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  • Study Type

    Full time available

  • Subject Areas

    Education

  • Start Date

    September

  • Course Duration

    Full-time: 37 weeks (September to June)

  • Course Type

    PGCE

  • Course Fees

    Please see website

  • Last Updated

    11 October 2017

Course content

The PGCE Physics with Mathematics provides a clear, thoughtful and critical introduction to teaching science, drawing on leading education research carried out at King’s. We work in close partnership with schools in designing, delivering and assessing our course in order to develop excellent, reflective classroom practitioners.

Key benefits:

  • A unique study course that is designed around a strong research base to provide you with the knowledge and essential skills for a successful teaching career.
  • A working partnership with a broad range of schools in London and beyond, providing unique opportunities to learn how to teach a full diversity of students.
  • Our PGCE is rated Outstanding by Ofsted at our most recent inspection in 2015.
  • We prepare students to teach outside the classroom: there is a residential field-trip and several other opportunities to make best use of what London has to offer the science teacher, from the South Bank to the Natural History Museum.

Description

Our course combines the theory and practice of education which is why you spend over 50 days at university and 120 days in schools. Our course is research-led and you will develop your knowledge of how pupils learn; how assessment can improve teaching and learning; how to plan lessons, and how to make most use of the laboratory and the outdoors to teach effectively.

There are two blocks of school experience, one starting in the autumn and the other in the spring. You will spend time observing other teachers and their classes before beginning to teach yourself. You will teach more during the second school experience than you will in the first one. During the year you will also spend time in a primary school, so that you can see what pupils experience before they arrive in secondary school.

You will spend some of your time in college working in a group with other physics with maths trainees. You will also spend some time working with students from a range of other subject areas.

The course includes residential fieldwork based at the Field Studies Council centre in Surrey. There are many other opportunities for you to develop your abilities to teach beyond the classroom, in the school grounds and beyond.

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.

Course purpose

The aim of our course is to make you an effective teacher of physics and to help you develop high professional standards. You will also gain some knowledge and experience of teaching maths. Our course is designed to prepare you to work in secondary schools teaching physics to students from ages 11-18, as well as teaching maths.

Course format and assessment

Teaching

You can typically expect:

  • The equivalent of over 50 days of academic sessions at King’s (typically three hours in the morning and/or afternoon spread throughout the academic year).
  • Approximately 120 days of teaching placement.* This includes a short period of placement in primary schools (typically four days).
  • A number of one to one tutorials totaling five to seven sessions across the year.
  • Two visits from a tutor whilst on placement to observe lessons and monitor progress
  • Regular** meetings with a mentor, who will be a member of staff at your placement school, whilst on placement.
  • Written feedback on all credit-bearing assignments within four weeks of the deadline.

* 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 types of learning commitment encompassed within the course vary depending on modules. For this course one credit represents the equivalent of 10 hours of learning and engagement.

Assessment

  • 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 word written assignment heavily based on in-school research that trainees undertake.
  • The 15-credit honours-level module will be assessed by an assignment focusing on data collection methods in the school environment.

Location

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.

Career prospects

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 (Physics with Mathematics) - PGCE page on the King’s College London website for more details!

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