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University of Brighton, Full Time Masters Degrees in Education

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This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS). Read more

Course in brief

This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS).

Physical Education covers the six National Curriculum study areas of athletic activities, dance, games, gymnastic activities, outdoor and adventure activities, and swimming. The course also includes health-related exercise and the teaching of accredited courses in physical education which both constitute part of the repertoire of skills that the contemporary physical education teacher must possess.

The opportunity to undertake masters level study within the course facilitates progression to an MA Education award after completion of the PGCE.

Course structure

The course comprises four strands: subject study/subject education, education studies, placements and professional development
The subject study/subject education strand builds upon existing subject expertise and provides students with the opportunity to develop skills, knowledge and understanding of the specialist subject in the secondary school context, allowing them to formulate their own rationale for teaching. Students consider pedagogical issues within curriculum development, and the learning and teaching strategies pertinent to the specialist subject, regularly reflecting upon, analysing, recording and evaluating their own learning experience. Students have the opportunity to develop a creative and constructively critical approach towards innovation within their specialism, and the capacity to improve practice.
The Education Studies strand is common to all subject routes of the course and takes place both at the university and while on placement as a means of enabling students to develop practical competences supported by relevant, analytical skills.
Teaching under supervision, on placement, occupies approximately two-thirds of the course. 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 different schools/colleges with the opportunity to visit further schools/colleges as part of the 'Peer Observation' programme.

Professional Development is linked explicitly to all strands of the course and is designed to enable students to evaluate critically and reflect upon their learning in order to make improvements. Students are expected to gather and justify evidence of their achievements on a regular basis and, in the light of this, develop and implement improvement plans.
Career prospects are excellent: most gain their first teaching posts in secondary schools as soon as they qualify.

More Details

On this course you have the opportunity to take part in a number of activities to help in your development as a Physical Education teacher.
This reflects the nature of the role of the contemporary teacher of physical education and prepares you to teach a more reflective curriculum based on individual needs and pupil activity choices in schools. These activities include:

Inclusive festivals:
As part of your induction programme you prepare a series of activities for pupils with moderate, profound and multiple learning difficulties. Activities will include Boccia, New Age Kurling, Goalball, Parachute games and dance.
Gifted and talented days:
You will organise gifted and talented days for school pupils. You help pupils to identify and solve problems to overcome challenges of an adventurous nature. This includes activities in which success is judged on how efficiently and safely challenges are overcome.

Outdoor adventure days:
You will facilitate a day of onsite outdoor and adventurous activities for pupils. You learn how to teach realistic and achievable onsite outdoor and adventurous activities to secondary school pupils without the need to take pupils offsite or use specialist equipment and facilities.

Active student volunteer programmes:
With the Active Student volunteer programme you provide out-of-school-hours activities for local primary school pupils. The activities include swimming, lifestyle activities, trampolining and gymnastics.

Orienteering festivals
As part of the Outdoor Education module you will arrange and manage an orienteering festival for pupils in a local park. You learn how to facilitate and manage a large sporting event whilst at the same time gaining important professional experience of teaching orienteering skills and techniques to pupils.

Team building days:
You will organise team building days for school pupils. Pupils will take part in a series of physical challenges and activities that promote communication skills, problem-solving and decision-making through trust games, orienteering, and team building.

Alternative activities:
On alternative activities days you teach secondary school pupils a variety of alternative activities including Kinball, Street Surfing, Rockitball, Goalball, and teaching and learning using the Nintendo Wii.

Physical Education interview days
Potential students who would like to teach Physical Education in Secondary Schools will be invited for an interview before an offer is made. The interview will have both a practical and formal element.

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This MA course has emerged as a direct result of our work with local practitioners and senior leaders in educational establishments. Read more

Overview

This MA course has emerged as a direct result of our work with local practitioners and senior leaders in educational establishments. The course builds on existing structures to further integrate academic study with work-based learning and research.

The revised structure ensures a coherent and supportive student experience throughout the programme which comprises of core modules that can be applied in a variety of different areas.

Our programme reflects the expectation that practitioners work in wider networks with colleagues and alongside expert facilitators, including the university teaching team. A key premise of this programme is its flexibility. You can tailor the syllabus to allow you to pursue individual interests and professional development needs across the entire course.

Studying with us, you will graduate with an in-depth and critical understanding of theory and research. The focus is on learning and teaching in a breadth of educational contexts which are responsive to individual students’ circumstances, settings and situations and modules are designed to complement and extend professional commitments. Teaching and assignment submissions are scheduled to fit around your existing work.

The course takes one year of full-time study or up to three years of part-time study to complete depending on any
level-7 credits gained from prior learning. To graduate with an Education MA you need to achieve a total of 180 credits.

Course structure

The flexibility of our programme means that studying for the Education MA allows you to pursue your individual interests and professional development needs across the entire course.

The number of modules taken enables a manageable workload as well as further opportunities for formative assessment.

You will learn through a mixture of lectures, taught sessions, tutorials, online learning, group work, independent study and through work-related activities.

Areas of study

You will begin the programme with a focus on current issues reflecting on roles, responsibilities and interests. You will be supported to explore these issues from prospective within the broader context of policy and current research.

Subsequently, you will undertake critical thinking about practice, teaching and learning that will lead to an enquiry into an issue of professional relevance. This enquiry is a helpful and formative small-scale project which acts as a useful preparation before starting work on you MA thesis. The outcomes of the enquiry are intended to have a direct impact on pupils, colleagues and the wider education field, in addition to your own professional understanding.

Aims

Students on this course will:
•develop systematic understanding of knowledge and a critical awareness of debates and developments in education as a field of study
•undertake systematic and critical reflection and debate in the light of current and emerging policy contexts
•engender an understanding of and commitment to professional learning and development and its place for the practitioner and subsequent practice
•develop a thorough understanding of the principles of research in the context of learning and development to facilitate research literacy
•develop conceptual understanding that enables critical evaluation of current research and advanced scholarship in the discipline and evaluation of methodologies
•develop skills, knowledge and understandings and apply this learning to current / future roles, responsibilities and career aspirations

Career Opportunities

This course will further your professional development, allow you to progress your expertise within the field of education and enhance your employability for leadership roles.

Enhanced knowledge of educational issues and specialist areas of interest are attractive to a wide range of employers and typical career moves after graduation include promotion to senior leadership teams, advisory roles or promotion into a different education sector including those with capacity to influence policy.

Our graduates have commented on the ways that the MA in Education has positioned them for senior and leadership roles, for making a career move and improving their skills and professional potential.

The course also provides a springboard for further study at a doctoral level, either through PhD or EdD routes.

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This course prepares graduates to teach in a Foundation Stage/Key Stage 1 setting (3-7 years).The focus of the course is split between university-based studies and two block school placements, so you will develop both the theoretical knowledge and practical experience required for a successful career in teaching. Read more

About this course

This course prepares graduates to teach in a Foundation Stage/Key Stage 1 setting (3-7 years).The focus of the course is split between university-based studies and two block school placements, so you will develop both the theoretical knowledge and practical experience required for a successful career in teaching.

As a student on this course, you will study the foundation stage and the primary, and develop the ability to evaluate critically and reflect upon the principles of teaching and learning. You will gain a thorough knowledge and understanding of a range of teaching, learning and assessment strategies, and learn how to use and adapt them to meet the varying needs of the youngest learners.

The course is taught at the university's School of Education, one of the UK's largest providers of teacher training with an excellent national reputation, and by tutors who are themselves all experienced teachers.

Professional accreditation

This course leads to the award of Qualified Teacher Status (QTS) which allows you to teach in England and Wales.
The Postgraduate Certificate in Education (POSTGCE) award includes masters-level credits which can be used towards a masters degree. The Professional Graduate Certificate in Education (PROFGCE) award is available for students who do not achieve the masters-level elements of the course.

Course structure

This course is developed in accordance with the requirements of the Early Years Foundation Stage framework (EYFS) and the primary curriculum.

The university-based studies comprise group work and independent study, seminars and lecture sessions. Here you will study the newly revised primary curriculum as well as a broad spectrum of issues concerning teaching and learning. Your studies will encompass both area of learning specific sessions as well as integrated project learning that spans multiple areas. The links between theory and practice will be explored throughout the year. In addition to your university-based studies, the course includes two block school placements to help you gain an understanding of both the Key Stage 1 and the Foundation Stage settings. You will also spend an additional three weeks in an early years or primary school setting, focusing on classroom-based research and group teaching.

Areas of study

This is an intensive year, approximately half of which is spent in partnership schools/settings where the training of student teachers is a shared activity between the university and practitioners. Students take six taught modules (in addition to the two school placement modules). These sessions support and extend the school/practice-based study so that links between theory and practice are explored throughout the year.

The Education Studies programme develops students' understanding of the processes through which learning occurs, including an appreciation of individual differences and the study of the principles and practices of learning and teaching. Students study the National Curriculum at Key Stage 1 and the Early Years Foundation Stage Curriculum with modules that support the development of subject knowledge in curriculum areas as well as the themes and principles relevant to the Early Years.

The design of the course is underpinned by modules that facilitate students' engagement with subject curriculum areas (KS1) and the Early Years Foundation Stage 6 areas of learning as well as the skills and dispositions that encourage a confident, meaningful and creative interpretation of the curriculum.

A discrete Early Years studies module focuses on the distinct nature of the context and age-phase specific issues, eg transition, partnership with families and parents and leadership. Students learn about the role of play, the environment, the role of the Early Years practitioner and value of talk and sustained shared thinking as integral to all modules. The Professional Studies module provides students with the skills necessary for the role of the reflective and critical teacher and this includes some study at masters-level. 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 for students who do not achieve the masters-level elements of the postgraduate programme.

Career Opportunities

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 primary school teacher, your career could develop in a number of ways, for example, curriculum or foundation stage coordinator, special educational needs teacher or head teacher.

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The Further Education and Teaching PGCE provides a formal teaching qualification for people working, or wishing to work, in the further education sector. Read more

About this course

The Further Education and Teaching PGCE provides a formal teaching qualification for people working, or wishing to work, in the further education sector. This could include a college of further education, a sixth form college or an organisation such as a private training company.

The programme has an excellent reputation and in 2007 we became the first post-compulsory teacher education provider in the country to be awarded an Ofsted Grade 1.

It comprises a partnership stretching across Sussex that includes full-time courses at the university and Northbrook College and part-time courses at City College Brighton, Sussex Downs College in Lewes and Eastbourne and Sussex Coast College in Hastings

If you already hold a degree, it is anticipated that you will graduate with a Professional Graduate Certificate in Education (PGCE), and there may also be an opportunity to gain masters-level credits. Applicants without a first degree will graduate with a Certificate in Education.

Course structure

Students who opt for the part-time route must be working in the post-16 sector, and are normally expected to continue teaching for at least 50 hours per academic year for the duration of the course.

For the part-time in-service route you will be required to attend one half-day session per week during college term times, in addition to your regular teaching commitments. The full-time route is aimed at those who are not currently teaching and is a combination of taught sessions at the university and a teaching placement at an appropriate institution.

The full-time route is taught on our Falmer campus. The part-time route takes place at our partner colleges; Sussex Coast College Hastings, Sussex Downs College (Lewes and Eastbourne) and City College Brighton and Hove.

Areas of study

The programme is delivered through seven modules on generic teaching and learning issues relevant to the post-compulsory sector, and reflecting the key areas identified in the new standards. It is endorsed under the Equipping our Teachers regulations 2007 originally managed by the Standards Verification UK (SVUK) but now under the control of the Institute for Learning (IfL). It meets the new Professional Standards for Teachers, Trainers and Tutors in the Lifelong Learning (post-compulsory) sector.

Syllabus

Preparing to Teach in the Lifelong Learning Sector
Planning and Enabling Learning in the Lifelong Learning Sector
Theories and Principles for Planning and Enabling Learning
Enabling Learning and Assessment
Curriculum Design for Inclusive Practice
Action Learning for Subject Specialist Pedagogy
Professional Development and Wider Professional Practice.

Career opportunities

The course is part of the university's continuing professional development provision, designed to enhance the knowledge and skills of teachers and others involved in training or development, whether professional or voluntary.

Credit-rated routes to the various awards enable students to build from certificate-level through diploma, first degree, postgraduate certificate and postgraduate diploma to masters level.

Positions held by recent graduates include:
- HE Learning Mentor at Sussex Coast College (2010 graduate)
- Lecturer in Fashion Management with Marketing at Southampton Solent University (2010 graduate)
- Lecturer in Photography at Exeter College with Faculty responsibility for curriculum enhancement (2011 graduate)
- Course coordinator of Level 2 BTEC Creative Media Production at Alton College. (2012 graduate)
- ICT lecturer at Northbrook College in Worthing (2013 graduate)
- Science lecturer at City College, Brighton (2013 graduate)

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.

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Our PGCE Primary programme was designated as 'outstanding' in the most recent Ofsted inspection. The course is taught at the university's School of Education, one of the UK's largest providers of teacher training with an excellent national reputation, and by tutors who are all experienced teachers. Read more

About the course

Our PGCE Primary programme was designated as 'outstanding' in the most recent Ofsted inspection. The course is taught at the university's School of Education, one of the UK's largest providers of teacher training with an excellent national reputation, and by tutors who are all experienced teachers.

Both our external examiners and students consistently report on the high standard of the programme and the quality of learning and teaching. Year-on-year end of course evaluations highlight that between 90-98 per cent of students appraise their course aims as exceeded or met. Graduates commented that "it was a privilege to be a part of such a vibrant and exciting university" and that "the course is incredibly organised and I have experienced some wonderful teaching. I feel very well prepared for my induction year and am so pleased that I chose to undertake this training year at the University of Brighton."

In line with government requirements, from 2013, the majority of this course is conducted in schools. You will spend 24 weeks in school-based training working with and alongside a range of partnership professionals. The university will induct you, provide you with professional, academic and pastoral support and complements, reinforces and expands the school based elements. You will develop both the theoretical knowledge and practical experience required for a successful career in teaching.

Our course team prides itself as dynamic and responsive to the ever-changing educational landscape. You will benefit from a programme that supports the development of a huge array of skills, knowledge and understanding vital to entering the teaching profession as a principled and reflective practitioner.

Professional accreditation

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

Course structure

This is an intensive year, with two-thirds of the course based in partnership schools. Your training is a shared activity between the university and the schools. You will secure 120 credits in university and school-based training by a coherent and invigorating programme that attends to the curriculum and subject areas, teaching and learning and professional enquiry. Inherent to this programme are the government national priorities and you are supported to address these issues to a very high standard.

Underpinning effective strategies in teaching and learning across and beyond subject areas is our commitment to inclusive practice and working with children from diverse backgrounds. The university-based training comprises lectures, seminars and self-directed study. Your learning will supported by a talented and well-qualified tutor team committed to outstanding practice. All module sessions are devised to engage students where you will work individually and as part of small and larger groups. University lecturers, practising teachers and your student colleagues will all be contributing to your learning. We believe in nurturing/facilitating students; opportunities to discuss and critically analyse effective pedagogy though small, interactive seminar groups. This is one aspect of our commitment to student-centred practice.

The school based training takes place across our partnership schools in four counties. This is often conducted in pairs and small groups and will include a breadth of professional experiences and opportunities working alongside experienced teachers and other school based professionals. This will include observing practitioners, working with individual pupils and groups of pupils, team teaching and sustained independent teaching. It will entail completing specific subject tasks and developing knowledge of school policy and effective practices. You will be supported to maintain a professional training portfolio and to review your work and critically and analytically as well as to set appropriately challenging targets.

Areas of study

You will study the National Curriculum at Key Stages 1 and 2 with modules in all aspects of primary curriculum. Underpinning this is a programme designed to develop skills necessary for the role of the reflective and critical teacher. You can apply to complete a primary subject specialism which is designed to deepen and broaden subject knowledge and also includes experience of subject leadership. You will engage in a professional enquiry and this includes study at masters level.

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.

Read less
This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS). Read more

About this course

This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS).

Students develop a personal philosophy of geography, enabling them to debate issues from informed viewpoints. In combination with education-related issues, students develop their subject knowledge and are fully prepared to teach the breadth of the geography curriculum including associated vocational courses in leisure and tourism. Students also develop an understanding of the major contribution geography teaching can make to cross-curricular strands including literacy, thinking skills, environmental education, education for sustainable development and citizenship.

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

The opportunity to undertake masters level study within the course facilitates progression to an MA Education award after completion of the PGCE.

Course structure

The course comprises four strands: subject study/subject education, education studies, placements and professional development.

The subject study/subject education strand builds upon existing subject expertise and provides students with the opportunity to develop skills, knowledge and understanding of the specialist subject in the secondary school context, allowing them to formulate their own rationale for teaching. Students consider pedagogical issues within curriculum development, and the learning and teaching strategies pertinent to the specialist subject, regularly reflecting upon, analysing, recording and evaluating their own learning experience. Students have the opportunity to develop a creative and constructively critical approach towards innovation within their specialism, and the capacity to improve practice.

The Education Studies strand is common to all subject routes of the course and takes place both at the university and while on placement as a means of enabling students to develop practical competences supported by relevant, analytical skills.

Teaching under supervision, on placement, occupies approximately two-thirds of the course. 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 different schools/colleges with the opportunity to visit further schools/colleges as part of the 'Peer Observation' programme.

Professional Development is linked explicitly to all strands of the course and is designed to enable students to evaluate critically and reflect upon their learning in order to make improvements. Students are expected to gather and justify evidence of their achievements on a regular basis and, in the light of this, develop and implement improvement plans.

Career Opportunities

Career prospects are excellent: most gain their first teaching posts in secondary schools as soon as they qualify.

Read less
This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS). Read more

About this course

This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS).

The course encourages students to think creatively about tasks and activities within mathematics whilst continuing to develop their subject knowledge. They are prepared to help children and young people to gain a better understanding of mathematics in the widest sense.

The quality of support throughout the course is excellent. Students explore different teaching methods, learn about pupils' errors and misconceptions, deliver presentations, develop and use creative teaching materials and engage in mathematics research and debate. The role of ICT is valued within the teaching of mathematics so students are supported and enabled to become an enthusiastic, effective users of a wide range of ICT resources.

The opportunity to undertake masters level study within the course facilitates progression to an MA Education award after completion of the PGCE.

Course structure

The course comprises four strands: subject study/subject education, education studies, placements and professional development.

The subject study/subject education strand builds upon existing subject expertise and provides students with the opportunity to develop skills, knowledge and understanding of the specialist subject in the secondary school context, allowing them to formulate their own rationale for teaching. Students consider pedagogical issues within curriculum development, and the learning and teaching strategies pertinent to the specialist subject, regularly reflecting upon, analysing, recording and evaluating their own learning experience. Students have the opportunity to develop a creative and constructively critical approach towards innovation within their specialism, and the capacity to improve practice.

The Education Studies strand is common to all subject routes of the course and takes place both at the university and while on placement as a means of enabling students to develop practical competences supported by relevant, analytical skills.

Teaching under supervision, on placement, occupies approximately two-thirds of the course. 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 different schools/colleges with the opportunity to visit further schools/colleges as part of the 'Peer Observation' programme.

Professional Development is linked explicitly to all strands of the course and is designed to enable students to evaluate critically and reflect upon their learning in order to make improvements. Students are expected to gather and justify evidence of their achievements on a regular basis and, in the light of this, develop and implement improvement plans.

Career Opportunities

Career prospects are excellent: most gain their first teaching posts in secondary schools as soon as they qualify.

Subject Knowledge Enhancement

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. Find out more: http://about.brighton.ac.uk/education/study/itt/ske/index.php?PageId=110

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This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS). Read more

About this course

This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS).

This specialism provides graduates with the depth of knowledge required to enable them to become reflective and proactive practitioners.

The opportunity to undertake masters-level study within the course facilitates progression to an MA Education award after completion of the PGCE.

Professional accreditation

The course leads to the recommendation of Qualified Teacher Status (QTS).

Course structure

The course comprises four strands: subject study/subject education, education studies, placements and professional development.

The subject study/subject education strand builds upon existing subject expertise and provides students with the opportunity to develop skills, knowledge and understanding of the specialist subject in the secondary school context, allowing them to formulate their own rationale for teaching. Students consider pedagogical issues within curriculum development, and the learning and teaching strategies pertinent to the specialist subject, regularly reflecting upon, analysing, recording and evaluating their own learning experience. Students have the opportunity to develop a creative and constructively critical approach towards innovation within their specialism, and the capacity to improve practice.

The Education Studies strand is common to all subject routes of the course and takes place both at the university and while on placement as a means of enabling students to develop practical competences supported by relevant, analytical skills.
Teaching under supervision, on placement, occupies approximately two-thirds of the course. 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 different schools/colleges with the opportunity to visit further schools/colleges as part of the Peer Observation programme.

Professional Development is linked explicitly to all strands of the course and is designed to enable students to evaluate critically and reflect upon their learning in order to make improvements. Students are expected to gather and justify evidence of their achievements on a regular basis and, in the light of this, develop and implement improvement plans.

Careers

Career prospects are excellent: most gain their first teaching posts in secondary schools as soon as they qualify.

Read less
This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS). Read more

About this course

This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS).

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.

The opportunity to undertake masters level study within the course facilitates progression to an MA Education award after completion of the PGCE.

Course structure

The course comprises four strands: subject study/subject education, education studies, placements and professional development.

The subject study/subject education strand builds upon existing subject expertise and provides students with the opportunity to develop skills, knowledge and understanding of the specialist subject in the secondary school context, allowing them to formulate their own rationale for teaching. Students consider pedagogical issues within curriculum development, and the learning and teaching strategies pertinent to the specialist subject, regularly reflecting upon, analysing, recording and evaluating their own learning experience. Students have the opportunity to develop a creative and constructively critical approach towards innovation within their specialism, and the capacity to improve practice.

The Education Studies strand is common to all subject routes of the course and takes place both at the university and while on placement as a means of enabling students to develop practical competences supported by relevant, analytical skills.

Teaching under supervision, on placement, occupies approximately two-thirds of the course. 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 different schools/colleges with the opportunity to visit further schools/colleges as part of the 'Peer Observation' programme.

Professional Development is linked explicitly to all strands of the course and is designed to enable students to evaluate critically and reflect upon their learning in order to make improvements. Students are expected to gather and justify evidence of their achievements on a regular basis and, in the light of this, develop and implement improvement plans.

Career Opportunities

Career prospects are excellent: most gain their first teaching posts in secondary schools as soon as they qualify.

Read less
This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS). Read more

About this course

This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS).

Teaching skills are developed through studio-based workshops, lectures, group discussions, tutorials and self-managed study while on school placement. Key aspects include: the role of art, craft and design in pupils' development; effective teaching, monitoring and assessment; and uses of literacy, numeracy and ICT (computer-aided design and image manipulation).

The opportunity to undertake masters level study within the course facilitates progression to an MA Education award after completion of the PGCE.

Professional accreditation

The course leads to the recommendation of Qualified Teacher Status (QTS).

Course structure

The course comprises four strands: subject study/subject education, education studies, placements and professional development
The subject study/subject education strand builds upon existing subject expertise and provides students with the opportunity to develop skills, knowledge and understanding of the specialist subject in the secondary school context, allowing them to formulate their own rationale for teaching. Students consider pedagogical issues within curriculum development, and the learning and teaching strategies pertinent to the specialist subject, regularly reflecting upon, analysing, recording and evaluating their own learning experience. Students have the opportunity to develop a creative and constructively critical approach towards innovation within their specialism, and the capacity to improve practice.

The Education Studies strand is common to all subject routes of the course and takes place both at the university and while on placement as a means of enabling students to develop practical competences supported by relevant, analytical skills.
Teaching under supervision, on placement, occupies approximately two-thirds of the course. 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 different schools/colleges with the opportunity to visit further schools/colleges as part of the 'Peer Observation' programme.

Professional Development is linked explicitly to all strands of the course and is designed to enable students to evaluate critically and reflect upon their learning in order to make improvements. Students are expected to gather and justify evidence of their achievements on a regular basis and, in the light of this, develop and implement improvement plans.

Career Opportunities

Career prospects are excellent: most gain their first teaching posts in secondary schools as soon as they qualify.

Read less
This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS). Read more

About this course

This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS).

This specialism extends knowledge and skills in the teaching of the principal religious faiths and of ethics.

The opportunity to undertake masters level study within the course facilitates progression to an MA Education award after completion of the PGCE.

Course structure

The course comprises four strands: subject study/subject education, education studies, placements and professional development.

The subject study/subject education strand builds upon existing subject expertise and provides students with the opportunity to develop skills, knowledge and understanding of the specialist subject in the secondary school context, allowing them to formulate their own rationale for teaching. Students consider pedagogical issues within curriculum development, and the learning and teaching strategies pertinent to the specialist subject, regularly reflecting upon, analysing, recording and evaluating their own learning experience. Students have the opportunity to develop a creative and constructively critical approach towards innovation within their specialism, and the capacity to improve practice.

The Education Studies strand is common to all subject routes of the course and takes place both at the university and while on placement as a means of enabling students to develop practical competences supported by relevant, analytical skills.

Teaching under supervision, on placement, occupies approximately two-thirds of the course. 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 different schools/colleges with the opportunity to visit further schools/colleges as part of the 'Peer Observation' programme.

Professional Development is linked explicitly to all strands of the course and is designed to enable students to evaluate critically and reflect upon their learning in order to make improvements. Students are expected to gather and justify evidence of their achievements on a regular basis and, in the light of this, develop and implement improvement plans.

Career Opportunities

Career prospects are excellent: most gain their first teaching posts in secondary schools as soon as they qualify.

Read less
This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS). Read more

About this course

This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS).

'Dealing with other nationals through a translator or an interpreter is no substitute for direct discussion.' - Sir John Harvey Jones. Young people need to be prepared for a world where the ability to communicate with other nationalities in their language becomes essential. This course prepares participants to teach French, German or Spanish at all levels in secondary schools.

The opportunity to undertake masters level study within the course facilitates progression to an MA Education award after completion of the PGCE.

Professional accreditation

The course leads to the recommendation of Qualified Teacher Status (QTS).

Course structure

The course comprises four strands: subject study/subject education, education studies, placements and professional development.

The subject study/subject education strand builds upon existing subject expertise and provides students with the opportunity to develop skills, knowledge and understanding of the specialist subject in the secondary school context, allowing them to formulate their own rationale for teaching. Students consider pedagogical issues within curriculum development, and the learning and teaching strategies pertinent to the specialist subject, regularly reflecting upon, analysing, recording and evaluating their own learning experience. Students have the opportunity to develop a creative and constructively critical approach towards innovation within their specialism, and the capacity to improve practice.

The Education Studies strand is common to all subject routes of the course and takes place both at the university and while on placement as a means of enabling students to develop practical competences supported by relevant, analytical skills.

Teaching under supervision, on placement, occupies approximately two-thirds of the course. 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 different schools/colleges with the opportunity to visit further schools/colleges as part of the 'Peer Observation' programme.

Professional Development is linked explicitly to all strands of the course and is designed to enable students to evaluate critically and reflect upon their learning in order to make improvements. Students are expected to gather and justify evidence of their achievements on a regular basis and, in the light of this, develop and implement improvement plans.

Career Opportunities

Career prospects are excellent: most gain their first teaching posts in secondary schools as soon as they qualify.

Read less
This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS). Read more

Course in brief

This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS).

This specialism provides graduates with the depth of knowledge required to enable them to become reflective and pro-active practitioners.

The opportunity to undertake masters level study within the course facilitates progression to an MA Education award after completion of the PGCE.

[[Professional accreditation ]]
The course leads to the recommendation of Qualified Teacher Status (QTS).

Course structure

The course comprises four strands: subject study/subject education, education studies, placements and professional development.

The subject study/subject education strand builds upon existing subject expertise and provides students with the opportunity to develop skills, knowledge and understanding of the specialist subject in the secondary school context, allowing them to formulate their own rationale for teaching. Students consider pedagogical issues within curriculum development, and the learning and teaching strategies pertinent to the specialist subject, regularly reflecting upon, analysing, recording and evaluating their own learning experience. Students have the opportunity to develop a creative and constructively critical approach towards innovation within their specialism, and the capacity to improve practice.

The Education Studies strand is common to all subject routes of the course and takes place both at the university and while on placement as a means of enabling students to develop practical competences supported by relevant, analytical skills.

Teaching under supervision, on placement, occupies approximately two-thirds of the course. 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 different schools/colleges with the opportunity to visit further schools/colleges as part of the 'Peer Observation' programme.

Professional Development is linked explicitly to all strands of the course and is designed to enable students to evaluate critically and reflect upon their learning in order to make improvements. Students are expected to gather and justify evidence of their achievements on a regular basis and, in the light of this, develop and implement improvement plans.

Read less
This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS). Read more

Course in brief

This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS).

The opportunity to undertake masters level study within the course facilitates progression to an MA Education award after completion of the PGCE.

This specialism provides graduates with the depth of knowledge required to enable them to become reflective and pro-active practitioners.

Professional accreditation

The course leads to the recommendation of Qualified Teacher Status (QTS).

Course structure

The course comprises four strands: subject study/subject education, education studies, placements and professional development.

The subject study/subject education strand builds upon existing subject expertise and provides students with the opportunity to develop skills, knowledge and understanding of the specialist subject in the secondary school context, allowing them to formulate their own rationale for teaching. Students consider pedagogical issues within curriculum development, and the learning and teaching strategies pertinent to the specialist subject, regularly reflecting upon, analysing, recording and evaluating their own learning experience. Students have the opportunity to develop a creative and constructively critical approach towards innovation within their specialism, and the capacity to improve practice.

The Education Studies strand is common to all subject routes of the course and takes place both at the university and while on placement as a means of enabling students to develop practical competences supported by relevant, analytical skills.
Teaching under supervision, on placement, occupies approximately two-thirds of the course. 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 different schools/colleges with the opportunity to visit further schools/colleges as part of the 'Peer Observation' programme.

Professional Development is linked explicitly to all strands of the course and is designed to enable students to evaluate critically and reflect upon their learning in order to make improvements. Students are expected to gather and justify evidence of their achievements on a regular basis and, in the light of this, develop and implement improvement plans.

Career Opportunities

Career prospects are excellent: most gain their first teaching posts in secondary schools as soon as they qualify.

Read less
This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS). Read more

About this course

This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS).

This specialism provides graduates with the depth of knowledge required to enable them to become reflective and pro-active practitioners.

The opportunity to undertake masters level study within the course facilitates progression to an MA Education award after completion of the PGCE.

Professional accreditation

The course leads to the recommendation of Qualified Teacher Status (QTS).

Course structure

The course comprises four strands: subject study/subject education, education studies, placements and professional development.
The subject study/subject education strand builds upon existing subject expertise and provides students with the opportunity to develop skills, knowledge and understanding of the specialist subject in the secondary school context, allowing them to formulate their own rationale for teaching. Students consider pedagogical issues within curriculum development, and the learning and teaching strategies pertinent to the specialist subject, regularly reflecting upon, analysing, recording and evaluating their own learning experience. Students have the opportunity to develop a creative and constructively critical approach towards innovation within their specialism, and the capacity to improve practice.

The Education Studies strand is common to all subject routes of the course and takes place both at the university and while on placement as a means of enabling students to develop practical competences supported by relevant, analytical skills.
Teaching under supervision, on placement, occupies approximately two-thirds of the course. 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 different schools/colleges with the opportunity to visit further schools/colleges as part of the 'Peer Observation' programme.

Professional Development is linked explicitly to all strands of the course and is designed to enable students to evaluate critically and reflect upon their learning in order to make improvements. Students are expected to gather and justify evidence of their achievements on a regular basis and, in the light of this, develop and implement improvement plans.

Read less

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