We work in close partnership with schools in designing, delivering and assessing our programme. You will have the opportunity to work with tutors who are actively engaged in research and are encouraged to take a critical view of policies and practice.
Our course at King’s is run by a team of wellqualified tutors who have substantial experience of teaching in school and in training teachers, both in-service and initial training, and who are also engaged in current research activity of international quality. The team use their skills to create a supportive environment that challenges each student to become the best teacher they can be.
University based: you will work with other trainees and tutors in your subject area to consider the principles and practice of teaching your subject including curriculum design, the development of materials, classroom management and lesson planning. You will also work with trainees from other subjects in a programme of lectures and seminar groups to examine a broad range of educational issues. During both secondary school placements there are occasional days in college for tutorials to support and monitor progress towards the standards for Qualified Teacher Status (QTS). There are cross-curricular research tasks and assignments.
School based: for 24 of the 37 weeks the training takes place in schools, mainly in two complementary secondary schools but with one short primary school experience. This introduces you to recognising key constituents of good teaching, helps develop your own teaching skills and gain an understanding of how schools work and how children learn.
School Direct Route offered: The School Direct Non Salaried teacher training route is composed of a partnership between King’s College London and a Lead School. Students apply to the Lead School for admission to the programme. The academic components of the course are delivered by King’s College London whilst the secondary school teaching experience is organised by the Lead School.
For those wishing to train as teachers of pupils aged 11-18 in mathematics, our programme will lead to the DfE Standards for QTS which are assessed through teaching practice observation, portfolios and written assignments.
You can expect the following:
* This 120 day figure represents the standard number of placement days. In certain cases, following assessment by course tutors and mentors, students may be required to undertake a greater number of placement days to demonstrate their ability to meet the Teacher Standards.
** Typically each trainee will have a meeting with their mentor during each week they are on placement. In certain circumstances the frequency may vary.
•The 45-credit honours-level module will be assessed by a combination of a written portfolio (equivalent to 8,000 words) and assessment of your teaching practice against the Teaching Standards as set out by the government’s Department for Education. Progress in meeting the teaching standards will be monitored through three progress reports that will be completed by staff at the placement school.
The 30-credit master’s-level modules will each be assessed by a 6,000 written assignment heavily based on in-school research that trainees undertakes.
The 15-credit honours-level module will be assessed by an assignment focusing on data collection methods in the school environment.
Students undertake placements in secondary schools that work in partnership with King’s College London. Partnership schools are located across central London and the Greater London area. Whilst every effort is made to place PGCE trainees in local schools, due to the changing nature of initial teacher education and limited availability of placements in certain subject areas, trainees should be prepared to travel to their placement schools throughout the Greater London area and beyond.
Students also organise their own short placement at a state primary school. Further information on this short placement is provided during the course.
School Direct Route: Students undertake teaching placements in secondary schools selected by their Lead School. Whilst every effort is made to place PGCE trainees in local schools, due to the changing nature of initial teacher education and limited availability of placements in certain subject areas, trainees should be prepared to travel to their placement schools throughout the Greater London Area and beyond.
The majority of trainees go into teaching or other areas of education; many become heads of departments or members of senior management teams; some take up careers in educational administration in the advisory or inspection services.
Visit the Postgraduate Certificate in Education (Mathematics) - PGCE page on the King’s College London website for more details!