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University of Brighton, Full Time Masters Degrees in Education

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The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

You'll experience practical and theoretical modules that are based upon research-informed practice by the route leader, Dr Gary Stidder, who is an established academic and active researcher in the field of physical education.

Our course focuses on an alternative approach to teaching physical education, emphasising physical activities and non-traditional team games alongside the usual competitive team games. It also includes lifestyle activities that have a wide appeal to a broad population of pupils.

You will have access to excellent resources and gain 120 days of practical experience in two of around 250 schools with whom we have partnerships.

Course structure

All teaching takes place at the School of Sport and Service Management, based in Eastbourne, where there are extensive sports facilities such as six badminton court-sized sports halls, two gymnasiums, plus a fitness suite, Astro turf pitch and swimming pool.

When studying with us at the university, you’ll experience and learn how to teach practical physical education through The A-list of physical activities. These include physical activities considered to be less conventional compared to more established types of activities. The A-list includes the following non-conventional physical activities:

Alternative
Adapted
Artistic
Aesthetic
Aquatic
Athletic
Adventurous
Aerobic
Anaerobic

Please visit the website to find out more about the course structure:
https://www.brighton.ac.uk/courses/study/secondary-physical-education-pgce.aspx

Areas of study

This course covers the national curriculum range of content for physical education.

The course also includes health-related exercise, the use of new and emerging technologies in physical education, thematic teaching and learning in physical education, inclusive practice in physical education and the teaching of accredited courses in physical education.

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you can be confident that your working knowledge is based on current theory and practice.

The education studies strand gives you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competency supported by analytical skills. By the end of the course you will:

• refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
• understand how to use and adapt teaching, learning, management and assessment strategies in order to meet the varying needs of learners
• understand how the progress and wellbeing of learners is affected by different influences and know how to take account of the principles of equality, inclusion and diversity.

The subject study/subject education strand builds upon your existing expertise in your specialist subject and provides you with the opportunity to develop skills, knowledge and understanding of the subject in the secondary school context. You will consider the learning and teaching strategies that are relevant to physical educaiton.

The subject education module is specifically related to teaching PE in school, while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

Professional development is linked to all strands of the programme and is designed to enable you to evaluate critically and reflect on your learning to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing. Please visit the website to find out more about the placements:

https://www.brighton.ac.uk/courses/study/secondary-physical-education-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools.

Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

Graduates of the course are equipped with the skills and knowledge to become confident and competent secondary-school teachers.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

Most students gain employment in schools across the UK very soon after they have completed the course and achieved the teaching qualifications. Many former students have subsequently become curriculum leaders and senior managers in schools.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details, please check: http://www.education.gov.uk/get-into-teaching/school-experience.aspx

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.

Read less
This MA course has emerged as a direct result of our work with local practitioners and senior leaders in educational establishments. Read more
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. More information about this can be found in the entry requirements section.

Scholarships

Scholarships are available for this course. Please click the link below for more information.
https://www.brighton.ac.uk/studying-here/fees-and-finance/postgraduate/index.aspx

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

Part-time route

You will study up to five modules, split over two to three years depending on any recognition of prior learning. These modules build on and extend previous study and learning and provide a coherent and supportive learning journey towards achieving the MA Education.

Year 1:

• Engaging with Professional Development (20 credits)
• Critical Perspectives on Education (40 credits)

Should you wish to withdraw from the course after having successfully completing 60 masters-level credits, you exit with a Postgraduate Certificate Professional Education Studies (PGCert PES).

Year 2:

If you have any recognition of prior learning (normally level-7 credits from a PGCE or PGCert) you will join the programme at this stage.

• Professional Learning through Enquiry (40 credits)
• Designing your Research Proposal (20 credits)

Should you wish to withdraw from the course after having successfully completing 120 masters level credits, you exit with a Postgraduate Diploma Education (PGDip).

Year 3:

You will complete your studies by undertaking an appropriate small-scale research project to produce your dissertation.

• Research project (60 credits)

Full-time route

You will study four modules which are designed to build on and extend previous study and learning and which provide a coherent and supportive learning journey towards achieving the MA Education.

This route allows you to complete your studies over a calendar year (normally September-September). The overall aims of the MA are addressed through a reduced number of modules in order to achieve a manageable workload with opportunities for formative assessment.

Teaching semester 1 (October–February)

If you have any prior learning (normally level-7 credits from a PGCE or PGCert) you will begin the programme from the third module.

• Critical Perspectives on Education (40 credits)
• Developing a Practice-based Research Proposal (40 credits)

Should you wish to withdraw from the course having successfully completing 80 masters-level credits, you exit with a Postgraduate Certificate Professional Education Studies (PGCert PES) Award.

Teaching semester 2 (February–June)

• Professional Learning through Enquiry (40 credits)

Should you wish to withdraw from the course having successfully completing 120 masters-level credits, you exit with a Postgraduate Diploma Education Award (PGDip).

• Dissertation (60 credits)

Careers and employability

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.

MA conference
Every June we host an education research conference as part of our MA. It provides an opportunity for both full-time and part-time MA students to learn about local practitioner research findings and to network with colleagues and local partners as well as EdD and PhD students too.

Read less
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
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.

The programme is delivered through a partnership stretching across East and West Sussex that includes full-time courses at the University of Brighton (Falmer campus) and Northbrook Metropolitan College, and part-time courses at Brighton Metropolitan College, 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 Brighton Metropolitan College.

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
• An introduction to teaching, learning and assessment in Education and Training
• Contemporary Issues in Education and Training
• Teaching Practice in Education and Training
• Reflective Practice in Education and Training
• Action Research to Support Subject Pedagogy

Careers and employability

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.

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.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to teach in schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme is suitable if you have graduated with a good honours degree or equivalent, in the traditional areas of religious studies and theology, or associated disciplines such as anthropology, philosophy and sociology.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Religious education continues to occupy a lively, distinctive and often controversial place in education and we engage in this debate as part of the healthy growth of the subject. You will be required to work out your own answers and approaches to the exciting challenges in religious education in professional, reflective and practical ways as you take on the role of a religious education teacher.

Specialising in religious education at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career. Find out more about teaching RE and training bursaries:

http://www.teachre.co.uk/want-to-teach-re/

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see where you are doing well and where you could improve.

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. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the 'Peer Observation' programme.

You will be encouraged to approach your teaching strategies creatively, to aid the progress of your students and your own skills as an RE teacher. You will learn and practice a variety of teaching approaches and innovative classroom practices on this programme.

Please visit the website to find out more about the course structure:

https://www.brighton.ac.uk/courses/study/secondary-religious-studies-pgce.aspx

Areas of study

A number of support systems are put in place before and during the course, to help students develop their subject knowledge in key curriculum areas. The subject knowledge required for Key Stages 3/4 includes the six major world faiths, religious philosophy and ethics, and secular philosophies and other religious traditions.

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in religious studies and provides you with the opportunity to develop skills, knowledge and understanding of religious studies in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competences, supported by analytical skills. By the end of the course you will:

• refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
• understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
• understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements, and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing. Please visit the website for further details regarding the placements:

https://www.brighton.ac.uk/courses/study/secondary-religious-studies-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools. Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

Most students gain employment in schools across the UK very soon after they have completed the course and achieved the teaching qualifications.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

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.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

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

The programme is suitable if you are a graduate with a good honours degree or equivalent, in an area that has some relevance to primary school or early years teaching.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

This is an intensive year, with two-thirds of the course based in partnership schools and the remainder in lectures, seminars and independent study. Inherent to this programme are the government's national priorities and we will give you support whilst thoroughly addressing these issues.

In line with government requirements, you will spend the majority of your course gaining experience in schools, where you will spend 24 weeks teaching under supervision. Our tutors and mentors will advise and support you throughout each placement. We will give you plenty of comprehensive feedback during this time, which will enable you to see what you are doing well and where you might need to improve.

You will benefit from experiencing school-based training in two different schools and age-phases. The first phase of school-based training runs simultaneously to the University-based programme, which ensures that teaching theory is effectively integrated with practice.

We believe in nurturing and facilitating your opportunities to discuss and critically evaluate effective teaching practices through small interactive seminar groups, which complement larger-group lectures.

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.

Areas of study

You will explore the subject curriculum areas for Key Stage 1 and the Early Years Foundation Stage, and practise the strategies and skills that encourage you to interpret the curriculum confidently and creatively. The programme is designed to encourage teaching practice that you can continually reflect upon and critique.

You will study modules that investigate learning and teaching throughout the two Stages within the context of child development as a whole.

Our teaching and learning strategies go across and beyond subject areas, to ensure inclusive practice and equal, effective teaching of children from a diverse range of backgrounds.

You will engage in a Masters-level school-based Professional Enquiry module, which will entail a focus on an aspect of your own professional development.

School-based training

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing primary practitioners, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Please visit the website for further details regarding school-based training:
https://www.brighton.ac.uk/courses/study/primary-education-3-7-years-pgce-profgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools. Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

Graduates of the course are equipped with the skills and knowledge to become confident and competent primary school teachers.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

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 your first post as a newly qualified teacher, your career could develop in many different ways. Some of our graduates go on to be special educational needs teachers or head teachers.

Although trained to teach in the primary age range, Qualified Teacher Status is a universal qualification and many teachers go on to teach other age ranges throughout their career.

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.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course covers the 5-11 age phase (KS1 and 2) and you will engage in school based training in either the 5-9 or 7-11 age range. Passing the programme leads to the recommendation for Qualified Teacher Status (QTS) which enables you to be employed as a qualified teacher in primary schools in England and Wales.

The programme would be suitable if you are a graduate with a good honours degree or equivalent, in an area that has some relevance to primary school teaching.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

This is an intensive year, with two-thirds of the course based in partnership schools and the remainder in lectures, seminars and independent study. Inherent to this programme are the government's national priorities and we will give you support while thoroughly addressing these issues.

In line with government requirements, you will spend the majority of your course gaining experience in schools, where you will spend 24 weeks teaching under supervision. Our tutors and mentors will advise and support you throughout each placement. We will give you plenty of comprehensive feedback during this time, which will enable you to see what you are doing well and where you might need to improve.

You will benefit from experiencing school-based training in two different schools and age-phases. The first phase of school-based training runs simultaneously to the University-based programme, which ensures that teaching theory is effectively integrated with practice.

We believe in nurturing and facilitating your opportunities to discuss and critically evaluate effective teaching practices through small interactive seminar groups, which complement larger-group lectures.

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.

Areas of study

You will explore the subject curriculum areas for Key Stages 1 and 2, and practise the strategies and skills that encourage you to interpret the curriculum confidently and creatively. The programme is designed to encourage teaching practice that you can continually reflect upon and critique.

You will study modules that investigate learning and teaching throughout the two Stages within the context of child development as a whole.

Our teaching and learning strategies go across and beyond subject areas, to ensure inclusive practice and equal, effective teaching of children from a diverse range of backgrounds.

You will engage in a masters-level school-based Professional Enquiry module, focusing on an aspect of your own professional development.

School-based training

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing primary practitioners, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing. Please visit the website for further details regarding the school-based training:

https://www.brighton.ac.uk/courses/study/primary-education-pgce-profgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools. Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

Graduates of the course are equipped with the skills and knowledge to become capable and confident primary school teachers.

As well as gaining a PGCE, you will be assessed against the national Teachers' Standards in order to be recommended for the award of Qualified Teacher Status.

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 your first post as a newly qualified teacher, your career could develop in many different ways. Some of our graduates go on to be special educational needs teachers or head teachers.

Although trained to teach in the primary age range, Qualified Teacher Status is a universal qualification and many teachers go on to teach other age ranges throughout their career.

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.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you have graduated with a good honours degree or equivalent, in a subject directly relevant to the physics or maths specialisms.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in physics and mathematics at PGCE level means that you will be able to take a role in the leadership and development of these subject areas throughout your career.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

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. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the 'Peer Observation' programme.

The School of Education is excellently equipped with multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in physics and mathematics and provides you with the opportunity to develop skills, knowledge and understanding of physics and mathematics in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competences, supported by analytical skills. By the end of the course you will:

• refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
• understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
• understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing. Please visit the website for further details regarding the placements:

https://www.brighton.ac.uk/courses/study/secondary-physics-with-mathematics-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools. Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

There is a national shortage of physics and mathematics teachers, with the subjects being nationally recognised as secondary shortage subjects. This means that teachers qualifying in physics and mathematics are particularly employable.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

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.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you have graduated with a good honours degree or equivalent, in a subject directly relevant to the geography specialism.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in geography at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

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

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

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. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the 'Peer Observation' programme.

The School of Education is excellently equipped with multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in geography and provides you with the opportunity to develop skills, knowledge and understanding of geography in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competences, supported by analytical skills. By the end of the course you will:

•refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
•understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
•understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements, and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Please visit the website for further details regarding the placements:

https://www.brighton.ac.uk/courses/study/secondary-geography-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools.

Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

Specialist geography teachers are always in demand, with average time spent teaching the subject in schools increasing in recent years.
If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

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.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you have graduated with a good honours degree or equivalent, in a subject directly relevant to the English specialism.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in English at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

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. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the 'Peer Observation' programme.

The School of Education is excellently equipped with multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

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.

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in English and provides you with the opportunity to develop skills, knowledge and understanding of English in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competences, supported by analytical skills. By the end of the course you will:

•refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
•understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
•understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Please visit the website for further details regarding the placements:

https://www.brighton.ac.uk/courses/study/secondary-english-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools.

Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

There is a national shortage of English teachers, with the subject being nationally recognised as a secondary priority subject. This means that teachers qualifying in English are particularly employable.

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. To find out more please contact the university directly.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

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.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you have graduated with a good honours degree or equivalent in a subject directly relevant to art and design.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in art and design at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

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. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the Peer Observation programme.

The School of Education has excellent multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in art and design and provides you with the opportunity to develop skills, knowledge and understanding of art and design in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competences, supported by analytical skills. By the end of the course you will:

• refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate

• understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners

• understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development - intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Please visit the website for more information regarding placements:

https://www.brighton.ac.uk/courses/study/secondary-art-and-design-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools.

Please click the link below for more information regarding the schools direct route and current vacancies

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

Career prospects are good; most graduates gain their first teaching posts in secondary schools as soon as they qualify.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

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.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in mathematics at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career. If your degree isn’t in the subject area you wish to teach or you have relevant professional experience but need to learn how to apply that to teaching we offer Subject Knowledge Enhancement courses. Find out more:

https://www.brighton.ac.uk/courses/study/subject-knowledge-enhancement-for-teacher-training.aspx

The programme would be suitable if you have graduated with a good honours degree or equivalent, in a subject directly relevant to the mathematics specialism. Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

You will spend two-thirds of your year teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time which will enable you to see what you are doing well and where you might need to improve.

At Brighton we work in partnership with schools and colleges to provide a high quality programme of support, which is designed to provide a balance of theory and practice. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the 'Peer Observation' programme.

At the School of Education we are excellently equipped with multimedia training materials, which you can use to enrich your learning experience and develop your ICT confidence and proficiency. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching aids.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

We keep our course content up to date with changes in local and national initiatives and legislation so that on course completion you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds on your existing expertise in mathematics and provides you with the opportunity to develop skills, knowledge and understanding of mathematics in the secondary school context. You will consider the learning and teaching strategies that are relevant to this specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. You will develop your practical competences and analytical skills by studying the principles and practices of learning and teaching in both school and university settings. By the end of the course you will:

•refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
•learn how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
•understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect on your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements, and under the guidance of tutors you will review this throughout the course. You will make full use of an action plan to support your professional development during placements. This makes up a significant part of the improvement planning process.

By the end of the course, you will have completed an e-portfolio, which you can use as evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing. Please visit the website for further details regarding the placements:

https://www.brighton.ac.uk/courses/study/secondary-mathematics-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools.

Please follow the link below to find out more about School Direct and view vacancies:
https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

There is a national shortage of mathematics teachers, with the subject being nationally recognised as a secondary shortage subject. This means that as a teacher qualified in mathematics you will be particularly employable.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

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.

Read less
Young people need to be prepared for a world where the ability to communicate with other nationalities in their language becomes essential. Read more
Young people need to be prepared for a world where the ability to communicate with other nationalities in their language becomes essential.

The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you have graduated with a good honours degree or equivalent, in a subject directly relevant to modern foreign languages. You will graduate a competent and confident teacher of French, German or Spanish at all levels in secondary schools.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in modern foreign languages at PGCE level means that you will be able to take a role in the leadership and development of these subject areas throughout your career.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

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. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the 'Peer Observation' programme.

The School of Education is excellently equipped with multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in modern foreign languages and provides you with the opportunity to develop skills, knowledge and understanding of modern foreign languages in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competences, supported by analytical skills. By the end of the course you will:

• refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
• understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
• understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Please visit the website for further details regarding the placements:
https://www.brighton.ac.uk/courses/study/secondary-modern-foreign-languages-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools. Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

There is a national shortage of modern foreign language teachers, with the subjects being nationally recognised as secondary shortage subjects. This means that teachers qualifying in modern foreign languages are particularly employable.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

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.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range, which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you have graduated with a good honours degree or equivalent, in a subject directly relevant to the biology specialism.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in biology at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career. If your degree isn’t in the subject area you wish to teach or you have relevant professional experience but need to learn how to apply that to teaching we offer Subject Knowledge Enhancement courses. Find out more:

https://www.brighton.ac.uk/courses/study/subject-knowledge-enhancement-for-teacher-training.aspx

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

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 schools or colleges with the opportunity to visit further schools or colleges as part of the 'Peer Observation' programme.

The School of Education is excellently equipped with multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in biology and provides you with the opportunity to develop skills, knowledge and understanding of biology in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand gives you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and the university settings, allowing you to develop your practical competency, supported by analytical skills. By the end of the course you will:

• refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
• understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
• understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development - intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements. it is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Please visit the website for further details regarding the placements:

https://www.brighton.ac.uk/courses/study/secondary-biology-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools.

Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

Science subjects are nationally recognised as secondary shortage or other priority subjects, meaning teachers qualifying in these subjects are particularly employable.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

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.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you are a graduate with a good honours degree or equivalent in a subject directly relevant to the chemistry specialism.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in chemistry at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career. If your degree isn’t in the subject area you wish to teach or you have relevant professional experience but need to learn how to apply that to teaching we offer Subject Knowledge Enhancement courses. Find out more:

https://www.brighton.ac.uk/courses/study/subject-knowledge-enhancement-for-teacher-training.aspx

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

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. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the 'Peer Observation' programme.

The School of Education is excellently equipped with multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in chemistry and provides you with the opportunity to develop skills, knowledge and understanding of chemistry in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competency, supported by analytical skills. By the end of the course you will:

•refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
•understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
•understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Please visit the website for further details regarding the placements:

https://www.brighton.ac.uk/courses/study/secondary-chemistry-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools. Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

There is a national shortage of chemistry teachers, with the subject being nationally recognised as a secondary shortage subject. This means that teachers qualifying in chemistry are particularly employable.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

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.

Read less
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you have graduated with a good honours degree or equivalent, in a subject directly relevant to the physics specialism.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 partner schools. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in physics at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career. If your degree isn’t in the subject area you wish to teach or you have relevant professional experience but need to learn how to apply that to teaching we offer Subject Knowledge Enhancement courses. Find out more:

https://www.brighton.ac.uk/courses/study/subject-knowledge-enhancement-for-teacher-training.aspx

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see where you are doing well and where you might need to improve.

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 schools or colleges with the opportunity to visit further schools or colleges as part of the 'Peer Observation' programme.

The School of Education is excellently equipped with multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in physics and provides you with the opportunity to develop skills, knowledge and understanding of physics in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The Education Studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and the university settings, allowing you to develop your practical competences, supported by analytical skills. By the end of the course you will:

• refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
• understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
• understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements. it is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Please visit the website for further details regarding the placements:
https://www.brighton.ac.uk/courses/study/secondary-physics-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools. Please follow the link below to find out more about School Direct and view vacancies:

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

There is a national shortage of physics teachers, with the subject being nationally recognised as a secondary shortage subject. This means that teachers qualifying in physics are particularly employable.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

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.

Read less

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