual tutorials
• Individual and group presentations
• Supported self-study

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

How to apply

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

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

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

Funding

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

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At the School of Geography, Politics and Sociology, we conduct research and offer MPhil supervision in all major fields of politics, including. Read more
At the School of Geography, Politics and Sociology, we conduct research and offer MPhil supervision in all major fields of politics, including: international and global politics, governance and political organisations, and political theory.

We can offer you excellent supervision for your Politics MPhil, in a vibrant and supportive research environment.

We have a Politics Postgraduate Society, which organises:
-The 'New Voices' seminar series, with both internal and external presenters
-Round table discussions on topical issues
-Professional development workshops led by politics staff

You are encouraged to attend conferences to present papers, partial funding for this is available from the School.

Our main research themes are:

The politics of difference

We examine the issues thrown up by the social and political differences of humanity from a variety of perspectives including: analytical and continental political philosophy; comparative politics and international politics; post-colonialism. Our work includes research on:
-Multiculturalism and issues of identity
-Inequality and social justice
-Disability
-Competing discourses of national identity
-Ethnic-nationalism
-Political violence
-Socio-political exclusion and discrimination
-Global norms and cultural difference
-Free speech - toleration and recognition

Popular culture and political communication

Our research addresses various key issues including:
-Representation
-Aesthetics
-Identity
-Cultural political economy
-Memory
-Control

We also assess the processes and depiction of political struggles, such as:
-Armed conflict
-Everyday life
-Political organising and identity formation
-Elections

Political participation and elections

We examine the differing forms of political participation that link society to the political systems of the world. We look at both the formal electoral process and non-electoral politics (social movements, protest groups etc). Our research on the emergence of virtual political participation means that some of our work intersects with popular culture and political communication. We investigate:
-Citizen involvement and (dis)engagement
-Social capital
-Non-participation
-The role of civil society

Political ideologies and political thought

We focus on the history of political thought as well as how these ideas are embedded in programmes for political action. Our research incorporates both historical and contemporary political thought prominent in the Western tradition as well as Asian philosophy and post-colonial thinking. This is an interdisciplinary theme, serving as a bridge between empirical political science and political theory.

Global economic and environmental challenges

We study the importance of political ideas such as sustainable development and globalisation, as well as the struggle to define the core problems that society faces. These challenges pose questions to the nature and reform of global governance, and generate tensions between the state and transnationalising forces in global politics and political economy. Our work has already led to findings on:
-The implications for global justice
-The policy challenge for governments and non-governmental actors
-The empowerment of various actors

Democracy, the modern state and political organisations

Our work examines the role of interest groups, social movements, political parties, third-sector actors and charities, community organisations and postcolonial nationalism in relation to the modern state. We draw from ancient and modern political thought to understand the interpretation of democracy (including democratic rights and the foundations of democracy). Our research interrogates the forms democracy takes, including:
-Elite theories of democracy
-Deliberative democracy
-Cosmopolitan democracy
-Democracy in divided societies

Political economy of development

Our research focuses on the interaction of economic forces and principles with political power in the development of societal economics and welfare, as well as on theories of development and post-development. We cover a range of geographic areas in Africa, the Americas, Europe and Asia. We explore questions such as:
-The impact of the ongoing financial and economic crisis
-The role of communities and individuals in the face of global political economic forces
-The impact of the emerging economies (for example Brazil and China) on the global political economy

Critical geopolitics and security

Our research focuses on thinking critically about the political dynamics, consequences and discourses of historical and contemporary geopolitics. We cover both historical and contemporary questions of security, including:
-The territorialisation/de-territorialisation of identity and political agency
-Political cartography
-The role of fear and identity in shaping geopolitics
-Sovereignty and nationalism - the role and impact of the military
-Notions of terrorism and the war on terror
-The geographies of international boundaries
-The war on the trade in illegal substances
-The city and security
-The threat of biological weapons and infectious disease
-The vertical dimension in geopolitical and security studies
-Visual culture and world politics
-Technologies and architectures of security and insecurity
-The human body and security

Theory of international relations

We take an active role in the global debate on the units, actors and structures that shape the dynamics of international politics. Our research covers the political consequences of the constitution of the international as a distinct kind of relation. We examine political concepts including:
-The world system
-International diplomacy
-Networks
-Notions of empire
-Regional integration
-Non-governmental actors
-The (nation) state

Governance in Britain and wider Europe

Our research investigates the dynamics driving public policy-making at national, EU and international levels. We focus on the challenges multi-level governance offers for concerns about legitimacy and accountability. This includes the changing relationship between the governing and the governed over matters of politics and policy. Our geographic scope includes the United Kingdom, Western Europe, Eastern Europe and Russia, and the Mediterranean

Global justice and human rights

Our work in political philosophy reflects the increasing need to tackle issues at a global rather than a state-only level. We cover issues such as:
-The formulation and justification of human rights
-The competing claims of relativism, particularism, and cultural diversity
-The extension of ideas of distributive justice from states to humanity as a whole
-Proposals to secure global democracy
-The application of just war theory to modern conflicts and to humanitarian intervention
-Environmental justice, especially climate change

We tackle questions of justice from an issue perspective as well as surveys of nationalism, statism, and various non-cosmopolitan theories of global justice.

Political research and methods

We conduct qualitative and quantitative research reflecting both empirical and critical political methodologies. We use quantitative methods, including rational choice theory and experiments, to make sense of topics as diverse as party systems and transitional justice. Our aim is to push innovation in research methods in ethnography, hermeneutics and discourse analysis. We use concepts that challenge traditional notions of politics to investigate methods for research into new challenges, including:
-The rise of life sciences
-The focus on the relationship between the human body and security
-Emergent forms of subjectivity and politics

Research skills development

The University's Humanities and Social Sciences Graduate School provides a full range of research training in the social sciences, which meets the requirements of the Economic and Social Research Council (ESRC). This training includes:
-Bibliographical techniques
-Philosophy of social science
-Quantitative and qualitative methods

The Graduate School also hosts postgraduate events, including open days, and supports personal development.

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We know not everyone can, or indeed wants to study full-time or by evening classes. That's why our flexible learning route allows you to vary the pace and order of study to suit your personal circumstances. Read more

Why this course?

We know not everyone can, or indeed wants to study full-time or by evening classes.

That's why our flexible learning route allows you to vary the pace and order of study to suit your personal circumstances. This route combines the best of full-time, part-time and open learning study.

You’ll carry out most of your studies off-campus, with compulsory attendance at only one or two weekend schools per year.

You’ll begin on an open learning basis with the option to supplement your studies through optional face-to-face classes in Glasgow.

This study method is ideal if you value face-to-face contact with tutors, visiting specialists and fellow students, but can’t attend fixed weekly classes.

See the website https://www.strath.ac.uk/courses/postgraduatetaught/mba-flexible/

How does flexible learning work?

On joining the programme, you’ll be given a recommended study timetable which allows you to complete the Strathclyde MBA within 3 years. It aims to provide you with an ideal balance of home study, attendance at weekend schools and intensive seminars in Glasgow.

Along with the timetable, we send you your first year of core learning materials and key text books, and provide full details of our on-line and tutor support programme.

If you wanted to fast-track and complete the Strathclyde MBA in less than 3 years, our support team can suggest an alternative study schedule. Alternatively, if you'd like to take a bit longer to complete your MBA, we can accommodate your studies up to a maximum of 6 years.

- Compulsory weekend schools
There are certain subjects, such as “the Learning Manager” which we feel can’t be taught at a distance. This is why we’ve incorporated two compulsory weekend schools over the duration of the entire programme. These weekend schools are included in the standard tuition fee.
You can obtain great value through working with other ambitious managers, often from a wide cross-section of industry and commerce.

- Optional intensive seminars
To make the most of your MBA experience we strongly recommend that you take advantage of the optional intensive face-to-face seminars in Glasgow. The cost of these are included in the tuition fees.
These sessions provide a valuable opportunity for in-depth study of a chosen subject area, to meet fellow students and benefit from shared experiences. In addition, intensive seminars are key to accelerating your progress through the programme.
Our suggested timetable will give you a firm idea of commitments well in advance. This allows you to plan your year ahead at work and home.

When can I join the programme?

In theory, you can start flexible learning study whenever you like. However, we do have an annual schedule of induction classes, weekend schools and intensive seminars. We recommend that you start close to an induction period. These normally take place around April and October each year.

We do our best to schedule induction classes, weekend schools and intensive seminars together throughout the year. This ensures that you have every opportunity to maximise your stay in Glasgow.

Weekend schools run for all study routes of the Strathclyde MBA. If you can’t make a specified date, then you have the opportunity to attend the next weekend school at a later date.

Intensive seminars are only scheduled for our flexible learning course members. If you’re unable to attend, we recommend that you complete the subject area using core learning materials rather than delay your progress.

How much time do I need to commit to studying?

If you attend all possible weekend schools and intensive seminars on offer in any one year, you should expect to be away from the office for a total of around 15 days.

You can also expect to spend around a minimum of 15 hours a week in addition to weekend school and optional seminar attendance.

Accreditation

Less than 1% of business schools in the world hold "triple accreditation", and Strathclyde is one of them. The 3 international accrediting bodies are:
- The Association to Advance Collegiate Schools of Business
- The European Quality Improvement System
- The Association of MBAs

To gain accreditation by one of these bodies is an achievement in itself. To gain accreditation by all three bodies is a truly outstanding accomplishment and one we're proud of.

- Association of Masters of Business Administration (AMBA)
You’re eligible to join AMBA after enrolment on an MBA course.

Entry requirements

Our selection process is designed to identify talented professionals from a wide range of academic, business and cultural backgrounds.

While there are formal requirements for entry listed below, we take into consideration:
- your potential
- your interpersonal and team working qualities
- the range and nature of your managerial experience

In order to assess these skills we ask you to complete a number of essays outlining your experience and aspirations alongside references supporting your work experience and academic record.

We may ask you to undertake a formal interview to discuss your achievements and aspirations. We would encourage you to visit the school or centre you’re applying to and to ask as many questions as you need to clarify your decision.

Qualifications & experience

For entry to the MBA programme you must:
- hold a degree from a UK university, or equivalent academic qualification from a comparable non-UK institution. If you studied for your undergraduate degree at a non-UK institution we will need a copy of your degree transcript. Professional qualifications will also be considered.
- be at least 24 years of age.
- have a minimum of three years' full-time postgraduate experience where the management of people and resources has played a significant role.

Entry at Diploma level may be offered to applicants who do not hold sufficient recognised degree level qualifications, but who do:
- hold non-degree/professional qualifications plus at least five years' varied management experience.
- have no formal qualifications but extensive and varied management experience (10 or more years).
- are exceptional candidates over the age of 24 with a minimum of two years' managerial experience. This is available only to candidates applying to routes other than full-time.

Admissions testing

Although the Graduate Management Admissions Test (GMAT) is not a standard requirement of our admissions process, strong verbal reasoning and numerical abilities are critical for the MBA and we may ask you to undertake such a test.

Competence in English

The MBA programme is highly interactive and requires a high level of competence in English speaking, writing, reading and understanding. A minimum score of 6.5 in IELTS is required for those applicants whose first language is not English. We may consider applicants who fall slightly below these standards if they are willing to undertake pre-sessional study.

Computer competence

In order to undertake the Diploma/MBA you need to be competent in word processing, the use of spreadsheets and in report writing.

Careers

We recognise that career development is one of the main reasons why people invest in an MBA. The MBA job market offers plenty of global opportunity but can be complex and challenging.

That's why we offer a dedicated careers service for MBA students. This consists of career planning and skills development as well as unlimited access to personal advice and coaching. Our careers service is delivered in-house and by a team of top consultants.

We work with you to complement your own proactive job search efforts. We'll also help you use your own career background and strengths to help with your next career move.

You’ll gain the understanding and tools to develop your personal, strategic career plan, as well as the self-marketing and communication skills to make effective applications and impress at interview.

You’ll have the knowledge of the global job market and a range of contacts to make it work for you.

Find information on Scholarships here http://www.strath.ac.uk/mba/scholarships/

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

About the course

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

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

Aims

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

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

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

Course Content

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

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

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

1. Education Studies I

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

2. Education Studies II

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

3. Education Studies III

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

Subject Specific Course Content

The aim of Physical Education is to develop physical competence so that all children are able to move efficiently, effectively and safely and understand what they are doing. The outcome, physical literacy, is as essential as literacy and numeracy to ensure the holistic educational development of young people in our society.

The PGCE Secondary Physical Education course at Brunel University London has a long standing national reputation for high quality teacher education in our subject area. The course is very popular, drawing on outstanding expertise and experience in this field from both academic and school staff. Many of our alumni have gone on to become school leaders, not only within Physical Education, but also as members of senior management teams in school at an early stage in their career because of the high standards and expectations we have for our student teachers. We retain very close links with our community of Physical Education alumni and many of them go on to be mentors for our student teachers, are involved in selection and recruitment of the next generation of PE teachers from Brunel or contribute to aspects of teaching on the programme where they have specific expertise.

School Experience

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

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

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

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

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list.

The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006. We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.
We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

Teaching

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

Assessment

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

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

Part 1 of the Teachers’ Standards require you to:

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

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

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

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

Special Features

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

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

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

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

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

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

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

We have an award winning Professional Development Centre.

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

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

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

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

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

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

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

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

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

College-based work

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

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

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

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

You can expect to cover topics like:

school science courses at Key Stages 3 and 4
computing, data logging, safety
how children learn science
assessment
A-levels and Vocational A-levels
language and science education

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

School-based work

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

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

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

Institute of Physics Scholarships

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

School Direct

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

Additional costs

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

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

Contact the department

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

Department

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

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

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

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

Teaching placements

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

Support

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

Research

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

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

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

Learning & Teaching

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

• Taught subject sessions
• Taught General Professional Study sessions
• Practical workshops
• Core lectures
• Group tutorials/seminars
• Individual tutorials
• Individual and group presentations
• Supported self-study

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

How to apply

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

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

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

Funding

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

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

About the course

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

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

Aims

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

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

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

Course Content

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

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

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

1. Education Studies I

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

2. Education Studies II

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

3. Education Studies III

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

Subject Specific Course Content

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

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

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

School Experience

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

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

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

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

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

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

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

Learning and Teaching

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

Assessment

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

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

Part 1 of the Teachers’ Standards require you to:

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

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

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

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

Special Features

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

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

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

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

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

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

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

We have an award winning Professional Development Centre.

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

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

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

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

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

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

About the course

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

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

Aims

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

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

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

Course Content

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

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

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

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

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

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

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

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

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

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

Subject Specific Course Content

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

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

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

School Experience

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

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

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

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

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

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

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

Teaching

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

Assessment

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

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

Part 1 of the Teachers’ Standards require you to:

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

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

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

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

Special Features

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

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

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

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

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

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

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

We have an award winning Professional Development Centre.

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

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

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

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

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

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

About the course

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

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

Aims

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Course Content

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

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

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

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

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

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

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

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

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

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

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

Subject Specific Course Content

As a qualifie