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Secondary Teaching leading to Qualified Teacher Status (QTS) - PGCE

Course Description

This intensive and well-supported year of training will prepare you to teach young people in the 11–16 age phase. You will also benefit from additional opportunities to develop your ability to teach at sixth-form level.

You will focus on one of the following subject specialisms:
-Modern languages (French, German or Spanish)
-Science (Biology, Chemistry or Physics)
-Citizenship with Social Science

In addition to gaining Qualified Teacher Status (QTS) in accordance with government standards, you will also receive the award of PGCE with 60 credits towards a masters degree.

What will you study?

Twenty-four weeks of this 36-week practical programme are based in school. You will have assessed practice placements in at least two different schools, enabling you to experience varied types of school. Mentors within the schools, and your University tutors, will provide training, support and guidance during the placements. Your university studies will focus on the teaching of your specialist subject, together with professional skills (eg planning work for pupils, planning for good discipline and control), which will help you become an effective teacher.


You will be assessed against the Teacher Standards during your school placements and complete four PGCE modules.

Course Structure

Please note that this is an indicative list of modules and is not intended as a definitive list. Those listed here may also be a mixture of core and optional modules.

Specialist pathways
-Mathematics specialist pathway
-Modern languages specialist pathway
-Science specialist pathway
-Citizenship with Social Science specialist pathway

Visit the Secondary Teaching leading to Qualified Teacher Status (QTS) - PGCE page on the Kingston University website for more details!

Entry Requirements

A 2:2 honours degree relevant to your subject specialism (at least 50% of the degree content needs to be relevant to your chosen specialism). GCSE (A–C): English Language and Mathematics.

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Recipient: Kingston University

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