pgce personal statement examples secondary biology

What to Include in Your PGCE Personal Statement

How your pgce personal statement should be structured, example personal statement, final thoughts, pgce personal statement.

Updated November 24, 2021

A PGCE personal statement is written as part of the application process for teacher training and gives candidates an opportunity to showcase their skills and attributes.

PGCE candidates will only write one personal statement, which is used to apply for all of their preferred choices. Students upload their personal statement to the UCAS Teacher Training system, and it is submitted for all choices in both phases of the application process (‘Apply 1’ and ‘Apply 2’). No changes can be made once it is submitted.

The personal statement is often used as the deciding factor for choosing whom to invite to interview . This piece of writing should explain the experience you have and how this translates into your abilities in the classroom.

It should also present what you might be like as a teacher – how will your personality and interests help engage students and get them enthused about the subject?

A lot is riding on your personal statement and writing it can be a daunting task. This guide will outline what your PGCE personal statement should contain and how to structure it for the best chance of success.

The admissions team will want to know about the skills, experience and personal qualities you have that would make you perfect for a teaching career. They need to see you have the dedication and passion to complete your PGCE and have a successful future.

Simply saying, “I would be good at this role and am well suited to it” isn’t enough. The PGCE provider needs to read real examples that demonstrate your skills and abilities and meet their requirements.

Here are some details you may want to include in your personal statement:

1. About You

A teacher’s personality and personal experience will be highly influential, therefore your own experiences are relevant to your application.

Before you start writing, it’s a good idea to spend a few minutes jotting down some key facts that are relevant to teaching. These might include:

• Your interests
• Qualifications/achievements
• What motivates you
• Your upbringing
• Relevant skills

Remember to include examples in your list. Coaching a sports team in your spare time suggests you are experienced in motivating young people and getting the best out of them. Maybe you play an instrument and use music in class. Including qualities like these will make your application stand out.

2. Why You Want to Teach

A key element of your application is explaining why you have chosen teaching as your future career. Show an awareness of how teachers can inspire individuals and also the benefits you might see in yourself.

Try to broaden your answer further than simply saying you are passionate about teaching or children. Every applicant will say they are passionate.

Give details of experiences that moved you towards this career or, perhaps, even the moment you realised this was what you were born to do. By using genuine examples, your passion and excitement will shine through.

3. Why You Are the Best Candidate

Try not to pull out a cliché like “I am passionate, dedicated and reliable” – make your application stand out by using a paragraph that the provider won’t see in any other application that day.

Think about what makes you different from any other candidate. Other applicants may say they can take charge of a class and have experience dealing with challenging children, but will they sing an entire lesson just to get the pupils to engage with them, like you did in your work experience? Or will they bring in a structure made out of Lego to demonstrate osmosis, like you did on your degree placement? Think of what makes you, you.

4. Why a PGCE?

Include details of why you have chosen to go down the route of a PGCE rather than doing a full teaching degree. Perhaps you dipped your toe into teaching while travelling after your degree and realised how much you love it, or maybe you are passionate about biology and wanted to decide at a later date whether to go into teaching or industry.

Show that you have done your research and understand the structure of the PGCE and what will be required.

5. Teaching-Related Experience

Include details of any experience you have gained working in schools or with children in another environment. This might include:

• Work experience
• Visits to schools
• Teaching assistant roles
• Voluntary teaching/supervision roles (like helping out at a scout hut, etc.)
• Experience via the Get School Experience service
• Classroom observations

With every experience you discuss, note the skills you gained and how they will benefit you as a teacher and how they have improved your understanding of the education system.

6. Other Professional Experience

Teaching demands a range of different skills – it’s not simply a case of delivering information.

Talk about past positions you have held:

• Did you manage people?
• Did you work within a team?
• Did you negotiate?
• Have you trained or coached others?
• When have you communicated information to different audiences?

The skills you have gained throughout your education, work and personal life can be highly relevant to your application. Be sure to include details of why these skills will make you excel as a teacher.

7. What You Learnt During Your Degree

Whether your degree was in the subject you intend to teach or not, it’s important to talk about the skills you developed throughout your learning and how they will benefit you as a teacher.

If you’re struggling to find transferable skills , here are some ideas:

• Think about how you communicated (presentations, critiquing the work of your peers, etc.)
• Give examples of how you organised yourself
• Describe times you helped others with their learning

Remember to talk about the benefits your initial degree will bring when studying for your PGCE and how your interest in it has inspired your desire to teach.

8. Your Knowledge of What Training to Be/Being a Teacher Entails

It’s important to stress your commitment to your training. To do this, you should demonstrate that you have done your research and are fully aware of what is to come.

Although teaching is a highly rewarding career, no one applying for teacher training will do so without being aware of the challenging nature of the profession.

There is no need to ignore these challenges in your application; actually, it will work in your favour if you show that you have thought about these challenges and are sufficiently prepared.

Talk about the positives and negatives that you expect to experience in your training and within your career, and how your core strengths will help you deal with them.

9. Your Future Plans

Discuss your plans beyond the PGCE:

• Do you have the ambition to be a headteacher?
• Do you plan to take on pastoral responsibilities?

Show a keenness to immerse yourself in the school system and be open to opportunities that come your way.

10. Extenuating Circumstances 

Your personal statement is the place to openly discuss any extenuating circumstances, such as low grades or large gaps in employment/education. Make sure you show how you have overcome these challenges and what you learnt from them.

Write your personal statement in Word (or equivalent) and make sure you are happy with it before copying and pasting it into your application on the UCAS system.

You need to keep your personal statement to no more than 4,000 characters across a maximum of 47 lines of text . The UCAS Teacher Training system may differ slightly to your word processor, so be prepared to amend slightly once you have copied it into the UCAS page.

To keep to the character limit and cover all the suggested material above, you will need to be succinct. Make sure you only talk about topics that are relevant and delete any waffle.

Your opening statement should be strong and memorable – a good idea is to state why you have decided to get into teaching. Back up all details with examples and be sure to say what you learned from the experience or how you can bring the skills you developed into the classroom.

Split your statement into three sections:

• Introduction – Introduce yourself and talk about why you want to do a PGCE
• Middle – Use the notes above to cover the key details
• Conclusion – Tell the reader why you are the best person for the place they are offering

Avoid using bold, underlining or italics, and write in English (or Welsh if applying for Welsh PGCEs). The UCAS system will strip all special formatting out of the personal statement (except paragraph breaks) so ensure you keep it simple.

When you are happy with the content, make sure you ask someone to check your work . Spelling and grammar in personal statements should be accurate. Make sure you have not copied anyone else’s work at all – UCAS screens all applications for plagiarism.

Below is an example personal statement which covers all of the key points you should include in this piece of writing:

A teacher at my secondary school single-handedly transformed my passion and ability for maths; I was predicted an ‘F’ at GCSE and in a matter of months, she helped me achieve a ‘B’ and start to enjoy the subject. I can’t think of a more satisfying job than one in which you can inspire young people in the way my teacher inspired me. After achieving a ‘B’ in maths at A-Level, I went on to study the subject at University College London and graduated in 2018 with a 2.1. It was in the final year of my degree that I had my first taste of teaching the subject, as several of the modules involved presenting topics to large groups of first-year students. I was thrilled when students asked to see me afterwards to share their observations of what I had been discussing – it was clear my enthusiasm had rubbed off on them and they were excited by maths, which is exactly why I want to teach. I currently work as a teaching assistant at St Andrew’s School, where I have been for six months. This position has given me a great insight into the skills needed to be a fantastic teacher; the school has several SEN pupils and I have been exposed to the more challenging side of the profession. Being trusted to run activities with the entire class has helped me build confidence and learn how important it is to adapt lesson plans to engage students who have different abilities. I have gained valuable skills in implementing strategies such as gentle competitiveness between pupils, and tactical seating plans to get the best out of each student. Before working at St Andrew’s, I completed a work experience placement at Bell Lane Academy where I shadowed teachers working across the five different year groups. This experience helped hone my skills in addressing different age groups in different ways. My ability to get the best out of students is further strengthened by the experience I am currently gaining in the position of assistant coach at my local netball team. Having worked with the girls for the last 18 months, I have developed different ways of motivating individuals, helping push them outside of their comfort zones and encouraging them to take on new challenges. In my spare time, I enjoy playing netball and rugby and would be keen to take on extra responsibilities at a school in the form of after school clubs or teams. I also have a keen interest in management styles and personality types. The knowledge I gain from books on these topics helps me understand pupils and their differing learning styles – what works for them and what doesn’t. It also helps me look inwardly, analysing my own leadership style and methods of teaching. I have chosen to do a PGCE because I am passionate about maths, and I wanted to spend three years of a degree course exploring the subject further, rather than embarking on teacher training straight from school. My degree course has helped me with my confidence and my ability to speak in front of large groups of people. Teaching first-year students during my degree course helped me think about how to deliver the subject in an exciting and creative way. The experience I have had so far has clearly shown that teaching is an extremely challenging profession, but one which I believe is undeniably my calling in life. I adore maths and I want to bring the subject alive, helping children learn in an exciting, rewarding environment. A few weeks ago, I took it upon myself to ask the headteacher for permission to get the whole year group involved in a human percentages exercise – the children loved it. I believe I should be offered a place on your PGCE programme because I can commit to dedicating myself to a role in which I will strive to inspire and excite every pupil I teach.

The personal statement is your one opportunity to capture the attention of the PGCE provider and set yourself apart from other candidates. Teaching is about bringing your personality into the classroom and inspiring students, so avoid a formulaic application and speak from the heart, giving a full picture of who you are.

Your answers should convey enthusiasm for inspiring young people, a passion for teaching, creativity, excellent organisational skills and energy.

Demonstrate an awareness of this challenging profession but conclude with excitement and enthusiasm for your chosen career path.

You might also be interested in these other Wikijob articles:

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Personal statement for PGCE secondary

If you want to teach children aged 11 and over you'll need to apply through the Department for Education's (DfE) Apply for teacher training service

This example should be used for guidance only. Copying any of this text could significantly harm your chances of securing a place on a course.

Example personal statement for PGCE secondary

I became interested in teaching after realising how much I had benefited from excellent and passionate teachers. They exuded a real sense of enthusiasm for learning, which inspires me to pass on that passion.

My love for computing developed during my A-levels after discovering an aptitude for programming and networking. This drove me to study more, going on to gain a 2:1 in BSc Computer Systems and Network Engineering from the University of England. Studying at university developed my passion for computer sciences and taught me a range of transferable skills that I believe are fundamentally important to teach young people. This is demonstrated in my dissertation, which was awarded a first, investigating The Internet of Things (IoT) and how it can help shape educational establishments of the future.

While at university I decided to volunteer as a teaching assistant in a mainstream school. By my final year I was able to take responsibility for running activities in the classroom, balancing the needs of each child and managing behaviour issues. In addition, I regularly helped run the lunchtime computer club. In working with more vulnerable students such as SEN learners I saw the role played by support staff in maintaining control of the classroom, particularly with those who can be disruptive when under stimulated. I learned the importance of differentiating lesson plans to educate and engage students with special needs and the power of strategies such as a well thought out seating plan and friendly competitiveness in learners. I saw students develop within the classroom as a result of my determined support and these good working relationships are beginning to result in higher grades. I have liaised well across several departments to communicate information about students in an organised and diplomatic way.

One highlight was when I supported a young person with ADHD who attended computer club. They had been struggling to remain focussed and on task in class but were able to focus well when completing tasks on a computer. As a result, they suffered from poor behaviour, disengagement and low self-esteem. I negotiated with some class teachers to allow this pupil to use a tablet during their lessons. The pupil could then access any PowerPoint presentations being delivered to enable them to go back and reread specific slides. They could also access links to visual resources to enhance their understanding of the subject being taught. Homework was posted online for them to complete and submit electronically. This was such a success that the school invested in more tablets to be used by a range of students across the school. This further inspired me to want to become a teacher to enable me to support others who may be facing barriers to learning that could be tackled through the introduction of technology.

To support my professional development further I undertook short work placements in two other schools. Volunteering in Key Stages 1 and 2 confirmed my desire to teach Key Stages 3 and 4. I became aware of the many demands placed upon teachers and their time and I believe that the project management, communication and problem-solving skills gained during my degree will be invaluable assets within the classroom and beyond. I was exposed to a range of pedagogical models and teaching methods, which is something I look forward to learning more about on a PGCE.

One of my hobbies is to make short films about how to use different forms of technology and software packages. I post these on YouTube as instructional videos. These have proved to be very popular and I am considering how I can use this type of activity to benefit the students I teach. One option is to support students to create their own videos to help deepen their understanding of a subject, which they can then choose to upload to the school's virtual learning environment to aid their peers if they wish.

During school placements I witnessed the challenges and rewards present in a school environment. Teachers need to be resilient particularly when working with students who find school difficult, do not want to engage and do not want to accept support. However, I look forward to working in the education system and believe I could help and inspire students to develop their future aspirations.

While researching for my dissertation I spoke with secondary school teachers about the challenges their students faced and one that came up often was digital poverty. In many inner-city schools, pupils do not always have access to up to date and reliable computer technology to allow them to keep up with the advances in technology that they’ll face when seeking employment. One of my aims would be to investigate how the use of integrated technologies, as well as fostering links with local companies and the community, could result in a cost-effective solution allowing all students equal access to computer technology.

Technology has become its own form of literacy due to its prevalence in everyday life. Numerous careers use at least one aspect of Microsoft Office or Google Drive daily; balancing budgets on spreadsheets, creating slides to be presented, or attaching documents to emails to communicate important information. Allowing students to learn and refine these skills prepares them for life beyond the classroom.

With technology being present in many classrooms, and not just to teach computing skills, the introduction of the IoT could enhance learning activities even more. It could provide improved connectivity, introduce artificial intelligence and virtual reality to the learning environment as well as cloud computing platforms. I am excited about the future of education and how I can be an active part of it.

When writing your personal statement, you need to include:

• What inspired you to choose teaching.
• Why you wish to teach at secondary level.
• Your knowledge of the pressures and rewards of teaching.
• The personal qualities and skills that will make you a good teacher.
• How you might contribute to the wider school environment such as running extra-curricular activities and clubs.
• Any experience of working with children and what you learnt through doing this.
• Evidence of your knowledge related to the subject you hope to teach.
• Any relevant work or unpaid experience.
• Your degree, degree modules and dissertation topic where relevant.
• Any relevant skills, hobbies and achievements.

Find out more

• Read all about applying for teacher training .
• Get prepared with our teaching interview questions .
• See more examples of teaching personal statements .

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PGCE Personal Statement Example

Are you applying to PGCE (Postgraduate Certificate in Education) Primary or Secondary? Start your application by writing a PGCE personal statement with our example as a guide.

Personal Statement Example for PGCE Secondary

My twenty-year teaching career has given me extensive skills in training and management, as well as working directly with children. As a result of these roles, I have been able to observe how my experience within teaching has impacted my ability to assess and report on a variety of issues. Moreover, I have regularly studied and completed professional training to be able to provide feedback, allowing me to provide successful mentoring and assessment.

Studying for a degree in Early Years Education offered me a chance to develop analytical skills by translating teaching experience into academic qualifications. In academic studies, the evidence must be gathered, analyzed, and interpreted, and findings must be documented consistently. My experience gathered evidence through essay writing and project work, whether consulting previous studies or conducting my own. Being consistently recognized for my outstanding performance demonstrates that I am an expert in this field.

As a supervisor, manager, chairperson and governor, I gained experience in gathering, analyzing and interpreting evidence within an academic context. Reporting on findings at committee meetings or in writing has been part of each of these roles.

Through my previous role in preschool management, I demonstrated my dedication to facilitating learning through training and supervision, which required an understanding of the impact of decisions at the management level on the quality of education. Educational planning has to be considered alongside practical concerns, such as budget restrictions when using the Early Years Educational Framework. It took organisational and diplomatic skills to implement this framework by managing an existing team. My commitment to training and development allowed me to acquire the skills necessary for this; while a fair, reasonable approach to feedback allowed me to instil the same in my colleagues. Through this approach to constructive feedback, I was also able to provide structured guidance to students visiting from local colleges.

Additionally, I recruited and trained staff, controlled budgets, and established strong relationships between colleagues and parents. The ultimate responsibility for key decisions lay with me, even though my role as chair of the committee involved considering and meditating disparate viewpoints. By accepting this responsibility, I demonstrated my ability to weigh up the evidence to reach balanced judgements, which have always benefited the children.

My experience has taught me that communication skills are essential in any management position. Besides academic writing, I have been responsible for producing a variety of documents, including staff and pupil records, training materials, and fundraising materials. I have also been instrumental in producing a monthly 35-page parish magazine, requiring an eye for detail and a strong grasp of word processing and publishing IT packages, as well as the ability to respond to the concerns of contributors and advertisers.

I have developed my verbal critical feedback skills via staff management and training, and my work on mainly located has given me a priceless opportunity to mediate and lead the conversation, defending, interpreting, and adjusting my opinion as needed.

I have consistently maintained a high degree of professionalism. I’ve continued to be passionate about learning new things and expanding my experience so that I can properly perform each function. I have expertise with and have adapted to the appropriate frameworks for each educational institution I have worked in, both in the classroom and in simpler elements, including health and safety laws.

Due to my experience working in early childhood education in both the UK and Australia, I have also demonstrated my ability to quickly and efficiently adjust to foreign environments while maintaining the same high quality of care. I have worked to establish solid, professional connections with all stakeholders in addition to my practical understanding of each function, and I have proven to be an asset as a committee member and in supervisory responsibilities.

Although it has been evident in my managerial and administrative duties, my enthusiastic and thoughtful commitment to delivering a top-notch education for every kid has also sparked energy inside the educational setting. My dedication to equality, diversity, and excellence in education—as well as the many challenges that these values present—has been inspired by my work with children of all ages and my extensive experience working with children with special educational needs, such as autism, Down syndrome, cerebral palsy, and visual and hearing impairments.

Other examples:

• Animal Science Personal Statement Examples
• Anthropology personal statement examples
• Statistics Personal Statements
• PPE Oxford Personal Statement Example
• Classics Personal Statement Examples
• Theology Personal Statement Examples
• Physics Personal Statement Examples
• Chemical Engineering personal statement examples
• Oncology Personal Statement Examples
• Psychiatry Personal Statement Examples

Alternatively, use our A–Z index

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Sign up to our upcoming online PGCE Secondary information session. Get an introduction to the PGCE teacher training courses for Secondary level, an overview of the different subjects available and ask your questions.

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PGCE Secondary Biology

Year of entry: 2024

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• Minimum 2:2 honours degree in a biological science with at least half of the content strongly related to biology (if you are unsure, please contact us to discuss your qualifications).
• Grade B in biology at A-level (or equivalent), or grade C if you can demonstrate sustained academic progression since A-level, and at least one other science or maths A-level.
• Minimum grade C or 4 at GCSE (or equivalent) in English language and mathematics.

All places are subject to availability. Due to increased competition, please be advised that there is no guarantee an offer will be made, even if you meet the minimum entry requirements.

Full entry requirements

Apply through the government website

Course options

Course overview

• Become an outstanding secondary school Biology teacher with Qualified Teacher Status (QTS).
• Enjoy extensive periods of classroom experience supported by outstanding tutors and mentors.

The University holds regular open days , where you will have the opportunity to tour the campus and find out more about our facilities and courses.

You will find out more about the School of Environment, Education and Development, our resources, and meet academic and admissions staff who will be able to answer any questions you have.

For entry in the academic year beginning September 2024, the tuition fees are as follows:

• PGCE (full-time) UK students (per annum): £9,250 International, including EU, students (per annum): £22,500

Further information for EU students can be found on our dedicated EU page.

The fees quoted above will be fully inclusive for the course tuition, administration and computational costs during your studies.

For general fees information, please visit postgraduate fees

Policy on additional costs

All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).

Scholarships/sponsorships

• tax-free bursary or scholarship;
• tuition fee loan and maintenance loan;
• extra financial support if you're a parent or have an adult dependant or a disability. 

Depending on your circumstances you could receive all three. Learn more on the Department for Education website .

You can also find out about scholarships and bursaries on our funding page .

Contact details

Courses in related subject areas.

Use the links below to view lists of courses in related subject areas.

Entry requirements

Academic entry qualification overview, english language.

• IELTS 6.5 overall, 6.5 in writing, no sub-section below 6.0, or
• TOEFL iBT overall score of 90 with a minimum score of 22 in writing and 20 in the other sub-sections, or
• Pearson PTE overall score of 62 with a minimum score of 62 in writing and 59 in the other sub-sections, or
• Cambridge Certificate of Advanced English (CAE) or Certificate of Proficiency in English (CPE) overall score of 176 or above, with 176 in writing and no sub-section below 169.

English language test validity

Relevant work experience, professional entry qualification, application and selection, how to apply, advice to applicants.

You must apply through  DfE Apply .

Applications or CVs sent directly to the University will not be considered.

You must submit the following with your completed application form:

• contact details for two referees who can provide a written reference supporting your suitability for teaching
• skills you have that are relevant to teaching
• any experience of working with young people
• for secondary teacher training: your interest in the subject you want to teach
• your understanding of why teaching is important
• your reasons for wanting to train to be a teacher
• any activities you’ve done that could be relevant to teaching like first aid courses, sports coaching or volunteering

We recommend that you submit your application as soon as you are able to, once applications open. It is possible that we may need further evidence of qualifications in order to make a decision on your application, so please ensure that all relevant documents are available on request.

Before submitting your DfE application, please make sure that the information you enter regarding your qualifications is correct and accurate. We have the right to cancel your application if we determine (having carried out any necessary checks), or have reasonable belief, that your application contains false information. If you have any reason to believe that the information we hold about you is untrue, incomplete or inaccurate, you must tell us immediately.

How your application is considered

The interview process includes the following:

• an introductory talk from University lecturers;
• a personal online interview with one of our tutors and a teacher from a partnership school;
• Secondary PGCE applicants will be asked to conduct a short teaching task and complete a subject knowledge assessment.

Aptitude test requirement

Fitness to practise / health requirements.

If your application is successful, we will require you to comply with a confidential health screening check as advised by the Department for Education. 

Health screening will be undertaken by the Student Occupational Health Service, who will advise on any follow-up vaccinations or other intervention which may be indicated.

Disclosure and Barring Service check

If your application is successful, we will require you to comply with an enhanced check through the Disclosure and Barring Service as advised by the Department for Education.

You must also meet the University's suitability requirements for the safeguarding of children.

Re-applications

If you applied in the previous year and your application was not successful you may apply again. Your application will be considered against the standard course entry criteria for that year of entry.In your new application, you should demonstrate how your application has improved. 

We may draw upon all information from your previous applications or any previous registrations at the University as a student when assessing your suitability for your chosen course.

Course details

Course description.

PGCE Secondary Science (Biology) will train you to become a biology teacher across the 11 to 16 or 11 to 18 age range. You will be trained to teach across all sciences up to KS3.

The course will prepare you to teach the National Curriculum and related national strategies, GCSE and A-level. Completion leads to both a postgraduate qualification and recommendation for qualified teacher status (QTS).

University-based sessions will enable you to reflect on teaching methods and engage critically with the Science curriculum.

Experienced teachers will work alongside PGCE tutors, plus visitors from exam boards and the Royal Society of Biology.

Some sessions are run with the University's science departments to benefit fully from the University's resources, and with Manchester Museum and the Museum of Science and Industry in Manchester.

Find out more about your university Science tutors Rob Buck , Zahra Alijah , Naina Kotecha and Andy Howes.

• develop a critical awareness of lesson and curriculum planning, spending time on each with school-based mentors and University tutors;
• develop skills and knowledge in inclusive Science teaching, considering how to include marginalised narratives in the curriculum;
• develop pedagogy and gain an understanding of a range of different teaching strategies in the Science classroom, and in activities beyond the classroom;
• develop subject and curriculum knowledge for KS3, KS4 and KS5 Science.

Special features

• We have links with more than 200 schools, academies, and colleges, and you will benefit from significant school-based teaching experience.
• Our leading experts in education have trained more than 5,000 teachers in the last 15 years.
• Our students come from all over the globe and are from a variety of backgrounds - from recent graduates to mature learners.

Teaching and learning

Important notice: factors affecting fieldwork and placements

The School of Environment, Education and Development (SEED) recognises the value of fieldwork and placements. However, the safety and wellbeing of our students and staff remains our priority.

The School will assess on a regular basis the viability of any travel and fieldwork and communicate any significant changes to our students at the earliest possible opportunity.

The role of SEED

• changes to the rules and guidance on travel and activities implemented and published by the UK and overseas governments;
• a risk assessment conducted by or on behalf of the University identifying unmanageable risk;
• changes that enhance the educational value and student experience of the activity;
• changes to the situation of a placement provider (for example, which cause them to be unable to accept students);
• the unavailability of appropriate insurance cover;
• the unavailability of appropriate travel and accommodation and any significant changes to their financial costs;
• where fieldwork and placements are a compulsory element of the Programme, they will be replaced with something academically similar;
• where a trip or placement is not a compulsory element of the Programme, it may not be replaced.

We will consult with affected students at the earliest possible opportunity and explore the options available to them.

The duty of students

Preparation, attendance and conduct

Attendance at preparatory classes is a compulsory pre-requisite of the fieldwork and placements to ensure safety and learning outcomes are met.

Students who do not attend the compulsory preparatory classes may be prevented from participating in the fieldwork or placement. It is the duty of students to discuss any attendance issues with the field course or placement convenor.

Students are representatives of the university during their fieldwork or placement. Behaviour deemed by the convenor to be unacceptable may result in students being sent home.

Where a student is unable to attend or complete the fieldwork or placement (e.g. due to mitigating circumstances), is prevented from attending due to absence from compulsory preparatory classes, or returned home due to poor conduct:

• a suitable alternative assessment will be offered (as appropriate) to ensure that the programme ILOs are met, and that the student is not academically disadvantaged;
• the University accepts no responsibility for any costs incurred by the student in relation to the fieldwork or placement.

Immigration, passport and visa requirements

It is the responsibility of the individual student to ensure they have:

• a valid passport to enter the destination country (including sufficient months prior to expiry);
• a valid visa (where required) and comply with its requirements.

The School cannot guarantee that visas required for fieldwork or a placement will be granted by the relevant authority. Please note that countries may change their immigration and visa regulations at short notice.

Where a student is unable to attend fieldwork or a placement because they do not have the required visa or passport:

• a suitable alternative assessment will be offered to ensure that the programme ILOs are met and that the student is not academically disadvantaged;

Coursework and assessment

Your school and University experiences are formally assessed. Both your mentors and tutors will help you to record your achievements and set targets from week to week and from placement to placement. 

During each placement, a University tutor will observe you teach and discuss your progress with you and your mentor.

At the end of each school experience, you will receive a progress report from your mentor. 

The report will provide clear feedback and targets in the following areas: 

• subject and curriculum knowledge;
• planning and teaching;
• assessment;
• wider professional responsibilities.  

These reports, together with your record of achievement and development, facilitate your progression as a teacher. 

The written assignments will allow you to gain a maximum of 60 master's-level credits, and guidance and support to complete these assignments will be available from your University tutors.

Disability support

Career opportunities.

You need QTS to teach in a state-maintained or special school in England and Wales. Whilst other routes to gain QTS exist, they do not all come with the postgraduate qualification of a PGCE. 

A PGCE from The University of Manchester is a valued qualification regionally, nationally, and internationally. 

When you study a PGCE with us, we help you prepare for a successful career in education. You will be given clear direction, advice and support when making applications for teaching posts and our employment rates are consistently high. 

In addition to this, a PGCE qualification can count as 60 of the 180 credits required for a master's degree, and The University of Manchester offers a range of postgraduate Education courses should you wish to continue your professional development as you progress further in your career. 

Visit our careers and employability page  for more information. 

The University has its own dedicated Careers Service that you would have full access to as a student and for two years after you graduate. At Manchester you will have access to a number of opportunities to help boost your employability .

Secondary Physical Education with Biology with QTS - PGCE

Currently viewing course to start in 2024/25 Entry .

This course will enable you to use your degree level skills in the teaching of Physical Education (PE) and Biology so that you can promote knowledge, understanding, skill and a wider love of learning for all pupils through the teaching of both PE and Biology as curriculum subjects in the secondary school sector....

• Level Postgraduate Taught
• Study mode Full Time
• Location City Centre / City South
• Start date September 2024
• Fees View course fees
• School School of Education and Social Work
• Faculty Faculty of Health, Education and Life Sciences

This course is:

Open to International Students

This course will enable you to use your degree level skills in the teaching of Physical Education (PE) and Biology so that you can promote knowledge, understanding, skill and a wider love of learning for all pupils through the teaching of both PE and Biology as curriculum subjects in the secondary school sector.

We believe that both PE and Biology are crucial elements in the education of all pupils both in terms of their academic progress but also for the contribution that they make to health and well-being, lifestyle, environment and the natural world. We will work with you to enable you to become the inspirational secondary school teacher that today’s young people deserve.

What's covered in this course?

Our course provides you with the knowledge and understanding that will enable your current creative skills to grow into exciting and engaging teaching for the classroom. The course is a practice-based programme that will fully support you in becoming a confident, dynamic and creative teacher committed to making learning of many types accessible for all.

Central to the curriculum is the study of the subject-specific pedagogies and professional practice required for the teaching of PE and Biology which you will access through a synthesis of practical workshops, lectures, seminar groups and individual study.

Curriculum workshops are a key element of your course. In PE, dedicated lecturers and teachers deliver these in our specialist education classrooms and lecture theatres, including the Doug Ellis Sports Centre in Perry Barr. The workshops enable you to experience and develop your understanding of subject pedagogy through topics such as: Physical literacy, growth mindset through PE, dance in the curriculum, gymnastics, invasion games, net and wall games, target games and athletics, health and safety, as well as Key Stage 3 National Curriculum topics, GCSE and A Level PE topics.

Similarly in Biology, specialist lecturers and teachers deliver sessions in purpose built facilities that replicate the best on offer in schools. As a proven specialist in PE, you will recognise and develop your skills regarding your second subject knowledge, creating and applying signature pedagogies that link subject philosophies, educational theory in the subject, and classroom practice. Through additional practical workshops you will understand the nature of learning in Biology, and the most effective methods to allow your students to access that learning.

At least two thirds of the course take place within the school. You will be placed in a minimum of two PE departments.

Taught modules, assignments and School Based Training are structured around the development of your Progress Journal which demonstrates your progress against our ITE Core Curriculum. Our ambitious curriculum incorporates the ITT Core Content Framework (DfE, 2019) and the nationally agreed competences - the Teachers’ Standards,  which all teachers must meet throughout their career. 

The Progress Journal also maps your development as a subject specialist with reference to identified subject priorities appropriate to the needs of secondary teachers entering the profession. A system of continuous review and assessment of progress within the Progress Journal will support your growing ability to take responsibility for your own professional development and ensure that you approach QTS with a sound understanding of research-informed pedagogies and practices. 

Why Choose Us?

• We are a key source of new teachers to schools across the West Midlands region; a destinations survey of our 2021/22 Secondary Teaching graduates showed they were employed in nearly 100 West Midlands schools as Early Career Teachers.
• Our curriculum is designed by research-active subject experts to be integrated between university and school-based training with input from our partnership schools, ensuring you’re equipped to meet the needs of the teaching workforce now and in the future.
• We have partnerships right across the West Midlands and beyond so you can benefit from training in a range of schools and early years settings, preparing you for work in a wide variety of schools when you qualify. A destinations survey of our 2021/22 Secondary Teaching graduates showed that 76% of their employing schools were from within our BCU partnership.
• You will complete at least 120 days across a minimum of two placements, in line with Department for Education (DfE) requirements, supported by a subject mentor in your school and a personal development tutor at the University.
• Should you wish to take your development further, you'll gain Master's level credits gained as part of this course that you can then use towards a full Master's degree.
• You may be able to obtain financial support to help you during your studies. For more information visit the Department for Education's Get Into Teaching website .

Join us for an on-campus Open Day where you'll be able to learn about this course in detail, chat to students, explore our campus and tour accommodation. Booking isn't open yet for this event, register your interest and we’ll email you as soon as booking goes live.

Next Event: 24 November 2024

Entry Requirements

Essential requirements, uk students.

Selection Interview

International qualifications

If you have a qualification that is not listed, please contact us .

Fees & How to Apply

• International Student

Annual and modular tuition fees shown are applicable to the first year of study. The University reserves the right to increase fees for subsequent years of study in line with increases in inflation (capped at 5%) or to reflect changes in Government funding policies or changes agreed by Parliament. View fees for continuing students .

Award: PGCE

Starting: Sep 2024

• £9,250 in 2024/25

International students

• £16,085 in 2024/25

Applications for teacher training courses are through the Department for Education’s application service, Apply for Teacher Training .

Using the ‘Apply’ button above will take you to the Department for Education website to complete your application. For more information on how to apply for a teacher training course, please visit Apply for Teacher Training .

Personal statement

You’ll need to submit a personal statement as part of your application for this course. This will need to highlight your passion for postgraduate study – and your chosen course – as well as your personal skills and experience, academic success, and any other factors that will support your application for further study.

Not sure what to include? We’re here to help – take a look at our top tips for writing personal statements and download our free postgraduate personal statement guide for further advice and examples from real students.

Course in Depth

In order to complete this course a student must successfully complete all the following CORE modules (totalling 60 credits):

Secondary Professional Studies 20 credits

This module, Professional Studies, provides opportunities for you as a trainee teacher to explore and understand in practical terms the meaning of professionalism in the context of education and being a teacher. It is well known that education is an ever-changing environment and the desire for improvement is strong from all stakeholders. This module helps you to understand that the best teachers are those who continue to learn themselves and that your continual development can positively impact the learning experience of your students.

Secondary Subject Pedagogy: PE with Biology 20 credits

This module, Subject Pedagogy, provides opportunities for you as a trainee teacher to explore the nature of your specialist subject in the context of learning and teaching in the secondary school. The module provides substantial support for your professional practice in school, assessed through the School Experience modules. This module provides a strong philosophical underpinning to your awareness of the importance of your specialist subject in the secondary school curriculum. By undertaking this module you will be shaping your own rationale for your approach to the teaching of your specialist subject, and to meeting the needs of the learners as they move through the secondary school phase.

Professional Enquiry 20 credits

This module, Professional Enquiry, forms an introduction to active examination of professional practice in the workplace and a reflective approach to personal development. It provides a foundation for future study modules and enables you to develop practice-based enquiry skills. Increasing importance is placed on evidence-based enquiry to inform professional development in education, most recently in The Carter Review of Initial Teacher Training (ITT).

School Experience 1 0 credits

This module, School Experience 1, provides opportunities for you as a trainee teacher to meet the professional standards and expectations of teaching through practical, school-based experience. You will have the opportunity to work alongside experienced teachers and other education professionals to develop your knowledge, understanding and skill in the classroom and the wider school environment. You will be able to implement theory and evidence-based understanding on an on-going and development basis into your teaching into the classroom. You will be assessed against the current statements of professional competence.

School Experience 2* 0 credits

This module, School Experience 2, follows School Experience 1 and provides opportunities for you as a trainee teacher to enhance your achievement of the professional standards and expectations of teaching through practical, school-based experience. You will have the opportunity to work independently supported by experienced teachers and other education professionals to further develop your knowledge, understanding and skill in the classroom and the wider school environment. You will be able to implement theory and evidence-based understanding on an on-going and development basis into your teaching into the classroom. You will be assessed against the current statements of professional competence.

* School Experience 2 is dependent upon the successful completion of School Experience 1.

Download course specification

Course structure.

This postgraduate course takes place over one year full-time. Note that all PGCE with QTS courses commence teaching in the first week of September.

You’ll find that the Secondary PE with Biology PGCE is an intensive and demanding course which challenges people who are highly committed to teaching young people. It is an excellent way to prepare for a career within the profession.

We’ll deliver the course using a combination of workshops, lectures and seminar groups, and by encouraging individual study.

You’ll also complete a profile of evidence towards the achievement of the Teachers’ Standards required by the Department for Education for the award of Qualified Teacher Status.

The main thrust of the curriculum involves the study of education, pedagogy and professional practice, from both generic professional educational and subject-specific perspectives.

At least two-thirds of this course takes place off campus within schools. This means you have the opportunity to gain valuable ‘hands on’ experience in at least two different schools. In most cases you’ll also have the chance to visit other schools, including a primary school.

Trainee teachers are expected to take significant responsibility for their own progress and development. This type of professional development encourages the development of independent, creative practitioners who will be able to take the lead in the future.

120 days across a minimum of two school placements. Placement 1: September to December. Placement 2: January to June.

In September a three week block of daily University based sessions in preparation for school placement 1.

In January a two week block of daily University based sessions in preparation for school placement 2.

Every Monday Subject pedagogy sessions take place from September to January. PE sessions will take place at the Doug Ellis Sports Centre in Perry Barr.

Employability

This is an 11-16 years course, with post-16 enhancement, which offers a high degree of employability within secondary teaching.

The high demand for our trained teachers and our consistently high employability scores mean that trainees who successfully complete the course to a high standard have very good employment prospects.

Two-thirds of your course takes place in school and we ensure that you are offered a number of placements in a wide range of educational establishments.

You will do work placements in at least two different schools and also visit others – including a primary. This all helps you to see how teachers are working in practice and gives you a wealth of experience.

You will have the opportunity to do serial and block placements and you will also have trained mentors, who will guide and support your studies and provide you with feedback.

More about our placement opportunities

International

Birmingham City University is a vibrant and multicultural university in the heart of a modern and diverse city. We welcome many international students every year – there are currently students from more than 80 countries among our student community.

The University is conveniently placed, with Birmingham International Airport nearby and first-rate transport connections to London and the rest of the UK.

Our international pages contain a wealth of information for international students who are considering applying to study here, including:

• Details of the entry requirements for our courses
• Some of the good reasons why you should study here
• How to improve your language skills before starting your studies
• Information relevant to applicants from your country
• Where to find financial support for your studies.

Facilities & Staff

Our Facilities

We are constantly investing in our estate and have spent £400 million on new learning facilities.

From January 2025, this course will be based at our City Centre Campus in a newly refurbished building.

Kelly Davey Nicklin

PGCE Secondary Course Leader and Senior Lecturer in Music Education

Kelly has previously been a Head of Faculty for Performing Arts and taught music across three key stages in a secondary school where she was judged ‘outstanding’ by Ofsted for Key Stage 3 music teaching. During her time as a secondary school teacher, Kelly was also an international links coordinator and she organised a partnership with Mungu Basic...

Kerry Taylor

Senior Lecturer

Kerry is currently leading the PGCE Science routes teaching on both the Professional Studies module and Subject Pedagogy module where she specialises in biology education.

UK prospective students

• Contact the enquiries team
• T: +44 (0)121 331 6295

Non-UK prospective students

• E: International enquiry form
• T: +44 (0)121 331 5389

Already applied?

• E: Contact the admissions team
• Accommodation

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Teacher Training Personal Statement Examples

What is a teacher training personal statement?

The teacher training personal statement is your opportunity to let training providers know about your qualities, skills and expertise, and why you want to teach.

While your application form briefly outlines your qualifications, skills and work experience, your teaching personal statement is where your personality shines through.

Take your time with it, be prepared to receive constructive feedback and write a few drafts before you send it off.

How do I write a good teacher training personal statement?

To help you write a successful teacher training personal statement, we recommend you include:

• use examples to back everything up, based on your teaching experience so far
• tailor your personal statement according to the age group you wish to teach
• write using concise English, using first person terms such as 'my' and 'I'
• be original and honest - don't embellish the truth or lie outright
• avoid clichés and general statements, such as 'since a young age' or 'I've always wanted to be a teacher'
• demonstrate your passion and enthusiasm for teaching.

You have up to 4,000 characters to write a memorable opening, middle and conclusion.

Don't waste your valuable space on writing about things that are already on your UCAS form elsewhere, such as your qualifications.

What should I include in my teacher training personal statement?

When planning out your personal statement, ask yourself what it is your training providers are looking for. Make sure your statement answers the following questions:

• Why do I want to teach? - show that you know about the challenges and rewards of teaching, and remember that everything has its ups and downs. Maybe talk about any lessons you have observed/taught, what went well and how you would have improved on them. Discuss teaching styles used and the use of technology in the classroom.
• Why do I want to teach this age group/at this level? - what appeals to you, and what experience do you have teaching these students/children?
• What are my strengths? - include the relevance of your degree and subject knowledge.
• What experience do I have? - include any experience you have of volunteering with children, such as teaching a sports team, youth work or working at a summer camp? Give examples of how this helpd develop your teaching skills.
• What personal skills/abilities do I have? - these might include research, creativity, time management, IT skills, problem solving, managing people, organisational skills, listening skills, leading or working in a team. To strengthen your application, make sure you back everything up with examples.
• Are there are any location restrictions? - if you don't currently live in the UK, why do you want to study here? Are you willing to move away from your current home town/city for your degree?

You only have up to 47 lines (4,000 characters including spaces) in which to persuade your chosen initial teacher training (ITT) providers to offer you an interview. The statement must be concise, enthusiastic and sell your potential to be a successful teacher.

For more help and advice on what to write in your teacher training personal statement, please see:

• Personal Statement Editing Services
• Personal Statement Tips From A Teacher
• Analysis Of A Personal Statement
• The 15th January UCAS Deadline: 4 Ways To Avoid Missing It
• Personal Statement FAQs
• Personal Statement Timeline
• 10 Top Personal Statement Writing Tips
• What To Do If You Miss The 15th January UCAS Deadline.

What is a teacher training degree?

Teacher training degrees combine the study of curriculum subjects with learning teaching techniques and putting these into practice during hands-on school placements. The course leads to QTS (qualified teacher status) to enable you to teach in a school or college.

How long is a teacher training course?

To teach in England and Wales you need to gain QTS. You will obtain this on an ITT programme, which could be school or university-based and takes approximately one year to complete.

How do I become a teacher with a degree?

To teach as a qualified teacher in England, you'll need qualified teacher status (QTS). If you already have a degree, you can complete a postgraduate teacher training course to achieve this. Additionally, you'll need to have a GCSE at grade C/4 in maths and English, as well as science if you want to teach primary.

Can I train to be a teacher without a degree?

Unfortunately no - you cannot become a teacher without a degree.

But if you are an undergraduate or have a degree in a different subject than what you want to teach, there are options to help you get into a teaching career.

Will I get paid for teacher training?

There are three types of funding available for teacher training - depending on your circumstances, you could receive all three:

• Tax-free bursary or scholarship.
• Tuition Fee Loan and Maintenance Loan.
• Extra financial support if you're a parent, have an adult dependant or a disability.

Further information

For more tips and advice on teacher training personal statements, please see:

• GetIntoTeaching
• The Complete University Guide

Related resources

Teacher training interview questions.

Find out more

Applying For Teacher Training Courses

6 Personal Statement Writing Tips

How To Apply To University

UCAS Adjustment: How Does It Work?

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How to write a PGCE personal statement

29 th September 2021

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Advice on how to write a PGCE personal statement that shows you’d make a great addition to a teacher training course.

What is a teacher training personal statement?

What to write, pgce personal statement tips.

When applying for a PGCE or postgraduate teacher training, you’ll probably have to write a personal statement. This is your chance to say why you’d make a great teacher by highlighting your relevant experiences and passion for teaching.

If you’re applying directly to a university or school, you should tailor your statement precisely to the course you’re applying for.

If you’re applying through UCAS Teacher Training, you can send your application to more than one university. Therefore, your statement should be more generic so that it applies to each one you’re applying to.

In both cases, make sure that your personal statement reflects the nature of the course or courses you’re applying for. Think about, for example, is it school- or university-based training? What age of students will you be teaching? Will you be specialising in a particular subject?

Before you start writing, look at any information you can find about the course and what you must do to apply. Has the university provided any guidance or topics of what you need to cover?

If not, can you speak to one of the course tutors to discuss what they might want to see in your statement? Or can you talk to a current PGCE student and ask what they wrote in theirs?

When you have a good idea of what admissions tutors will be looking for, create a mind map or list:

• Your relevant academic and practical experiences
• Areas of the course that you’re most interested in
• Anything else the university wants you to include

When structuring your statement, you can use your mind map or list to plan what information to put where.

Your structure can look something like:

• Introduction – about yourself and why you want to do the PGCE
• Middle paragraphs – relevant information of your academic achievements and experiences of working within education
• Concluding paragraph – tying up the main points of why you’re the best candidate for the course

If you’re applying directly to the university, check what the word limit for your personal statement is.

If you’re submitting to UCAS Teacher Training, your personal statement can be up to 47 lines of text or 4,000 characters.

Expanding on your mind map or list from before, think in more depth about why you want to teach.

• What qualities do you have that would make you good at teaching?
• What do you think are the challenges and benefits of being a teacher?
• Why have you chosen this particular age group and/or subject?
• What have you learned from your previous experiences in education?
• Will you be completing any extra exams or relevant experiences before the course starts?

If you studied education at undergraduate level, your course was probably focused on the theoretical side of the subject. Your PGCE course, however, will be about applying those theories to real-life situations in schools. Your personal statement should reflect your understanding of this.

If you haven’t taught before, what other activities or events in your life suggest that you would make a good teacher? Have you worked with children in different environments?

Admissions tutors don’t just want to see why you think your experiences make you a good teacher. Instead, they want to know that you’re aware of the importance of teaching and the demands that come with it.

• Why is it important to reflect on your abilities as a teaching practitioner?
• How will you work on your own development to become a great teacher?
• What interests you about the education system and its challenges?
• Do you have any thoughts are on child welfare and social justice?

When writing, make sure to use evidence and examples to back up your points. Through your tone of voice, try to show that you are positive and passionate about the work.

To see more information on how to style your personal statement, see our postgraduate statements guide.

• Ask someone you know to check it through. Even better if you can get feedback from a teacher
• See if you can speak to other students applying for a PGCE to share thoughts and ideas of what to write
• Similarly, reach out to PGCE staff at your university – or a teacher you know – they have experience that might be valuable to you!
• Any time you can spend in a school will be a valuable addition to your application. If you haven’t already, see if you can arrange to volunteer with one locally
• If you’re invited to an interview, you’ll be asked about what you’ve written on your statement, so be prepared to talk about it in more detail

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PGCE Secondary Science with Biology PGCE

Fees and key information, apply for this course.

Please select when you would like to start:

You can apply for all teacher training courses, apart from the assessment-only route, through the Department for Education’s “Apply for teacher training” service . Select London Metropolitan University as the training provider and then choose the relevant course. You can also use the following codes: Training provider code: L68 Course code: C1X1

Please note, depending on availability, for your placement, you may be assigned to a school that is different to the one you entered the provider code for.

PGCE Secondary Science with Biology - PGCE

Why study this course.

Learn how to teach science and biology to 11 to 16-year-olds and, by arrangement, 16 to 18-year-olds on our PGCE Secondary Science with Biology course. 

Gain practical hands-on experience at our partnership schools and learn how to improve your pupils’ love of this biology through the latest teaching methods and principles.

Trainees on our PGCE Secondary courses attain high results, with almost 100% passing the course.

Department for Education (DfE) bursaries are available for this course.

Interested in finding out more? Sign up for one of our information events – online or in person – a chance to meet the tutors and get your questions answered. See below.

This PGCE Secondary Science with Biology course will help you gain the skills to become a competent teacher of science for students up to 14 years old, biology for 15 to 16-year-olds and achieve Qualified Teacher Status (QTS). On request, you can also have the opportunity to work in the 16 to 18 age range.

In the sessions at London Met you’ll develop your teaching strategies and pedagogical techniques, as well as discovering the fundamentals of how children learn. These sessions include collaborative projects and school-based projects with other trainees, as well as learning the principles of teaching and pupil assessment.

This PGCE course takes advantage of its London location to broaden your understanding of teaching in multicultural and diverse urban environments. Through your two placements at one of our partnership schools, you’ll help develop lesson plans and contribute to the development of pupils’ scientific skills and knowledge.

Join a group of high achievers

Trainees on our PGCE Secondary courses attain high results, with almost 100% passing the course

Get help with funding your studies

A Department for Education bursary is available for this course

Take your career prospects to the next level

This course will help you gain the skills to become a competent teacher of science for students up to 16 years old, leading to Qualified Teacher Status

Student reviews

Our real, honest student reviews come from our own students – we collect some of these ourselves, but many are also collected through university comparison websites and other nationwide surveys.

London Metropolitan University not only teaches you 'what teaching is' but it also demonstrates and facilitates a way for you to become a great teacher.

The course is well-structured and gives a solid grounding in the pedagogical disciplines needed for a career in teaching. However the highlight for me has been the quality of the subject tutors. All the tutors I have worked with have been highly knowledgeable, approachable and more than capable of pushing students to reach their potential as future teachers.

I get so much support from my tutor, colleagues and the London Met team. The University itself has a great vibe, is highly social and very welcoming. I’m grateful to everyone at the University for all their help.

Choosing to complete my teacher training at London Met was the best career decision I ever made. Studying in the heart of London while being surrounded by a diverse body of staff and students was exactly the preparation I needed for teaching at inner-London secondary schools. London Met’s commitment to tackling the challenging issues surrounding modern urban education was, I believe, a key factor in my rapid progression to the position of head of department after just four years of teaching. Having gained a unique insight into the value of teacher education throughout my undergraduate studies, I then embarked on a master’s in Education, again with London Met. After successfully completing this, I am now in my eighth year in the profession and currently considering application for a Doctorate in Education.

London Met was very proactive in providing support and guidance for my new teaching post. The team educated me on everything necessary to prepare me for my forthcoming role; they are highly skilled professionals who were able to support me through my interview process as well as answer any queries regarding the teaching industry. With regards to course content, I felt everything covered during lectures and the professional studies sessions was relevant to my development and future prospects as a teacher.

Course modules

The modules listed below are for the academic year 2024/25 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.

Year 1 modules

Curriculum studies, professionalism and inclusive practice, school experience.

NB: Teaching Period is a statutory period of currently 36 weeks, set by the Department of Education. Term dates are set separately to the standard university dates, with an earlier start and later finish than other postgraduate courses.

The Curriculum Studies module aims to ensure that all students have appropriate knowledge, skills and understanding to teach their chosen specialism as an effective practitioner, in fulfilment of all relevant aspects of the Core Content Framework.

To support the student: ● to develop an understanding of the curriculum knowledge and pedagogical knowledge that they will require as a teacher, including the ability to interpret this to plan, teach and assess engaging lessons which promote pupil progression. ● to develop their own subject knowledge to ensure they are confident to teach their chosen specialist subject and/or phase, through a combination of assessment, self-assessment, target setting, personal study and engagement with university teaching and learning sessions. ● to develop a critical appreciation of the relevant traditions in pedagogy, assessment and children’s rights related to the areas they will be required to teach, and to use this knowledge to make decisions about planning, teaching and assessment which promote pupil progression.

The Professional Inclusive Practice (PIP) module aims to ensure that student teachers are prepared for all aspects of professionalism and professional thinking as a teacher. It aims to ensure that they are fully equipped to meet the broader knowledge, skills and behaviours beyond individual subject or phase specialist topics, in fulfilment of all aspects of the Core Content Framework. To support the trainee: • to develop a critical understanding of the key philosophies that underpin our curriculum, based on the principles of Education for Social Justice, Critical Pedagogy and the UNCRC. • to teach in a range of contexts, with a focus on teaching in multilingual, multicultural schools, working closely with families, communities and other professionals and to develop a sense of professional identity which reflects this. • to develop the full range of skills, competencies and attitudes needed to enhance their employability, by enabling them to attain the professional Teachers’ Standards for Qualified Teacher Status (QTS) by the end of the course. • to enable students to reflect upon, critically assess and research their own practice. 

NB: Teaching Period (whole course) is a statutory period of currently 36 weeks, set by the Department of Education. Placement Module dates are set at 24 weeks minimum. Term dates are set separately to the standard university dates, with an earlier start and later finish than other postgraduate courses.

The module will be comprised of two school experiences placements in contrasting schools or other appropriate settings to support the trainee to: • Develop their professional practice as a teacher. • Gain the skills and understanding outlined in the Core Content Framework for ITT. • Become a critically reflective practitioner inside and outside the classroom. • Acquire the necessary skills, experience and understanding required to plan, deliver and evaluate the appropriate areas of the curriculum (for their route) by the end of the module.

Course details

Entry requirements.

You will be required to have:

• a UK degree, preferably grade 2.2 or equivalent, in Biology or relevant degrees including geology, metallurgy, chemical engineering and forensic science
• literacy and numeracy tests — these are university-based tests, which you will be asked to undertake at your interview
• a valid Disclosure and Barring Service (DBS) certificate and Confirmation of Fitness to Teach (eg a London Metropolitan University Health Check) - you will be advised to apply for these after an offer is made
• GCSE English and Mathematics grade C (grade 4 from 2017) or above (or equivalent)*

If you hold a third class degree, you may still be considered, particularly if this qualification is supported by a completed master's degree or relevant work experience.

We do make conditional offers (with strict deadlines) so it is important that you include all pending qualifications in your application.

The University will assess any overseas qualifications for equivalence using a number of resources including our own internal guidelines, the UK ENIC and the Overseas Degree Table .

We highly recommend the one-to-one tailored advice on eligibility and equivalency offered by the Department for Education Get Into Teaching service.

*If you need to take an equivalency test for any of the required GCSEs, please sign up for A Star Equivalenc y or Equivalency Testing . They offer all three GCSE equivalencies. Please be aware that you may need to undertake study towards the exam, either with the equivalency organisation or independently. Alternatively, you might want to sign up for a college course in the relevant subject, though this is likely to take longer and you may not have the chance for a re-sit, if required, prior to the start of the PGCE course.

Professional requirements

Before you can be permitted to enrol to this course:

• you must not already hold QTS or be qualified to teach in another EU/EEA country

Prior to the interview for this course, London Met recommends:

• you have a minimum of 10 working days recent experience in a school
• you are prepared for your understanding of current teaching practice and issues in schools to be assessed
• you have an awareness of multiculturalism and other contexts unique to urban schools
• you're aware you may be invited to interview based on information given in your application

Some offers may recommend further school experience if required.

International students and English language requirements

Overseas nationals may be considered for admission who already hold an alternative visa in a suitable category or have been granted permission to remain in the UK indefinitely, but please note that an additional international enhanced police check will be required.

Accreditation of Prior Learning

Any university-level qualifications or relevant experience you gain prior to starting university could count towards your course at London Met. Find out more about applying for Accreditation of Prior Learning (APL) .

English language requirements

To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Student visa (previously Tier 4) you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. This course requires you to meet our standard requirements .

If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.

There are four formal elements:

• school placement A
• school placement B, where your teaching ability is assessed in relation to the Standards for Qualified Teacher Status
• the Educational Research Assignment, which allows you to explore an educational issue
• the Professional Practice Portfolio, which is compiled throughout the year, detailing personal experiences and reflections on your development as a teacher, largely in relation to your practical teaching experience

There are no examinations.

We place great emphasis on feedback from your peers and colleagues on the placement. You’ll complete a weekly reflection and contribute to discussions online in order to further develop your understanding of the role of a secondary teacher.

Professional accreditation

This course is accredited by the  Teaching Regulation Agency (TRA).

Where this course can take you

This intensive PGCE leads to Qualified Teacher Status (QTS), which enables you to teach biology to 11 to 16-year-olds.

Our trainees have gone on to secure secondary teacher roles at schools including Ark Academy , Harris Girls Academy and more. You’ll have the same opportunities for employment upon successful completion of the course.

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £20,000 through the teacher training bursary .

Additional costs

Please note, in addition to the tuition fee there may be additional costs for things like equipment, materials, printing, textbooks, trips or professional body fees.

Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.

Top tips for applications

• Ask somebody you trust to check your personal statement, both for accuracy of writing and for focused, relevant content.
• Ensure that your personal statement addresses your reasons for choosing the exact course, phase or subject specialism. Make sure that all potentially relevant experience is referred to in your statement – if you don’t tell us, we won’t know!
• Don’t wait until you have passed all relevant qualifications before applying (but make sure you tell us about them – otherwise, again, we won’t know).
• If your qualifications are from another country, you will have to get an ENIC  statement of equivalence.
• Make sure you have read all the relevant course documentation and requirements before applying.
• If in doubt, ask!

How to apply

When to apply.

Please apply as early as possible to maximise your chances of securing a place. The application window opens in early October for courses starting the following September.

Do not wait until you’ve met all the criteria before applying.

If you’re not sure whether you meet the criteria, please do one of the following:

• Contact us to enquire about the eligibility of your qualifications and experience. We’ll be able to let you know whether the Level 2 Maths certificate that you have is accepted for teacher training, or whether your degree is considered relevant to the secondary course you’re applying for.
• Apply early and in your personal statement make it clear what steps you propose to take to get the relevant qualifications or experience.

Places are limited by the Teaching Regulation Agency and are offered on a first come, first served basis. We also operate waiting lists for these courses.

Related links

Funding your studies, frequently asked questions, accommodation, school of social sciences and professions, international students, news and success stories, read our blog posts, checking your eligibility to study a pgce, how to prepare for your teacher training application, how to write a good personal statement for pgce application, what to expect at your pgce interview, meet the team.

Dr Ronald Mazorodze

Course Leader

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• PGCE Secondary Biology with QTS*

Secondary Biology with QTS*

Can the study of science improve social mobility? By connecting scientific study with our own lives and experience can we make science accessible for everyone?

Course overview

Our one-year Postgraduate Certificate in Education (PGCE) prepares you to teach the secondary school science curriculum for the 11-16 age range. 

Science is crucial to the development and future prospects of children. Becoming a teacher is exciting and transformative. You can inspire the next generation of scientists and ensure...

*with a recommendation for QTS

What you need to know

• When does the course start? September 2024

1 year full-time

• Where will I study this course? Manchester

Features and benefits

“Staff at Manchester Met are keen to support both the holistic and academic progress of students.”  Georgina Burrows PGCE Secondary Science Alumna

Course information

On the PGCE, you’ll have lectures and seminars at Manchester Met and will typically spend a minimum of 120 days on two teaching placements across the North West.  

At university, you will mainly study with students in your subject specialism. You’ll learn how to plan and deliver lessons through interactive, hands-on seminars. As part of the Manchester Met curriculum you will explore the fundamental theories of pedagogy, behaviour management, assessment, curriculum and professional behaviours.  In addition to this you will examine key themes such as research informed practice, career focussed teacher development, subject and age phase expertise and teaching for the community. 

You’ll develop research informed practice during lectures and seminars, where you’ll analyse the latest educational research and theories and use this knowledge in your practice. 

In addition to your subject studies, you’ll have time to develop all aspects of your professional practice, as well as your ability to reflect critically on your learning. There is also an emphasis on personal tutoring and employability to ensure that you are well-prepared to become an early career teacher (ECT) after completing the course.  

When you first arrive, we’ll give you a full overview of the year to help you to stay organised throughout the course and know what to expect and when. 

During your first weeks in university taught sessions, you’ll explore subject pedagogies, professional responsibilities and expectations. You’ll work in groups as well as independently to update your subject knowledge and gain confidence before your first teaching placement. 

You will go on your first placement in late September, where you’ll gradually put the skills you’ve learnt at university into practice and build your confidence in the classroom. You will start your placement with a period of induction followed by two intensive training and practice weeks in both university and school where you will develop foundational key skills. You’ll be supported by a subject mentor and progressively take on the responsibility of whole class teaching. This will include planning, teaching and evaluating your lessons, assessing the children’s progress, and contributing to other aspects of a typically busy school life. Your first placement will be followed by time in university before you start your second placement.  In this placement, with support and mentoring, you’ll progress to teaching an 80% timetable. During both placements you will develop your subject knowledge and understanding of subject specialist teaching.   

While you’re on placement, your subject mentor will support, guide and coach you. You’ll also receive support from your personal tutor at university and a university visiting tutor. 

When you graduate, you will gain a Postgraduate Certificate in Education (PGCE) in your subject, and Qualified Teacher Status (QTS) and can work at any level in schools and colleges.  

You will also be awarded 60 masters’ credits (a masters degree is 180 credits), which you could put towards further study and career development. 

Here are the core units you'll be studying.

Subject Pedagogy

The unit seeks to develop you as a student teacher. You will gain the ability to reconceptualise your knowledge and understanding of your subject and to apply this to planning, preparation and classroom teaching.  The unit runs throughout the programme developing and building upon individual and shared experiences gained in both the university and school. The unit forms the basis for, and is a part of, the research informed practice of school-based experiences. 

Secondary Professional Studies

This unit explores current and critical issues, educational theory and research connected to practice in schools. It also develops reflective practice and professional development based on key aspects of early practice.

Professional Development and Employability (Secondary Education)

This practice credit unit supports and challenges students to reflect upon and develop their professional practice and teacher identity. The unit supports preparation for both teaching placements and for progression into the ECT years. 

Placement A (Secondary PGCE)

This practice credit unit is one of two practice credit units that enable student teachers to demonstrate their progress toward meeting the Standards for Qualified Teacher Status. It provides contexts in which students can put into practice their own learning, reflect on their actions, evaluate their role in relation to pupils’ learning and review their performance in supporting teaching and learning.

Placement B (Secondary PGCE)

This practice credit unit is two of two practice credit units that enable student teachers to demonstrate their progress toward meeting the Teachers' Standards for Qualified Teacher Status. It provides contexts in which students can put into practice their own learning, reflect on their actions, evaluate their role in relation to pupils’ learning and review their performance in supporting teaching and learning in a more autonomous fashion.

Study and assessment breakdown

10 credits equates to 100 hours of study, which is a combination of lectures, seminars and practical sessions, and independent study. A masters qualification typically comprises of 180 credits, a PGDip 120 credits, a PGCert 60 credits and an MFA 300 credits. The exact composition of your study time and assessments for the course will vary according to your option choices and style of learning, but it could be:

• Full-time 21% lectures, seminars or similar; 67% placement; 12% independent study
• Full-time 50% coursework; 50% practical; 0% examination

Additional information about this course

Fitness to teach - you will be required to complete an Occupational Health Assessment to ensure that you are fit to teach before you are able to enrol on the course. This will require the completion of a health questionnaire and in some cases this may require a follow-up occupational health appointment. Travel costs to in person health check appointments (which will be within the Greater Manchester area) will not typically be covered by the University. 

Professional Suitability - Students on programmes leading to professional qualifications are required to adhere to professional standards and codes of practice during their studies. Failure to do so may lead to exclusion from the programme on the grounds of professional unsuitability. Students will be briefed about the requirements at the start of their studies. 

Course specific regulations - Professional, Statutory and Regulatory Bodies require students to achieve results that demonstrate their ability to practise safely. 

Placement options

Our partner schools cover a wide geographical area and diversity of social, economic and cultural backgrounds, ranging across inner-city, suburban and rural settings. 

We organise placements starting with your term-time postcode and matching this with placement offers from schools. You should be prepared to travel up to 90 minutes (maximum) each way from where you live and to arrive in school at least 45 minutes before the school day commences. We take into consideration special circumstances such as disabilities, cultural requirements and medical conditions. In addition, we match carefully to ensure a breadth of experience across different age phases.  

You’ll have a gradual introduction to teaching, observing, getting to know your pupils, classes and teachers, before teaching the classes on your own. 

You’ll go on at least two placements in different secondary schools or colleges. You might experience mixed and single-gender schools, city academies, faith schools, comprehensive and selective schools. This will allow you to develop knowledge, skills and experience to teach your subject at Key Stage 3, Key Stage 4, GCSE and also to gain an understanding of A level.  

You’ll typically spend at least 120 days on placement in two schools. You will be attached to each school for a substantial period of time and will be expected to engage in the full life of the school as a committed professional. 

You’ll be required to pass both teaching experiences and should be aware that you may need to teach beyond the typical end point of the programme if you require additional time in school to meet the programme requirement. 

Whether you've already made your decision about what you want to study, or you're just considering whether postgraduate study is right for you, there are lots of ways you can meet us and find out more about postgraduate student life at Manchester Met.

• a virtual experience campus tour
• chats with current students

Taught by experts

Your studies are supported by a department of committed and enthusiastic teachers and researchers, experts in their chosen field.

We often link up with external professionals too, helping to enhance your learning and build valuable connections to the working world.

Entry requirements

Degree   You will normally have a minimum of a 2:2 undergraduate honours degree awarded by a UK university, or an equivalent higher education qualification. Your degree needs to support the subject knowledge requirements of the national curriculum for biology. For exceptional candidates, particularly those with a higher-level degree or substantial relevant work experience in schools or relevant occupations we will consider applications from those who hold a 3rd class degree.    GCSE   You will also need GCSE at grade C/4 or above in English language and mathematics.     You can apply with GCSEs pending for this course and sit the relevant equivalency tests approved by Manchester Met (see our admissions tutor team for approved equivalency providers).      As per government requirements for teacher training courses, we are not able to accept key skills, adult numeracy and literacy or functional skills as an alternative to GCSE English language and mathematics. We are not able to accept human biology, physiology, environmental or agricultural science as an alternative to GCSE science qualification. We are not able to consider Level 3 qualifications (eg A-levels, BTECs) as an alternative to GCSE English language, mathematics and science.    Successful candidates will demonstrate a good understanding of teaching and learning within a secondary school setting.  You may be able to evidence your understanding by drawing on related examples or experiences, such as time spent in schools, other educational settings or wider research and reading.    If you are due to graduate or have graduated within the last three years your principal referee must be a university lecturer from where you graduated. 

Other requirements 

• Appropriate post-16 qualifications. 
• An ability to communicate effectively in spoken and written English. 
• Excellent interpersonal skills. 
• An informed and realistic understanding of the complexities and challenge of teaching in a secondary school. 
• An understanding of how learning develops within an engaging rich and broad context, with recognition of the contribution made by parents and carers. 
• Personal qualities and abilities appropriate to becoming an effective teacher, including a strong motivation to teach young students, an ability to express personal views with clarity and conviction, to listen and respond appropriately to the views of others, awareness of, and commitment to, issues relating to equal opportunities and providing all students with an inclusive learning environment. 
• An awareness of the importance of safeguarding within educational contexts. 
• Intellectual capacity to critically reflect upon experience and personal challenges.    A Disclosure and Barring Service Enhanced Check and DfE Fitness to Teach occupational health clearance is required before you can enrol on this course.    Overseas   Overseas candidates should have Cambridge Proficiency in English or IELTS Band 7 with no less than 6.0 in any element, taken within two years of course start date. Further details can be found on mmu.ac.uk/international     Personal Statement  This plays an important role in the admissions process and successful candidates will demonstrate a good understanding of teaching and learning within a secondary school setting. You may be able to evidence your understanding by drawing on related examples or experiences, such as time spent in schools, other educational settings or wider research and reading.   Interview   You will be expected to attend an interview as part of the application process. Full details of your interview will be provided by email once your initial application has been approved. 

Fees and funding

Uk and channel island students.

Full-time fee: £9,250 per year. Tuition fees will remain the same for each year of your course providing you complete it in the normal timeframe (no repeat years or breaks in study).

EU and Non-EU International Students

Full-time fee: £20,000 per year. Tuition fees will remain the same for each year of your course providing you complete it in the normal timeframe (no repeat years or breaks in study).

Additional Information

A masters qualification typically comprises 180 credits, a PGDip 120 credits, a PGCert 60 credits, and an MFA 300 credits. Tuition fees will remain the same for each year of study provided the course is completed in the normal timeframe (no repeat years or breaks in study).

Additional costs

Specialist costs.

Optional estimate : £400

All of the books required for the course are available from the library. The University also has PC labs and a laptop loan service. However, you may choose to buy some of the core textbooks for the course and/or a laptop. You may also need to print your assignments and other documents. Campus printing costs start from 5p per page. Estimated costs are £300 for a laptop and up to £100 each year for books and printing. 

placement costs

The University will organise your placements - we do not expect you to do this. Starting with your term-time postcode we match this with placement offers from schools. You are expected to travel up to 1.5 hours each way from where you live and to arrive in your school 45 minutes before the school day commences. Travel by public transport may involve a number of changes e.g. train and bus. We take into consideration special circumstances, such as disabilities, cultural requirements and medical conditions. You will need to budget for travel costs to your placement. You may be able to claim back a contribution if you do not have a bursary or you have to travel over a specified distance set by the faculty. We also advise you to budget for student membership of professional bodies. 

professional costs

Compulsory estimate : £0.00 to £51.00 depending on your status.

DBS checks - before enrolling on your course, you must undergo a satisfactory Disclosure and Barring Service check (Enhanced Disclosure). The University covers the cost of payment for the first DBS application and ID verification, and where the application is made through the University. 

Upon completion of the DBS check on whichever course, students have the option to subscribe to the DBS Update Service . The Update Service allows individuals to keep their DBS certificates up to date, and allows employers or education providers to check a current certificate, without the need to request a new certificate. At April 2022, the cost of subscription to the DBS Update Service is £13.00 per year, to be paid by the student. Subscription is strongly encouraged for students embarking on programmes, where DBS clearance will be an ongoing requirement for placements and professional practice. 

Students who have resided outside the UK continuously for a period of twelve months or more in the last ten years, while over the age of 18, will also be required to provide evidence of a satisfactory overseas police check, and to meet any associated costs, including the cost of a certified translation if required. 

Returning students who have previously obtained DBS clearance but who require a new check, for example, due to a suspension of study, are required to pay the DBS application fee of £38.00 (accurate at 6th April 2022) and any associated costs, including the cost of ID verification through the Post Office Certification Service, which is approximately £13.00 but subject to the relevant cost at the time of application. 

Career prospects

Most of our graduates go on to work as science teachers in secondary schools. 

The PGCE programme provides you with 60 masters' level credits when you graduate. You could put these towards a masters degree to help you develop your career in the field of education. 

Our Facilities Find out about our specialist facilities, with classrooms, studios and laboratories specifically designed for teaching in your specialism. Find out more

Want to know more

Register your interest, got a question.

This course is now closed to applications for September 2024.

To apply for this course (or School Direct route) please use Find Postgraduate Teacher Training Service:

https://www.find-postgraduate-teacher-training.service.gov.uk

The final interview dates for overseas applicants will be in May 2024 so please ensure you submit your application as soon as possible if you are applying from overseas.

Get advice and support on making a successful application.

You can review our current terms and conditions before you make your application. If you are successful with your application, we will send you up to date information alongside your offer letter.

Manchester is your city, be part of it

Your new home, your new city, why university.

Programme review Our programmes undergo an annual review and major review (normally at 6 year intervals) to ensure an up-to-date curriculum supported by the latest online learning technology. For further information on when we may make changes to our programmes, please see the changes section of our terms and conditions .

Important notice This online prospectus provides an overview of our programmes of study and the University. We regularly update our online prospectus so that our published course information is accurate. Please check back to the online prospectus before making an application to us to access the most up to date information for your chosen course of study.

Confirmation of regulator The Manchester Metropolitan University is regulated by the Office for Students (OfS). The OfS is the independent regulator of higher education in England. More information on the role of the OfS and its regulatory framework can be found at officeforstudents.org.uk .

All higher education providers registered with the OfS must have a student protection plan in place. The student protection plan sets out what students can expect to happen should a course, campus, or institution close. Access our current student protection plan .

PGCE Maths (secondary) - personal statement

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