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Masters Degrees in Secondary Education

We have 203 Masters Degrees in Secondary Education

Masters degrees in Secondary Education offer advanced training in the regulation, organisation and assessment of teaching and learning methods in secondary schools, high schools and some colleges.

Taught MA and MEd (Master of Education) degrees are typical for the field, though research-oriented MRes and MPhil programmes may be available at some institutions. Entry requirements normally include an appropriate undergraduate degree such as Education or Business Studies.

Why study a Masters in Secondary Education?

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The Graduate Diploma in Education (Secondary Education) offers an opportunity for graduates from a variety of backgrounds to obtain a teaching qualification that is accredited nationally and recognised internationally. Read more
The Graduate Diploma in Education (Secondary Education) offers an opportunity for graduates from a variety of backgrounds to obtain a teaching qualification that is accredited nationally and recognised internationally.

This course enables those with approved qualifications to become certified secondary teachers. As secondary school teachers are usually employed to teach more than one school subject, it is a requirement of the course that you undertake both a major and minor area of study. Your major teaching area is based on the content of your bachelor degree. Your minor teaching area will be a curriculum area that you have studied to a lesser degree and/or an area where you have gained professional experience.

Major Teaching Specialisations

The major teaching area qualifies you to teach lower secondary school and upper-secondary school students.

Major subject specialisations include:

-The Arts (Design, Drama, Media Studies, Visual Arts)
-English
-Languages (Chinese and Japanese)
-Mathematics
-Science (Biology, Chemistry, Earth and Environmental Science, Human Biology, Physics, )
-Social Sciences (Economics, Geography, History, Politics and Law).

Minor Teaching Specialisations

The minor teaching area qualifies you to teach lower secondary school students up to year 10.

Minor subject specialisations include:

-The Arts (Visual Arts, Drama, Media Studies, Design)
-English
-Languages (Chinese and Japanese)
-Mathematics
-Science (Human Biology, Biology, Physics, Chemistry, Earth and Environmental Science)
-Social Sciences (History, Geography, Politics and Law, Economics).

This course is not suitable for qualified teachers wishing to change their qualification and/or subject specialisations.

Professional recognition

This course is recognised both nationally and internationally.

Career opportunities

Teaching at any level is a rewarding and interesting career. The Western Australian Department of Education and Training, as a matter of policy, employs teaching graduates from each institution in Western Australia. Many Curtin graduates are also employed by the Catholic education system and independent schools in Western Australia.

Credit for previous study

Applications for credit for recognised learning (CRL) are assessed on an individual basis.

2016 Curtin International Scholarships: Merit Scholarship

Curtin University is an inspiring, vibrant, international organisation, committed to making tomorrow better. It is a beacon for innovation, driving advances in technology through high-impact research and offering more than 100 practical, industry-aligned courses connecting to workplaces of tomorrow.

Ranked in the top two per cent of universities worldwide in the Academic Ranking of World Universities 2015, the University is also ranked 25th in the world for universities under the age of 50 in the QS World University Rankings 2015 Curtin also received an overall five-star excellence rating in the QS stars rating.

Curtin University strives to give high achieving international students the opportunity to gain an internationally recognised education through offering the Merit Scholarship. The Merit Scholarship will give you up to 25 per cent of your first year tuition fees and if you enrol in an ELB program at Curtin English before studying at Curtin, you will also receive a 10 per cent discount on your Curtin English fees.

For full details and terms and conditions of this scholarship, please visit: curtin.edu/int-scholarships and click on Merit.

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This specialist course has been rated as ‘Outstanding’ by Ofsted for 14 years with particular highlights being the high quality school placements, excellent partnerships with museums, galleries and the wider arts community and the managements and quality assurance of the programme. Read more
This specialist course has been rated as ‘Outstanding’ by Ofsted for 14 years with particular highlights being the high quality school placements, excellent partnerships with museums, galleries and the wider arts community and the managements and quality assurance of the programme.

Because the course has been built around partnerships with primary, secondary and special schools, museums and galleries, community groups and artists, it offers you the opportunity to gain a PGCE in Secondary Art, Craft and Design Education with Qualified Teacher Status.

It will prepare you to become a highly effective practitioner, able to make a significant contribution to education and equipped to teach pupils across the range of art, crafts and design.

You’ll spend the majority of your time in two contrasting secondary school placements, with the remaining time at Northumbria University or at sites including museums, galleries, studios and workshops.

Thanks to our exclusive partnership with the BALTIC Centre for Contemporary Art, you’ll also have access to BALTIC’s extensive library and archive.

Learn From The Best

This course will encourage you to challenge and develop your own personal philosophy and pedagogy by learning from a wide field of experienced practitioners.

Our delivery team include senior schools leaders, outstanding subject specialist teachers, research active lecturers, professionals from galleries, museums and creative organisations, artists, makers and designers.

They all model the attributes of an outstanding subject teacher and will encourage you to pursue and develop your own personal areas of expertise and interest by harnessing your prior experience and practice.

The majority of teaching staff are partners in external organisations including schools, museums and galleries across the North East, with a breath of expertise in arts, craft and design education. They include staff from our partner, BALTIC Centre for Contemporary Art.

Teaching And Assessment

The course has two main components; school based placements in two contrasting schools and an arranged timetable of lectures, seminars, workshops, tutorials enrichment days, studio days and project days.

The arranged timetable explores four main areas: professional knowledge and generic educational practice; art education practice and knowledge; art education skills and knowledge; and art education research, theory and philosophy.

You’ll also get the chance to customise project briefs, co-design enrichment opportunities and address art, craft and design subject knowledge and skills gaps, plus undertake a primary placement and have placements in post 16 education to explore the transition stages.

You’ll be assessed using a variety of strategies including written assignments, presentations and reflective professional portfolios. You’ll also undergo in-school assessment of your professional conduct and the planning and teaching of lessons.

This assessment enables you to have the maximum impact on pupil progress and demonstrate that you meet the requirements to be awarded a PGCE and Qualified Teacher Status (QTS) aligned to the Teachers’ Standards 2012.

Module Overview
TE6674 - Professional Studies: Art, Craft and Design (NC, 30 Credits)
TE6675 - Professional Placements: Secondary Art, Craft and Design (NC, 30 Credits)
TE7055 - Contemporary Issues & Practice in Art and Design Education (NC, 30 Credits)
TE7056 - Inquiry of Current Issues in Art Education (NC, 30 Credits)

Learning Environment

You’ll spend a minimum of 120 days, which will be the majority of your time, in two contrasting secondary school placements. They will be carefully matched to your individual academic and professional requirements, making sure you get great opportunities based on your needs.

You’ll also spend a significant amount of time at BALTIC and in our partnership museums, galleries and schools where you’ll be guided and mentored by experienced teachers and senior leaders.

Your training will include access to specialist art equipment including kilns, studio based equipment and materials – both on campus, and also across the partner organisations that you train in.

On top of that, you’ll be able to tap into our well-established network of subject-specialist, dedicated link tutors, all experienced senior leaders in arts education in secondary schools. They will ensure you make the best possible progress and are well prepared for your transition into teaching.

Digital learning is integrated and embedded into the course, from e-learning platforms to digital communication and presentations, and you’ll also use our e-learning portal, social networking platforms, digital communication tools and collaborative tools.

Research-Rich Learning

Arts education is an area rich in ongoing research, which is strongly reflected in the content of this course.

Our members of teaching staff come from a wide range of backgrounds and have a diverse range of research interests and expertise.

Prominent and key research areas include arts education; craft education; how arts can improve health and wellbeing; being an artist teacher; creative and cultural sector partnerships and collaborations. Other topics covered include ceramics in education; education in museums and galleries; quality assurance in schools; and creativity in education.

These fascinating areas are all explored and applied across and throughout the breadth of teaching on this course.

Give Your Career An Edge

Graduates from this course enjoy a consistently high employment rate and many students secure a position even before graduation.

This programme has outstanding recruitment, regularly recording excellent employability for its graduates. In 2015, 95% secured a job within three months of graduation and 100% within six months of graduation.

The vast majority of students who study this course go into secondary arts education, but those who don’t often choose to work in educational roles in museums and galleries or have gone on to successfully work in international arts education and administration.

Most of our recent graduates are based in the UK but some are tapping into the growing demand for outstanding graduates with a PGCE in schools across Europe and the Middle East.

Your Future

Many of our former students have told us that this course was transformative for them, both professionally and personally, providing long term impacts on their careers, with many jumping up the career ladder to middle and senior leadership.

Many graduates also decide to return to the programme to support our trainee teachers by guest lecturing, mentoring and developments research in arts education through the programme.

Becoming a secondary art teacher has the potential to be a hugely satisfying professional choice, and you’ll be able to make an immeasurable impact on students throughout the lifetime of your career.

The course carries a consistent record of delivering fantastic opportunities for progression after completion, with high employability levels and overall year-on-year outstanding satisfaction from students.

Your placements in two contrasting school settings aim to provide you with the best possible all-round experience of teaching at secondary level, which will stand you in excellent stead when it comes to applying for teaching roles.

If you decide to continue your studies, successful completion of this course means you could carry 60 credits forward towards a full or part time Masters degree at Northumbria making it cheaper and quicker.

With an excellent national reputation and plenty of choices and opportunities on this programme to make it a really personalised experience, your professional career in arts education can really take off.

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This course provides graduates of other degrees with the opportunity to qualify for a teaching profession in one year of full-time study. Read more

Professional Recognition

This course provides graduates of other degrees with the opportunity to qualify for a teaching profession in one year of full-time study. Successful graduates can register with the Queensland College of Teachers. International students should consult the relevant authority in their home country.

Who will I teach?

The Graduate Diploma of Education (Secondary) focuses on the education of students in Years 7 to 12. The junior secondary years (Years 7-10) is an exciting phase of learning, while the senior secondary years (Years 11-12) are a critical time for young people as they develop their plans for post-secondary education and work.
You will learn to teach two secondary areas of teaching in Years 7 to 10, specialising in one related secondary area of teaching in Years 11 and 12.

Professional Experience

An integral part of becoming a teacher is gaining practical experience in schools. You will be required to complete 55 days of professional experience in secondary school settings during the course plus an additional 20 days of wider professional education. Placements are allocated in government and non-government schools.

Blue card

You will need a Blue Card (a working with children check issued by the Queensland Commission for Children and Young People and Child Guardian) before commencing your professional experience.

Course learning outcomes

On successful completion of the Graduate Diploma of Education (Secondary), graduates will be able to:
*Demonstrate broad and coherent understanding of professional knowledge, practice and engagement with depth in the National Professional Standards for Teachers
*Demonstrate broad and coherent understanding of underlying principles and concepts, and teaching and learning approaches for the tropics in the areas of Indigenous education, education for sustainability, rural and regional education
*Review critically, analyse, evaluate, consolidate and synthesise professional knowledge, practice and engagement and apply the findings to enhance outcomes for diverse students
*Communicate professional knowledge clearly and coherently through oral and written modes to students and key stakeholders in professional practice and engagement
*Identify and solve problems and make informed decisions in diverse professional contexts with well-developed judgement and initiative
*Demonstrate dispositions required for effective teaching that embrace responsibility and accountability for professional knowledge, practice and engagement including collaboration with stakeholders.

Award title

GRADUATE DIPLOMA OF EDUCATION (SECONDARY) GDipEd(Secondary)

Minimum English language proficiency requirements

Applicants of non-English speaking backgrounds must meet the following English language proficiency requirements:
An overall IELTS of 7.5 with no component lower than 8 in Speaking and Listening and no score below 7 in Reading and Writing.
Note: All students must attain an overall IELTS (or equivalent) score of 7.5 (with no score below 7 in any of the four skills areas, and a score of no less than 8 in speaking and listening) upon completion as required by the Queensland College of Teachers. The cost of the testing will be met by the applicant. English test results must be no more than two years old.

Why JCU?

James Cook University offers professional development opportunities, student flexibility through course design and structure, as well as a successful history in securing funding for major research programs.

Application deadlines

Last Friday in October the year before commencement

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This degree is particularly suitable for PE teachers, in all phases of education, and sport related professionals at any stage of their career. Read more
This degree is particularly suitable for PE teachers, in all phases of education, and sport related professionals at any stage of their career.

The MA in Education: Pedagogy and Professional Practice in Physical Education is aimed at Physical Education teachers and Sports Professionals at any stage of their careers. It can be of great benefit to those in senior and middle leadership roles (and those aspiring to leadership positions) in the early years, primary, secondary and post-sixteen sectors, and in other educational establishments.

The programme will offer you the opportunity to be at the forefront of leading professional practice and enable you to make a positive difference to the quality of learning and teaching within your educational setting.

Integral to this Master's programme is the opportunity to undertake a small-scale research enquiry into an aspect of practice as part of an intellectually challenging learning experience that relates theory to practice leading to the development of knowledge and skills relevant to practice and supporting career progression.

Why St Mary's?

Building on its long tradition of excellence in both teacher education and physical and sport education, St Mary's provides a flexible approach to this professional Master's degree.

This programme offers three distinct pathways: Pedagogy, Coaching and Sociology of Sport. These pathways meet the needs of a diverse range of Physical Education teachers and Sport professionals.

The MA in Education: Pedagogy and Professional Practice in Physical Education is offered part-time or full-time as a taught programme at St Mary’s University or a blended programme, designed to meet the needs of practitioners in Physical Education and Sport.

Staff involved in the programme all have considerable experience and expertise in their field of expertise. They are research active and involved in consultancy and in service training in the fields of physical education and sport, the leadership of innovative practice.

Course Content

This programme consists of five modules, with a choice of specialist modules allowing students to focus on an area of interest.

Core Modules
› Physical Education and Sport Leadership: Philosophy, Sociology and Psychology of Pedagogy
› Research Methods for Professional Practice in Physical Education and Sport
› Academic Paper and Conference Presentation

Optional Module One
› Pedagogy: Educational Context and Issues within Teaching and Learning
› Coaching and Mentoring; Pedagogy through Physical Education and Sport
› Sociology of Physical Education and Sport: Policy and Politics in Physical Education and Sport

Optional Module Two
› Pedagogy and Learning in Physical Education and Sport: Theory through Reflective research
› Coaching and Mentoring: Early Years to Adolescence, Physical Activity and Human Behaviour
› Sociology: Social Theory in Physical Education and Sport

Please note: All information is correct at the time of publication. However, course content is regularly updated and this may result in some changes, which will be communicated to students before their programme begins.

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During your undergraduate study, did you develop expertise in, and a passion for particular subject areas? Perhaps music, mathematics or languages. Read more
During your undergraduate study, did you develop expertise in, and a passion for particular subject areas? Perhaps music, mathematics or languages. Would you like to share this knowledge and passion with adolescent learners? If so, this specialisation will prepare you to become a highly effective teacher in your discipline area(s).

Building on the content knowledge developed in your undergraduate degree, you will acquire the knowledge, skills and professional values required to become an effective educator as you qualify to teach adolescents from 12 to 18 years of age in secondary schools in two teaching areas or one double teaching area.

You will gain an understanding of learning at the heart of teaching by examining the learning process and the aspects that influence it. Drawing on contemporary theories, concepts and practices of secondary education you will gain an appreciation of the positive impact and power teaching can have on influencing young people's learning and development.

You will actively develop secondary teaching and learning strategies which address a diverse range of students' cognitive, social and emotional needs, and will build a repertoire of approaches to manage their learning within the classroom. You will learn to develop and foster relationships with families and communities and develop the skills to create sustainable partnerships across networks.

You will undertake specialist study which will provide the knowledge required to become a teacher in two subject areas (or one double teaching area) such as such as English, mathematics, the sciences, history, social education, languages, the arts, business, and health and physical education.

You will gain professional experience through 60 days of supervised teaching practice in secondary education settings.

This qualification will prepare you for a future as an expert specialist teacher capable of leading innovation in a range of secondary school settings.

Visit the website http://www.study.monash/courses/find-a-course/2016/teaching-d6001?domestic=true

Course Structure

The course is structured in three parts. Orientation studies, relevant across all specialisations, and specialist education studies come together and are applied in context in professional experience and inquiry.

Part A: Orientation studies
These studies provide an orientation to the field of Education. You will consider the nature of learning and the influences upon it, and the nature of teaching and teachers' work within the broader family and community context within which children's and young people's learning takes place. You will also develop your understanding of literacy as the basis of how we learn, both formally and informally, across the age span.

Part B: Specialist education studies
These studies will provide you with advanced knowledge and skills relevant to thoughtful, innovative and evidence-based practice within your chosen specialisation. You will acquire both the broad principles of curriculum, pedagogy and assessment that underpin the teaching and learning of children and young people in varied education settings, and the specific knowledge required to apply these principles in particular school learning areas.

Part C: Applied professional practice
Professional experience placements in educational settings relevant to your teaching specialisation will enable you to connect the theoretical components your course with practical aspects of teaching and learning under the valuable guidance of practitioners. You will also study the complex and powerful role that teachers have as leaders in classroom, school, and community settings, with the power to change, and develop strategies to enable you to take your place as an active contributor to shaping education locally and globally. If you are in a single sector specialisation, you will also have the opportunity to undertake an extended professional project.

For more information visit the faculty website - http://www.study.monash/media/links/faculty-websites/education

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/teaching-d6001?domestic=true#making-the-application

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St Mary's University has a long tradition of teacher training since 1850 and about a third of our students are involved in some form of teacher education. Read more
St Mary's University has a long tradition of teacher training since 1850 and about a third of our students are involved in some form of teacher education. The high quality of the St Mary’s Secondary initial teacher training (ITT) provision has been graded as 'outstanding' by Ofsted and we work in close partnership with a wide range of schools in the London area.

In particular, we pride ourselves on the level of care to support trainee teachers at the start of their professional journey. Our tutors are experienced teachers, who have worked in a range of schools before specialising in ITT. They are actively involved in research to inform practice and they hold a number of important external roles which enhance the provision.

The Secondary PGCE course at St Mary’s integrates core PGCE trainee teachers with School Direct (non-salaried) trainees to lead to the award of a Master's level qualification and recommendation for Qualified Teacher Status (QTS).

Subjects available

- Science (Biology, Chemistry or Physics)
https://www.stmarys.ac.uk/postgraduate-courses-london/pgce-secondary-science
- Mathematics
https://www.stmarys.ac.uk/postgraduate-courses-london/pgce-secondary-maths
- Religious Education
https://www.stmarys.ac.uk/postgraduate-courses-london/pgce-secondary-re/
- Modern Foreign Languages
https://www.stmarys.ac.uk/postgraduate-courses-london/pgce-secondary-mfl
- Geography
https://www.stmarys.ac.uk/postgraduate-courses-london/pgce-secondary-geography
- Physical Education
https://www.stmarys.ac.uk/postgraduate-courses-london/pgce-secondary-pe
- English (School Direct only)
https://www.stmarys.ac.uk/postgraduate-courses-london/pgce-secondary-english
- History (School Direct only)
https://www.stmarys.ac.uk/postgraduate-courses-london/pgce-secondary-history

Why St Mary's

Our experienced science tutors work in close partnership with trainees and the placement schools. We offer an extensive range of government funded subject knowledge enhancement courses that will enable applicants to develop their specialism further or ‘top up’ existing knowledge in preparation for the PGCE course.

If you wish to study for the Catholic Certificate of Religious Studies you will be able to complete several of the modules during your PGCE year. This certificate is often a requirement for teaching in a Catholic school.
http://www.stmarys.ac.uk/teacher-training/catholic-certificate-religious-studies/

Cutting Edge

St Mary's University is fully committed to supporting applicants in shortage specialist subjects and we offer pre-PGCE Subject Knowledge Enhancement (SKE) courses in mathematics, modern languages and science.

In addition to our core PGCE provision, we offer a range of enrichment activities (e.g. First Aid and IT sessions). This also includes an Academic Reading Club for trainees who wish to explore key issues in greater depth.

At the end of the PGCE course, all trainees have the opportunity to complete a three-week placement in a special education setting. This is highly valued by trainee teachers to broaden their understanding of specific learning needs for some learners.

Tutors are involved in a range of research activity, including teacher resilience and wellbeing, and this informs the provision throughout. There is also a strong focus on digital literacy throughout the course.

School Placements

Trainee teachers are prepared for teaching in partnership with schools that are formally linked to St Mary's and this provides an excellent framework to develop teaching skills.

Trainee teachers are allocated two school placements during the 36-week course. In total, 24 weeks is spent in school to ensure close links between theory and practice throughout.

In line with the University Mission Statement, the programme seeks to prepare teachers for both religious and secular schools at home and abroad with special provision for those intending to teach in Roman Catholic and other Christian schools.

The PGCE Secondary course provision is enhanced by frequent and valued input from practising classroom teachers and colleagues from the senior leadership teams in our partnership schools.

Course Content

The PGCE course aims to produce teachers of the highest quality. This quality is achieved when you match the commitment and dedication of teachers and tutors throughout the programme. As one trainee commented in the end of course evaluation: 'The support from dedicated university tutors and school-based mentors has been unbelievable.'

The PGCE course enables you to gain experience at Key Stages 3 and 4 and also at post-16, though formal assessment is normally only for two of these phases.

University-based Sessions

The stimulating content of St Mary's-based professional studies programme aims to equip you with an understanding of general issues in education, such as the use of data to inform pupil progress and strategies for managing behaviour for learning. The subject-specific sessions include teaching methods, lesson preparation, monitoring and assessing pupils' work and classroom management.

A variety of methods and approaches are considered. Trainees are encouraged to follow up taught sessions through practical work in schools. Trainees must be prepared to take an active part in group work and presentations, and to carry out preparatory and follow-up work outside of taught sessions.

Teaching and Learning

The course tutors use a variety of teaching and learning approaches, including lectures, workshop sessions, collaborative and small-group work, paired work, practical activities, with positive use of technology, individual and group student presentations and some self-supported study.

A number of external cross-curricular visits (e.g. field trips and visits to museums) also take place.

This range of strategies both caters for a range of preferred learning styles and provides good teaching role models for trainees.

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This course prepares you for Qualified Teacher Status (QTS), which is an essential qualification for teaching in state-maintained schools. Read more
This course prepares you for Qualified Teacher Status (QTS), which is an essential qualification for teaching in state-maintained schools.

Course overview

This dynamic PGCE Business programme at Sunderland (with Master’s credits) develops outstanding business education teachers through its strong partnership links with business teachers in schools and colleges throughout the region. Qualified Teacher Status (QTS), which is an essential qualification for teaching in state-maintained schools, makes this an ideal choice to enter the teaching profession.

This course trains you to contribute to the teaching of a range of business studies courses offered in schools and colleges across the 14-19 provision including BTEC, GCSE and A level and a variety of other vocational qualifications. The success rate of the course is excellent and students find employment in local secondary schools and further education colleges across the country in both state and independent schools.

There is a strong network of exceptional business teachers who contribute directly to the PGCE programme to share best practice to support you to become the best business studies teacher possible. Part of this programme includes undertaking two Master’s credit modules which will be an asset to you as future leaders in school or college.

The University of Sunderland has a heritage of teacher training which dates back to 1908 so you can be confident that our courses are excellent preparation for a teaching career in which you can inspire young people to realise their potential.

An ethos of professional sharing within the group also encourages a strong network to develop during the course to support you in the future as a teacher in school and colleges.

During the University part of the course, there are a number of visits to schools and businesses to run enterprise days, visit businesses, see outstanding lessons and observe teachers who use innovative teaching methods as part of their everyday practice.
Placements are usually within an 11-18 school although there are opportunities to be placed in a college of further education for one of the placements subject to a suitable college placement being available. Then course tutor will discuss this with you at interview.

Course content

This school based course blends academic studies at the University with hands-on experience at our partner schools.

PGCE Course content
September – January
-Full-time teaching practice placement (school or college)
-Master's Module 1: Development of Learning: A Case Study – you will identify an educational intervention and explore its use, impact and influence upon the learning of one or more pupils
-Subject Studies related module

January – June
-Full-time teaching practice placement (school or college)
-Master's Module 2: Negotiated Individual Study in Education – you will undertake a piece of action research into an educational issue
-Subject Studies related module

Teaching and assessment

We use a variety of teaching and learning methods that include visits to school and business, workshops with teachers. There will also be an overnight residential offered. There are group lectures, seminars, tutorials, project work and group work as well as placements and work-based learning.

Assessment methods include written work, evidence profiles and assessment of your teaching practice. All modules on the programme are individual assessments.

Facilities & location

The University of Sunderland has excellent facilities on-campus and strong links with schools and colleges in the area.

Course location
This course is based on the banks of the River Wear at The Sir Tom Cowie Campus at St Peter’s. When it comes to IT provision you can take your pick from over a hundred PCs in the St Peter’s Library, three computer laboratories, and wireless access zones. If you have any problems, just ask the friendly helpdesk team.

Secondary partnership
The University of Sunderland forms part of a secondary partnership that includes more than 230 schools and colleges. This means that there are wide opportunities for placements during the professional year.

University Library Services
We’ve got thousands of books and e-books on education topics, with many more titles available through the inter-library loan service. We also subscribe to a comprehensive range of print and electronic journals. Resources include the EBSCO Professional Development Collection, which is a specialised collection of over 500 education journals.

Employment & careers

Everyone who wants to teach in a state-maintained school in England and Wales needs Qualified Teacher Status (QTS). This course leads to QTS and, on successful completion, you will become a Newly Qualified Teacher (NQT).

According to recent research, twice as many teachers find their work extremely enjoyable when compared to professionals with careers in marketing, IT and accountancy. Almost half say they regularly experience a ‘natural high’ at work.

The starting salary of an NQT is over £22,000, with extra if you work in London. Teachers see their salaries rise by an average of 30 per cent after their first four years in the job.

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Today's world is beset by problems, and yet as a society we are given few opportunities to consider the big questions of life. Religious Education gives learners this opportunity. Read more
Today's world is beset by problems, and yet as a society we are given few opportunities to consider the big questions of life. Religious Education gives learners this opportunity. The Religious Education PGCE programme supports students in developing the skills they need to help pupils explore what they think about life, the world and beyond.

Degree information

This programme provides an understanding of why religious education is taught in schools and allows student teachers the chance to research how the subject has evolved and thus is just as relevant as part of the English curriculum today as it always has been. The Religious Education PGCE also enables students to reflect upon the aims of religious education and how different pedagogies can support learners to develop key religious education skills and be challenged and excited by the world today.

Students undertake two level 7 (Master’s-level) modules of 30 credits each, totaling 60 credits. These can be carried forward onto full Master’s programmes at the IOE.

The Secondary PGCE consists of three core modules: two Master’s-level (level 7) modules, which are assessed through written assignments, and the Professional Practice module, which is assessed by the observation of practical teaching in placement schools.

Completion of the Professional Practice module and the two level 7 (Master’s level) modules (60 credits) will result in the award of a Postgraduate Certificate of Education (PGCE). Completion of the Professional Practice module and one or two level 6 (undergraduate/Bachelor’s level) modules, will lead to the Professional Graduate Certificate of Education (PgCE). There are no optional modules for this programme.

Core modules
-Learning, Teaching and Assessing Religious Education (30 Master's-level credits)
-The Philosophy of Religious Education (30 Master's-level credits)
-Professional Practice

Placement
You will spend most of your time (120 days) in schools, working with religious education mentors who support you through your two school placements. We are fortunate to have a good choice of schools with whom we work, with many outstanding mentors and strong religious education departments. The Professional Practice module is assessed through these placements, associated tasks and a portfolio.

Teaching and learning
The programme is delivered via keynote lectures, subject lectures, seminars, workshops, tutorials and directed study days at the IOE, as well as time spent in placements. Assessment is by practical teaching, assignments and portfolio tasks.

Students will also record their progress in a Career Entry and Development Profile statement. This will form part of an ongoing portfolio charting the student's continuing professional development.

Careers

Graduates of this programme are currently working in schools across London and around the UK as teachers, heads of departments and heads of year. A number of graduates continue with their Master’s level study on completion of the PGCE.

Top career destinations for this degree:
-Religious Education Teacher, Unspecified Grammar School
-Philosophy and Theology Teacher, Unspecified Secondary School
-Religious Education Teacher, Unspecified Academy
-Religious Education Teacher, Unspecified Girls' School

Employability
A PGCE from the IOE carries considerable currency in schools which, alongside the quality of training you receive, puts you in a strong position in the employment market. Last year, all those students who sought employment in a school were successful. We expect 100% success rate in gaining a post in a school by the end of the year.

Why study this degree at UCL?

This programme offers students unique opportunities such as visits to places of worship, national galleries and museums, as well as the chance to discuss religion with leading philosophers and people of faith and consider the impact of religion on society today. Current research at the IOE and elsewhere is drawn upon to inform a student's religious education teaching and encourage them to engage with recent debates and literature in the field.

Tutors on the Religious Education PGCE are skilled classroom practitioners with extensive experience in secondary schools and colleges as well as in school leadership, inspection, educational research and consultancy.

Students also benefit from the opportunity to develop strong peer networks both within the IOE and with religious education student teachers from other London providers to share ideas and resources.

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The PGCE Secondary Religious Education course is an exciting and challenging 36 week training programme which will prepare you for the teaching profession (see course calendar below). Read more
The PGCE Secondary Religious Education course is an exciting and challenging 36 week training programme which will prepare you for the teaching profession (see course calendar below).

The aim of the course is to prepare you to become a confident and excellent secondary Religious Education teacher. Creativity, innovation, critical reflection, academic rigour and professionalism are key attributes which we highly regard, foster and expect from you if you are accepted onto our course.

The South West Wales Centre of Teacher Education has excellent graduate employment rates with 99% of graduates going into employment or further study (DLHE 14/15).

Key Features

In choosing this course you will be guided and supported by quality new and well established staff with recent and relevant experience of secondary school provision. The Religious Education Department boasts a fully bilingual provision, which is supported further by the long-established English and Welsh medium schools and very experienced school/college mentors who are in partnership with us.

Being geographically well placed to serve the whole of South Wales, and having the best employment rate throughout Wales makes it easy to understand why our programme is the largest provider of Secondary PGCE training and Secondary PGCE Religious Education training in Wales. Choosing this course means that you’ll be able to utilise a wide variety of excellent Religious Education and ICT resources, and enjoy a range of post-course continued professional development opportunities.

Career Opportunities

Many school and college departments, both locally and nationally, are staffed with several of our teachers and many of our trainees have gone on to forge successful teaching careers at strategic, professional and management levels at home and abroad.

Our PGCE graduates usually remain in close touch with us as they make their careers in the teaching profession and they often become Subject Mentors on the programme. This creates a very strong, sustainable professional network of teachers which is a rich source of continuing professional development.

Recently our PGCE Religious Education graduates have gone on to work as Secondary teachers in many independent and state schools in Wales, England and abroad including (but not limited) to: The John Bentley School (Wiltshire), Pontypridd High School, Mary Immaculate High School (Cardiff), Caerphilly County Borough Council, Coleg Cymunedol Y Dderwen (Bridgend), Heronsbridge School (Bridgend), Groby Brookvale High School (Leicester), St Martin's Comprehensive School (Caerphilly), St Cyres School (Penarth), Aberareon Secondary School, Ysgol y Deri (Penarth), Avonbourne College (Bournemouth), Richard Hale Boy's School (Essex) and Queen Elizabeth High School (Carmarthen).

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The PGCE Secondary is the first phase of a career-long process of personal and professional development, which will equip you to become a secondary school teacher. Read more

The PGCE Secondary is the first phase of a career-long process of personal and professional development, which will equip you to become a secondary school teacher. The PGCE Secondary is a course in Initial Teacher Training which is accredited by the DfE, the successful completion of which will accord you Qualified Teacher Status (QTS). Our course has recently been inspected by Ofsted which resulted in an “Outstanding” grading for all aspects of our provision. 

Students who have successfully completed the PGCE at Durham in the previous academic year have the option to use 90 credits they have accredited towards a part time MA Education. These students only need to do the core modules, Education Enquiry and the Dissertation over 2 years, to complete the programme. 

Subject pedagogy is explored in curriculum groups, examining techniques for making each subject accessible and stimulating in a classroom environment.

Integrated into the Course are university sessions, school experiences and OAA activities. An undoubted strength of the Course is the excellent partnership that exists between the university and schools. The course has been devised by the University Tutor and Physical Education specialists in local schools to prepare you to teach Physical Education to the full secondary age and ability range.

Whilst in University you will follow a structured PE programme which will involve sessions reflecting good practice. Sessions, therefore, feature discussion, collaborative work, experiential learning, the examination and analysis of materials but especially the active participation of members of the group. There will be an obvious focus on all PE activity areas (games, gymnastic activities, dance, athletic activities, swimming and outdoor and adventurous activities) throughout the course.

The design of the PE course also takes into account the simultaneous delivery of the PI lectures programme. It therefore complements and reinforces the generic and subject specific principles, skills and techniques required of the competent teacher. Through critical reflection on current teaching practices, as well as your own teaching and research, you will be given the opportunity to develop into a more effective PE teacher, progressively improving the quality of your preparation and classroom practice, to become a physical educationalist for the future.

As part of your course you will complete 3 Teaching placements (one of which you will arrange yourself) in a variety of local schools. This will comprise a minimum of 120 days to meet the minimum requirement for QTS.

Structure

The course is organised as three modules:

  • Professional Issues in school based education
  • Teaching and Learning in the Curriculum
  • Self-directed Study

The Professional Issues in School Based Education relates to the Teacher Standards and is delivered in two parts, prior to each of the two extended teaching practices. The teaching is related to those classroom-based issues such as the psychology of learning, the law, curriculum groups, examining techniques for making each subject accessible and stimulating in a classroom environment and is followed up in subject groups and during school placements The block practices in the Autumn and Spring allow for practical opportunities for full professional development where there is a progression from observation, structured activities and group work to whole class work.

Teaching and Learning in the Curriculum and Self Directed Study are studied at Masters Level. The Teaching and Learning in the Curriculum Module draws on the international research expertise within the School of Education enabling student teachers to engage critically in issues relevant to the classroom and school, particularly those that impact on the success of children as learners. The Self Directed Study module draws on students’ experience during weekly visits to schools and their own small scale action research, and links this to critical engagement with published educational research.

These Masters modules provide an opportunity to explore, in a more theoretical way, the issues to do with teaching and learning through lectures and mixed subject and phase seminar groups taught as a conference week usually after Christmas. In addition to covering Teacher standards these modules will enable assessment work to be carried out for the award of PGCE.

On successful completion of the course, student teachers will have 90 credits and QTS.

Career Opportunities

Career opportunities in education are wide and include classroom teaching, educational leadership and management, administration and policy development.



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Do you want to become an outstanding teacher? Our specialist PGCE in Secondary Education with Physical Education is a direct route to a career of which you can be proud. Read more
Do you want to become an outstanding teacher? Our specialist PGCE in Secondary Education with Physical Education is a direct route to a career of which you can be proud. PE teachers are not just excellent sports people. They provide opportunities for all people, regardless of experience or ability. Great PE teachers can motivate pupils to successful lifelong learning.

During this varied PGCE course, trainees acquire a broad and deep understanding of a teacher’s daily activities in challenging and diverse settings. Furthermore, our PGCE PE trainees take up ‘enhancements’ linked to other curriculum subjects, primary phase or Special Education Needs and Diversity.

Collaborative learning and a strong culture of support underpin this PGCE, and trainees will enjoy a stimulating and effective learning environment from start to finish.

At the University of St Mark & St John, we pride ourselves on the quality of our teaching programmes. Ofsted 2014 commented “The large majority of physical education trainees from both routes are already teaching at a consistently outstanding level”. If the idea of joining these trainees inspires and motivates you, it’s time to start the application process.

Modules

All modules are compulsory:
-Becoming a teacher: Pedagogy & philosophies of learning
-Inclusion in the secondary classroom: Appreciating diversity
-Understanding the learner: A personalised approach to learning & assessment
-Teaching placement

Career Opportunities

The University of St Mark & St John is widely renowned for producing excellent teachers. We have superb links with our partnership schools throughout the South West, London and overseas. You will find many past University of St Mark & St John graduates teaching in a variety of schools across the country.The quality of our graduates is well recognised both locally and nationally and, as such, a very high proportion of graduates gain immediate employment or enrol on Masters programmes to further their studies.

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Do you want to become an outstanding teacher? Our specialist PGCE in Secondary Education with Religious Education (RE) is a direct route to a career of which you can be proud. Read more
Do you want to become an outstanding teacher? Our specialist PGCE in Secondary Education with Religious Education (RE) is a direct route to a career of which you can be proud. RE teachers empower young people and this course aims to produce dynamic, confident, and innovative teachers who are committed to making RE accessible for all. This course includes current debates and practices within RE, as well as those issues relating to the promotion of the spiritual, moral, social and cultural development of all pupils; it develops a range of teaching styles appropriate to the delivery of RE within the National Curriculum and GCSE/A Level specifications.

The course’s perspective on religious education distils the best practice of the recent past and gives a decidedly contemporary flavour with an eye to the future. Furthermore, our PGCE RE trainees take up ‘enhancements’ linked to other curriculum subjects, primary phase or Special Education Needs and Diversity.

The route to qualified teacher status will require you to work closely with all those involved in the training partnership – teachers, University tutors, school mentors, professional tutors in school and, last but not least, your fellow trainees. You are encouraged to take an active and collaborative role in your own learning and we all look forward to working with you on what we know will be a rewarding and enjoyable year.

At the University of St Mark & St John, we pride ourselves on the quality of our teaching programmes. Ofsted 2014 commented “the collaborative nature of the partnership that promotes high-quality training across all settings’. If the idea of joining these trainees inspires and motivates you, it’s time to apply for our PGCE with RE.

Modules

-Becoming a teacher: Pedagogy & Philosophies of Learning
-Inclusion in the Secondary Classroom: Appreciating Diversity
-Understanding the Learner: A Personalised Approach to Learning & Assessment
-Teaching Placement

Career Opportunities

RE teachers are in short supply but the regional demand will vary from year to year. Previous trainees in RE have gained employment locally in Plymouth, Devon and Cornwall but also further afield e.g East Midlands, London, Yorkshire, Birmingham and in international schools. University of St Mark & St John will work with partnerships to ensure that you receive the very best in teacher training preparing you to teach in any type of school, church schools, academies, cooperative trusts, independent schools or free schools.

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The PGCE Secondary is the first phase of a career-long process of personal and professional development, which will equip you to become a secondary school teacher. Read more

The PGCE Secondary is the first phase of a career-long process of personal and professional development, which will equip you to become a secondary school teacher. The PGCE Secondary is a course in Initial Teacher Training which is accredited by the Department for Education the successful completion of which will accord you Qualified Teacher Status (QTS). Our course has recently been inspected by Ofsted which resulted in an “Outstanding” grading for all aspects of our provision. 

Students who have successfully completed the PGCE at Durham in the previous academic year have the option to use 90 credits they have accredited towards a part-time MA Education. These students only need to do the core modules, Education Enquiry, and the Dissertation over 2 years, to complete the programme. 

Each student teacher on the course specialises in one of the subjects listed on UCAS, please see below . Subject pedagogy is explored in curriculum groups, examining techniques for making each subject accessible and stimulating in a classroom environment.

Structure and Assessment

The course is organised as three modules:

  • Professional Issues in school based education
  • Teaching and Learning in the Curriculum
  • Self-directed Study.

The Professional Issues in School Based Education relates to the Teacher Standards and is delivered in two parts, prior to each of the two extended teaching practices. The teaching is related to those classroom-based issues such as the psychology of learning, the law, curriculum groups, examining techniques for making each subject accessible and stimulating in a classroom environment and is followed up in subject groups and during school placements The block practices in the Autumn and Spring allow for practical opportunities for full professional development where there is a progression from observation, structured activities and group work to whole class work.

Teaching and Learning in the Curriculum and Self Directed Study are studied at Masters Level. The Teaching and Learning in the Curriculum Module draws on the international research expertise within the School of Education enabling student teachers to engage critically in issues relevant to the classroom and school, particularly those that impact on the success of children as learners. The Self Directed Study module draws on students’ experience during weekly visits to schools and their own small scale action research, and links this to critical engagement with published educational research.

These Masters modules provide an opportunity to explore, in a more theoretical way, the issues to do with teaching and learning through lectures and mixed subject and phase seminar groups taught as a conference week usually after Christmas. In addition to covering Teacher standards these modules will enable assessment work to be carried out for the award of PGCE.

On successful completion of the course, student teachers will have 90 credits and QTS.

Career Opportunities

Career opportunities in education are wide and include classroom teaching, educational leadership and management, administration and policy development.



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The master of science degree in secondary education of students who are deaf or hard of hearing prepares students to meet the national need for teachers of secondary students who are deaf or hard of hearing. Read more
The master of science degree in secondary education of students who are deaf or hard of hearing prepares students to meet the national need for teachers of secondary students who are deaf or hard of hearing. The program prepares teachers not only as effective and ethical practitioners but also as scholars and leaders in the profession.

Faculty members are international leaders in research and are highly skilled in the education of deaf people. A carefully designed system of faculty advisement is a prominent feature of the program. On-campus facilities, state-of-the-art technology, and a well-established system of educational access services combine to make this a vital program for both deaf and hearing students who desire careers as professional educators of deaf students.

Plan of study

Course work requires a minimum of four semesters. A cumulative GPA of at least 3.0 must be maintained. Before graduation, students are expected to have at least intermediate-level signing skills as determined by a Sign Language Proficiency Interview.

Admission requirements

To be considered for admission to the MS program in secondary education of students who are deaf or hard of hearing, candidates must fulfill the following requirements:

- Hold a baccalaureate degree from an accredited college or university,

- Have a cumulative grade point average of 3.0 or higher,

- Submit official transcripts (in English) of all previously completed undergraduate and graduate course work,

- Have a basic knowledge of American Sign Language as measured by a departmental skill assessment, or willingness to take American Sign Language I (or its equivalent) at NTID or another college prior to beginning the program,

- Have a level of writing proficiency appropriate to graduate study as indicated by a review of undergraduate writing-intensive courses and an expository essay,

- Submit letters of reference and an expository essay that indicates evidence of professional commitment and potential for success in the program,

- Submit scores from Graduate Record Exam (GRE),

- Participate in an individual interview, and

- Complete a graduate application.

- International applicants whose native language is not English must submit scores from the Test of English as a Foreign Language (TOEFL). Minimum scores of 550 (paper-based) or 213 (Internet-based) are required.

Additionally, 30 semester credit hours in a content area are required by the New York State Education Department for initial certification to teach a secondary (grades 7–12) content area. Students who do not have the required number of hours must complete the additional credits before applying for New York State certification. Secondary academic subjects include American Sign Language, English, mathematics, social studies, or science. Please note: The social studies content area includes economics and government, and at least 21 semester hours in the history and geography of the United States and the world.

Additional information

- Financial Aid

NTID graduate tuition rates are less than one-half of RIT’s tuition. Approximately 70 percent of students enrolled in the MS program in secondary education receive some type of financial assistance each year. Students complete only the Free Application for Federal Student Aid (FAFSA) to apply for financial aid. Students enrolled in this program may be eligible for grant funding from the U.S. Department of Education. In addition, federal loan programs may be available.

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This Masters level professional training programme introduces you to the requirements for teaching Business Studies to the 14 -19 age range and leads to recommendation for Qualified Teacher Status. Read more
This Masters level professional training programme introduces you to the requirements for teaching Business Studies to the 14 -19 age range and leads to recommendation for Qualified Teacher Status. You will be introduced to the principles and theories of secondary teaching through both subject studies and a developing professional practice course. Training is undertaken in partnership with local secondary schools.

We are looking to select trainees who:
-Have the passion, commitment and enthusiasm to teach in secondary schools
-Are resilient and able to work under pressure
-Have good subject knowledge to train to teach in the area they are interested in

Why choose this course?

The University of Hertfordshire is a leading regional provider of Initial Teacher Training. Consistently high achieving in its Ofsted inspections it is recognised as a very good quality training provider by local employers. Graduate employability is high.

The programme is structured to allow you to develop the skills required by a secondary Business Studies teacher, and to develop specific expertise for making a distinctive contribution to secondary practice.

The strengths of our PGCE secondary programmes are the high levels of pastoral care and support we offer trainees. We also have effective partnerships with schools which enhances trainees' subject knowledge and conceptual understanding of teaching and ensures our trainees achieve good levels of attainment.

Careers

On successful completion of the programme you will be recommended for Qualified Teacher Status and be ready to start your teaching career.

Teaching methods

A wide range of teaching and learning methods are used. Tutor led sessions will include lectures, seminars and workshops, where active participation is encouraged. Twenty-four weeks of the programme are spent in local partnerships schools. This enables you to benefit from the knowledge and expertise of a team of practising teachers who lead key sessions as well as support you in your school-based training where you develop your classroom expertise.

The programme includes opportunities to visit different educational contexts, including a primary school and a special needs school.

Work Placement

School experience is at the heart of the programme and during the thirty-six week programme you spend twenty-four weeks in school, and the rest of the time on campus. The school experience is made up of a number of serial day placements, including visits to a primary school and a special school and two block placements in partner secondary schools.

Structure

Core Modules
-Developing Professional Practice - Secondary
-Learning and Teaching in Business Education
-School Based Training 1
-School Based Training 2

Optional
-Developing Professional Practice - Secondary
-Learning and Teaching in Business Education

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