assignments for pgce

• mrsstrickey
• Sep 9, 2020

What to expect on your PGCE

Miss K joins us for Wednesday Wisdom this week... Having trained in Performing Arts at University, Miss K made the decision to be a TA with special needs children in a mainstream secondary school. After 3 years of working as a TA, she took the amazing step into teaching. She completed a PGCE in Secondary English at Bath Spa University. Like many of you, she is starting her NQT year in September and has some advice for those who are just starting their PGCE (being fresh from the course!). You can follow Miss K on Instagram @missenglishnqt and Twitter @missenglishstar

I would like to start by congratulating you on considering or securing your place on a PGCE. Becoming a teacher is hard work, but like anything that is hard work, the rewards are worth it. Every day you will have an impact on the lives of young people. There is that famous quote that says ‘they may not remember what you said, but they will not forget how you make them feel’ my advice is to hold that close as you start this journey. This is my golden tip because developing strong and positive relationships with students will make all the difference to your experience as you train to become a teacher.

I am going to separate this post into sections related to some of the phases of training on your PGCE, as well as some of the most common concerns and things I wish I had known at the start of my training year. There may be some variations to your training depending on your specialism e.g Early Years, Primary or Secondary, but I will try to keep this as generalised as possible to suit all specialisms.

University Phase

To begin your training most of you will have a university-led phase. During this time, you will engage with a variety of sessions, from tailored lectures and activities with your subject specialism, as well as lectures that apply to the whole cohort like SEND and behaviour management. You will have subject mentors for secondary and I assume primary also have their own mentors. These will be the tutors who will supervise you during your PGCE and be your main point of contact. Ahead of your PGCE, my best suggestion is to familiarise yourself with the national curriculum and your subject. Find out what is taught most and what your responsibilities are, as these are discussions that are likely to take place at university. If you are not already familiar, then my next suggestion is to familiarise yourself with these key terms and their abbreviations:

Pupil Premium – PP

Free School Meals – FSM

Special Educational needs and disability - SEND

Looked after child – LAC

Assessment for learning - AFL

The reason I suggest this is that you will hear them during your university phase and as soon as you get into school. Teachers often talk with just the acronym, so the sooner you know them and understand the basics of what they entail, then the quicker you will be comfortable with ‘Teacher Talk’ as I like to call it.

Assignments

Perhaps the most time-consuming focus of your university training will be the written assignments that you need to pass in order to gain the PGCE qualification. There are 3 assignments and they vary in length depending on your training provider, however, the general summary of them goes as follows; two 3000-word assignments and one 5000-word assignment. The titles of them may differ, but they will generally cover the following topics: SEND, Assessment for learning, and a whole school policy. The main piece of advice here is don’t panic about these! You can resubmit if the assignment is not right the first time. There are also lots of sources that your provider will point you towards in order to support your writing.

Placement 1

Placement 1…your first real dive into teaching. An incredibly exciting time, but also a time that lots of you will feel apprehensive about and that is completely normal. Let me start by saying this. No one expects you to be perfect! Your first placement is all about finding your feet as a teacher, working out who you are and what works best for you. I coined this the ‘trial and error placement’ because it gives you the chance to make mistakes and learn from them.

By the time Christmas arrives, you should be teaching around 10hours a week. You will be given a lesson planning outline that will help you think about the key events in a lesson, as well as timing, differentiation, and assessment. Be aware, these can be time-consuming and most teachers will want to see them before you teach the lesson. Take the time to trial a multitude of different strategies and teaching methods because this is the best way to find your stride in the classroom.

While on placement, you will have a training mentor who will oversee your timetable and progress. You will have regular review meetings, most providers will ensure this happens once a week, where you discuss your progress and targets for the following week. It is crucial that you are honest about any struggles you have had; I don’t think enough trainees ask for help when they need it. Sometimes you are just in need of a little advice or reassurance. The biggest rush you will experience is the first time you teach a lesson that was successful, and it will happen more often than you think if you regularly reflect on your practice.

Placement 2

This is the longer of the two placements (primary and SCITT may have more) and the placement where you also face an increase in teaching hours. You will start with around 10 to 12 hours teaching and increase to 16 by the end of the placement. This may vary and I was certainly impacted by the arrival of Covid-19 on my placement. However, virtual teaching is an experience in and of itself, you should really have a go at teaching at session online and who knows? It may become part of the next scheme of teacher training.

You might start this placement feeling like you take a step backward because there is quite a gap between placement 1 and 2. It is absolutely okay to feel this way and have a wobble, but you will very quickly find your feet again. This placement is all about gaining the confidence in your teaching and improving your classroom practice. By placement 2 you may feel ready to start moving away from detailed lesson plans because you already know how to structure a lesson. This is individual to each teacher, don’t compare yourself. You will gradually be handed more independence and take on more responsibility, not only within your teaching but also in wider school responsibilities like parent’s evenings and lunchtime or after school commitments. I also think it is important to say that, although at this point you will be close to finishing your training, you are still a brand new teacher and you have lots still to learn and your practice still has a lot of developing to do. It is okay not to be the finished article by the end of your PGCE, but I promise you will have a lot more confidence in your ability, who you are in the classroom, and what works best for you and the students you teach. This way you can go into your new school as an NQT ready to work on yourself and enjoy the freedom to make your lessons suit your style and the needs of those students you are working with. As always, your students are your priority and if you shape your practice around them you are doing the best you can do.

Student relationships – This is my go-to mantra. Relationships are key to success in the classroom. Show them who you are from the moment they meet you, be kind and welcoming, and take an immediate interest in getting to know them. Learn names as quickly as you can!

Don’t compare yourself – Every trainee moves at a different pace and you will all have different backgrounds so some may find adjusting to school easier than others. There is no right way, you need to do what is best for you. Also, remember most teachers you meet have been doing their job for years and will appear to know everything…. they have taught it repeatedly for years, of course, they know more! so don’t feel inadequate everything comes with time.

Keep in contact with people on your course – This one may seem obvious, but it is ridiculously important. Keeping in touch will get you through some of the tougher times (because you will have them) and it also means you have a space to let off a little steam when you need to. Don’t bottle emotions up, talk about it, you will feel relieved once you do.

Time management – The PGCE is a balancing act and if you don’t time manage you will find yourself feeling overwhelmed. Decide what your priorities are for each day/week and get them done. Try to get ahead on assignments; it will make them feel like less of a mountain. Most importantly allow yourself downtime! Take some time off to do what you love and have a breather you will feel all the better for it.

Just make the most of the experience and enjoy it.

Good Luck! X

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How To Prepare For Your PGCE Effectively and Hit the Ground Running

So you’ve secured a place on a PGCE course, sorted your professional skills tests and feel ready to delve into the world of teaching. Firstly, congratulate yourself for your achievement; you’re now well on your way to becoming a teacher! Initial teacher training courses in England rose by 23 per cent last year, so you’ve picked the perfect time to start your teaching career.

While you may be months away from your first day at your new school, it’s worth considering how you can start preparing for your PGCE school training year. A bit of pre-planning can make all the difference to your PGCE experience, and these tips will help you make it as enjoyable and productive as possible.

Conduct some pre-reading for your course

You’ll probably now have a fairly large chunk of time between accepting your place and starting your training programme. By dedicating a portion of your free time to pre-reading, you can get a head start on your course and hit the ground running. Check with your course provider to see if they have a suggested reading list, or any pre-programme activities to complete before you begin.

As well as course texts, there is a plethora of teaching guides available to support your learning and provide tips for your teaching career.

Brush up on your subject knowledge

Many prospective teachers feel anxious before embarking on their careers about their subject knowledge. This is a common issue and even teachers with years of experience will still have moments where they simply don’t know the answer.

This is why revising the key topics in your subject knowledge until you know them inside-out will be incredibly beneficial, especially in areas you know you are weaker. The national curriculum will have changed dramatically since you were at school, so spend some time conducting some valuable research on the current topics of study and anything related to them.

Buy all your equipment beforehand

You need to have the correct equipment on hand to run a successful lesson. If you haven’t procured it all before your course start, you might struggle to stay organised and on top of your work. Although the school may provide you with some of the equipment that you will need, that can’t always be assumed, so be prepared to buy your own in advance.

Laptops are an important purchase and with the amount of lesson plans , worksheets and student material that you are likely to need throughout your year, an external hard drive will make up one of your more expensive outlays. Some other essentials include:

A large backpack/work bag

Whiteboard markers

Post-it notes

Colour highlighters

It sounds obvious, but good organisation is the key to good teaching. You will grapple with deadlines for everything from homework marking to internal school reports, and your organisation will make all the difference when it comes to staying on top of your tasks!

Buy yourself a teacher’s planner or diary and build a habit of writing down tasks or to-do lists for the day. Before you start your pre-reading for the day, write down everything you want to achieve from your revision and list any documents you need to create. By getting into the swing of being organised and task-driven, your transition into teacher training will be much smoother.

With all of this in mind, the most important tip that we can give is to enjoy yourself. Staying calm and savouring every moment is the best way for you to tackle a PGCE, and leave fully prepared for your NQT year .

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Now you know exactly what you need to do to make the most of your PGCE course, it is time to decide your next step. We would recommend finding out more about our NQT Pool , our programme that gives NQTs access to thousands of schools across England and Wales. We also have a wealth of tips and advice on teaching and the wider education sector that you can apply to your PGCE course.

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Guide to the PGCE

05 th January 2023

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A PGCE, short for Postgraduate Certificate in Education, is a higher-level postgraduate certificate designed to prepare students for a career in teaching through further academic and professional training. Here you can learn everything you’ll need to know about PGCEs and work out if it’s the right type of course for you. 

• What is a PGCE and why study for one?
• What PGCE courses are there?
• How long is a PGCE and when do they start?
• What are the entry requirements for a PGCE?
• How much does a PGCE cost?
• What funding is there for PGCEs?
• What jobs can you do with a PGCE?
• Which PGCEs are most in demand?
• When to apply for a PGCE
• How is a PGCE graded?

What is a PGCE and why study for one? 

A PGCE is a postgraduate level study option and is one of the most common ways for graduates to qualify for teaching professions. Completing a postgraduate certificate in education will allow you to gain Qualified Teacher Status (QTS), which lets you to apply for teaching roles in the UK and internationally. 

A PGCE is a higher-level qualification than a bachelor’s degree. It’s worth 60 credits, like a PGCert, compared to 180 credits for a master’s degree. However, a PGCE is different to other PGCert qualifications as it offers students significant professional experience in teaching environments, along with theoretical training in education. Another difference between the PGCE and the PGCert is that a PGCE typically takes three terms (one academic year) compared to a PGCert’s one term. 

The PGCE isn’t the same as a master’s degree, but once you get your qualification you could choose to use it as a foundation for further study towards a master’s degree in education. PGCEs are available at a wide range of higher education institutions across the UK.  

The PGCE is a popular choice of qualification for aspiring teachers, as it allows them to teach around the world while only getting a QTS certificate will limit teaching opportunities to England. 

What PGCE courses are there? 

There are a number of different PGCE courses, and your choice of programme will depend on the subject and age range you want to work with in your teaching career. The types of PGCE available are: 

• Lower Primary Education PGCE, which focuses on knowledge and skills for educating children aged 3 to 7 
• Primary Education PGCE, focusing on training students to educate children between the ages of 5 and 11 across the core primary curriculum 
• Secondary Education PGCE, which equips aspiring teachers with the skills to educate 11- to 16-year-olds in a certain subject 
• Post-16 and Further Education PGCE, which will allow you to get the separate Qualified Teacher Learning and Skills (QLTS) accreditation and teach a certain subject in further education 

Within this range of courses, you’ll also need to choose a school-led or university-led PGCE course. 

University-led PGCE courses will involve learning and training on a university campus in addition to practical teacher training. You’ll need to complete at least 24 weeks of placements in schools, complete theoretical learning around education, as well as obtain a QTS and postgraduate certificate. 

School-led PGCEs will involve practical work experience in a school environment from the very start of your course, and offer more peer-based learning from other teachers in your host school. 

How long is a PGCE and when do they start? 

A full time PGCE course typically takes one academic year, which is the same length as a master’s degree. Doing a part-time PGCE will normally take two academic years. 

Start times for PGCEs are generally the same as master’s degrees, with the most common starting time for PGCEs being in the autumn, generally September or October and ending in the summer. 

What are the entry requirements for a PGCE? 

Though some PGCE courses will have additional requirements for admission, the criteria for entry are typically: 

• An undergraduate degree, usually in one of the subjects taught in the national curriculum if teaching at primary level, or in the subject you wish to teach if working at secondary level or above 
• Grade C or above in maths and English at GCSE level 
• Grade C or above in a science subject at GCSE if teaching at a primary level 
• Grade C or above in English or IELTS score averaging 6.0 or more if English is your second language 

Other requirements for getting onto a PGCE course include: 

• Professional or voluntary experience working with children in a school or college environment in the UK, at a level corresponding to the PGCE you’re applying for 
• Medically fit 
• Declaration of any convictions 

In some cases, these are minimum criteria and may not guarantee entry on to the more competitive PGCE courses. 

As a result, you could choose to pursue a PGCE with a bachelor’s degree in nearly any subject. 

How much does a PGCE cost? 

PGCEs are usually more consistent in price compared to master’s degrees, which have tuition fees that can vary widely. 

You can typically expect to pay £9,250 as a UK or EU student for the 2021/22 academic year, and between £11,000 and £16,000 as an international applicant.  

Additional costs relating to living, as well as travelling to different placements, should also be considered. 

You won’t be paid for your placement work during your PGCE. 

What funding is there for PGCEs? 

There are a number of different options available to you when it comes to funding your PGCE. They include: 

• Scholarships and bursaries available from your university, charitable organisations or professional institutions. Amounts can vary, and specific eligibility criteria related to previous qualifications, financial need or country of origin may apply. 
• Government-backed loans for postgraduate students can be applied for, which are available to cover both tuition and maintenance costs. Further loans are available.
• Private loans or self-funding through savings.

Go to: Read more about How To Fund a PGCE

What jobs can you do with a PGCE? 

The PGCE is one of the most popular routes into teaching roles in the UK and enables you to apply for teaching roles around the world. 

Your PGCE will qualify you to teach a particular age range. For secondary teachers and above, you will usually only be able to apply for roles in which you have an academic background and a suitable PGCE qualification for. 

You’ll complete several placements in most cases during your PGCE, and graduates can often find employment at one of their placement institutions after they complete their studies. 

Which PGCEs are in most demand? 

Demand for teachers across the UK is generally high, so graduates of PGCE courses will often find employment quite quickly. 

Some subjects are experiencing particular shortages of qualified teachers, such as biology, chemistry, physics, maths, languages, I.T. and geography. As a result, qualifying as a teacher in these subjects will further improve your employment prospects. 

PGCE qualifications from prestigious institutions, while often the most competitive to get a place on, are also highly valued by employers. 

When to apply for a PGCE 

Most PGCE courses accept applications through the year, prior to the admission of students for PGCE courses starting the following September. In Wales and Scotland, applications are accepted in the autumn. 

In some cases, applications for a PGCE course will be closed when the course administrators are satisfied with the number of applicants – though it will be a minimum of two weeks after applications open. As a result, submitting your application as early as possible is always recommended. This will also give you time to make other applications if you don’t get your first choice of course.  

Checking the application schedule for your chosen PGCE to get specific details is always advised. 

How is a PGCE graded? 

You’ll typically be observed and assessed throughout your PGCE training programme. You won’t sit exams, but you’ll often be asked to complete assignments as well as being marked on your placement performance. 

Different courses and institutions may have their own marking criteria and grade boundaries, but overall PGCE courses are usually graded on a pass or fail basis. 

If you decide to extend your PGCE into a full master’s degree in education, you’ll typically be graded against the following boundaries: 

• Distinction - 70% or higher 
• Merit – 60% to 69% 
• Pass – 50% to 59% 
• Borderline pass or fail – 40% to 49% 

Your university or course may use slightly different grading boundaries to these, so it’s always worth checking with your course administrators. 

Next: Search for PGCE course

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Surviving your PGCE

The PGCE is not an easy year. Put another way, the PGCE year is a hard, very intensive course bringing together academic and professional requirements, and actually working on the job while you're learning it too. That said, it is often one of the most rewarding years of many trainees' lives, meeting friends who last beyond the course, learning lots of new skills and finding out that they have a job that they love.

How you survive the year is down to you, but to give you some pointers as to how best to survive it, I've put together some 'top tips', if you like, of what to do and what not to do. Here they are:

1. Professionalism – yours - is key to the course. It is expected of you right from the very first in university, and from the moment you walk into school for you first practice. It is an innate quality that you need to get used to having and being. It is pivotal in everything you are and do:

In your knowledge and understanding

- what you know

In your practice

- what you do

In your values and development

- what you are

Get used to being a professional and it being expected of you. This is not so hard for mature students who have worked in industry or elsewhere, but it's not so easy for recently qualified graduates coming straight from university to the PGCE. If you're unsure, talk to your older peers and tutors, and your mentor, and get them to guide you.

2. The academic side is not necessarily going to be a breeze . You may have sailed through your university degree, but the chances are that the assignments for your PGCE (particularly if they are at M level) are going to be challenging to say the least. This is generally more so for undergraduates who have come from technical degrees and are not used to writing lengthy essays or reports. Universities are good at providing help with academic writing and reading skills – use them!

I would also recommend getting an assignment 'buddy' that you can trust to read your work and proof it for you before you hand in. In practical terms, if you stick to the assignment requirements you can't (famous last words...?) go wrong. If in doubt, ASK! Better to get help and pass than stay quiet and fail.

3. The standards . Don't we all go on about them: tutors, mentors, anyone else that observes you, and so on. With these my best advice is to start early. Use your university work as a 'dummy run' for your filing system.

One of the easiest ways is to get some lever arch files and enough tabs for one for each standard. Then label them up and start filing your work in the sections appropriately. As time goes on you will gather more and more stuff to file so best to keep this as a regular exercise. Those who haven't have had to spend whole weekends (I kid you not) just catching up on this so that their mentor can check it for them. Better to present your mentor with an organised system that is regularly updated, on a weekly basis, than a mess at the end of a placement!

4. Your teaching practice . Don't forget that this is teacher 'training' not teacher perfect. You are not expected to go in on day one of your first teaching practice and just be able to do it. Honest! You will be expected to be prepared, be hard working and learn from your mistakes, accept feedback with good grace and learn from it, and improve as you go along. It takes time and practice, and you need to get a feel for how you are as a teacher, and how you want to be as time goes on. All classes are different and even the same ones can be very different on different days and for different teachers – get out there and observe as much as you can – lots of different subjects.

And get out there and do as much as you can in the school – be part of it in other ways beyond your subject, coach rugby, go on the history trips, sing in the carol service, run a gaming club and so on. It helps you as a teacher for your pupils to see you as something other than the subject teacher that you are.

5. And finally, some more practical tips that I think are useful during the PGCE year... get a thick skin, buy loads of stationery, be organised, time planning is key, get a BAFTA for when you stand up in front of them, acquire nerves of steel, be creative and flexible (you never need plan B until you fail to prepare one!) and learn to think on your feet.

6. But most of all, don't give up all of your life . You need a balance. Take time out to do other things, time for yourself and friends and family – it really makes a difference to how you survive this year.

Teaching resources on Guardian Teacher Network

Coping with bad behaviour is one of the things that causes many PGCE students concern. But there are some fabulous tips to be had here . Rob Salter has created a wealth of resources to help new teachers in class and also looks at how Neuro-linguistic Programming can help.

Some more top tips on how to manage behaviour positively is available here from Pivotal Education's behaviour guru Paul Dix.

For a quick, simple but really handy way of choosing a student in class take a look at this resource created by English teacher Charlotte Rashford. It's ideal for any teaching practice.

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Department of Education

Partnership schools.

Our Postgraduate Certificate in Education course offers you the opportunity to train to teach the secondary age group in one of the leading educational establishments in the country. The Times Higher Education World University Rankings 2023 places us as 1st in the UK for Degrees in Education for the eleventh year running. The University of Oxford’s Department of Education has a long history in initial teacher education, dating back to 1892.

The department works in partnership with over 37 secondary comprehensive schools in Oxfordshire and neighbouring counties, with most being within 30 miles of Oxford.

We work on an internship model (the Oxford Internship Scheme) which recognises the different roles of university and schools in teacher education and the need for a truly collaborative partnership. Such collaboration involves joint responsibility within the partnership for the planning, delivery and assessment of the programme.

All of our PGCE programmes run on a full-time basis for one academic year.

In addition to being awarded the PGCE qualification, successful students are also recommended for Qualified Teacher Status, which indicates that they have met the requirements of the Government’s Teachers’ Standards.

Our PGCE offers you excellent career prospects. As of October 2021, 90% of our 2020-21 student cohort were employed as a teacher or seeking teaching roles; 61% were working as a teacher in the state sector and 30% were working in a partnership school.

Student statistics for 2021-22 entry

• Application success: we accepted 1 in 3 applications
• Average age on starting the course: 25
• Age range of course starters: 37
• 8% of our students had previously studied at Oxford
• 37% of our students had never studied at a Russell Group University before
• Highest qualification: Undergraduate: 72%; Masters: 27%; PhD: 1%

Watch Dr Judith Hillier, Deputy PGCE Course Director, give us her account of the PGCE course programme

We offer the PGCE in the following subject areas:

English Geography History Mathematics Modern Languages (French, German, Spanish, Mandarin) Science (Biology, Chemistry, Physics)

The course structure

The course begins with an orientation experience in September in a primary of your choice.

This is followed by the first week in the University of Oxford’s Department of Education. The rest of the autumn term is made up of ‘joint weeks’ with days spent in the University and days in school. You will be attached to the same school for the majority of the year, which makes it possible for you to get to know teachers and pupils in the school and to understand the school’s policies and practices.

The spring term consists primarily of school experience and for the summer term, interns move to a second school so that they have the opportunity to consolidate and extend their understanding and experience of learning and teaching.

This course structure reflects the internship model in that it is designed to:

• enable interns to become fully integrated into one school over a long period
• enable interns to learn about their own teaching in the context of the wider school, rather than focusing initially on their own classroom and only later widening their view
• allow schools to offer coherent and challenging professional development programmes over the course of the long placement, and in the short placement focus on preparation for continuing professional development
• enable school-based tutors to see interns’ development from the start of the course to a position of competence
• offer interns the opportunity to encounter a new school context at a time of the course when they are ready to make critical comparisons.

Components of the PGCE course

• Curriculum (subject related) work.
• Professional Development Programme.

Curriculum work includes a range of activities related to the teaching of a specific subject in the secondary school. These activities include seminars and workshops in the University, as well as collaborative teaching, solo teaching, observation and discussion in school. The activities are aimed at giving interns competence in teaching their subject, the opportunity to develop a range of teaching strategies, an understanding of wider issues affecting the teaching of those subjects within the whole school curriculum. The work in each subject is organised by the Curriculum Tutor and school mentor for that subject. Part of the work in each subject area is planned for all interns, and part develops from the progress of individual interns.

An experienced teacher (or mentor) co-ordinates the subject related classroom based activities of the intern. The mentor provides guidance and support and, as the year goes by, judges when and how to increase an intern’s experience and responsibilities. The school based mentor liaises with the Curriculum Tutor from the University to plan tasks and activities for the interns.

Interns complete up to three written assignments related to their subject teaching. These all involve school based investigation and the critical analysis of relevant research and professional literature.

The professional development programme (PDP) involves a range of activities related to important educational issues. These activities include lectures in the University, weekly seminars in school and an assignment focused on a specific aspect of schooling of the interns’ own choice. These activities are aimed at giving interns an understanding of whole-school and cross-curricular issues, and an appreciation of the contribution which they can make to developing these issues through teaching their own subjects.

The Professional Tutor responsible for interns at the school co-ordinates school based activities related to general educational issues, called the school professional development programme. Some aspects of the PDP are planned and organised for all interns by university tutors, who take responsibility for particular issues. The detailed programme for the interns in each school, however, is organised by the Professional Tutor and General Tutor for that school.

The PGCE at Oxford is assessed as an M level course (in line with the National Qualifications Framework for Higher Education). Successful completion of the examined assignments at Masters level carries the award of 60 M level credits. Those who pass the assignments at Honours level can be awarded a Professional Graduate Certificate in Education (provided that their practice also meets the Teachers’ Standards).

Watch Dr Katharine Burn, PGCE Course Director, tell us a little bit more about the PGCE Course Programme

Find out more about the Professional Development Programme (PDP) with Dr Katharine Burn

Study for your PGCE with us and you will benefit from our unrivalled relationship with local schools. We enjoy close links with more than 37 well established partner schools across Oxfordshire and neighbouring counties.  

Our partnerships, developed over many years, will enrich and inform your teaching experience, setting you on a path towards a bright future in the classroom. The non-selective, state-funded schools are all located in easy travelling distance across Oxfordshire and neighbouring counties. They offer genuine diversity, both in terms of intake and location. You will work in two of the schools, enabling you to experience and compare different approaches to policy and practice.   

School placements are allocated by your tutor and would depend on a school’s capacity for subject specialisms, your circumstances (e.g. childcare, disabilities), where you live, transport and your training/development plan. You will be expected to travel regularly between home, the department and partnership schools. You would also be responsible for organising your own transport.

Watch partnership school Professional Tutor, Rob, give his account of how he supports PGCE Interns

Watch Ex PGCE Intern, Liz, talk about her experience as a teacher in one of our partnership schools

Watch Ex PGCE Intern, Ross, talk about his experience as a teacher in one of our partnership schools

Watch Ex PGCE Intern, May, talk about her experience as a teacher in one of our partnership schools

Tuition Fee and Maintenance Loans

Students who are entitled to support under the student finance criteria can apply for a:

• tuition fee loan of up to £9,250 to cover your teacher training (‘Home’ student fee level), so you do not need to pay course fees upfront
• maintenance loan to help with living costs

You can still apply for a tuition fee and a maintenance loan if you already have a student loan, and regardless of whether you get a teaching bursary or scholarship. You will only have to make loan repayments once you’re earning. Your repayments will not increase if you already have a student loan and take an additional loan for teacher training.

Please note that if you are not eligible for ‘home’ fees, the international fee level for entry in 2024-5 is £36,000.

UK Government Teacher Training Bursaries & Scholarships 2024/25

The PGCE course fees (Home: £9,250; Overseas: £36,000) are due before any teacher training bursary or scholarship is paid. Therefore, a teacher training bursary or scholarship cannot be relied upon to cover the course fees.

Students cannot receive a bursary and a scholarship. Both the bursary and scholarship are tax-free and are paid via monthly instalments directly into your UK bank account whilst you study. All students are given an application form once an offer to study the PGCE at the University of Oxford has been accepted.

Teacher training bursaries and scholarships are separate from any Student Finance application. Students could receive all three types of funding: tuition fee loan, maintenance grant and a teacher training bursary/scholarship.

Postgraduate bursaries for PGCE students are as follows:

The scholarships available are as follows:

A scholarship award will replace a government teacher training bursary. Students cannot hold a teacher training bursary and a scholarship. For Languages and Physics, it is possible for international applicants to be eligible for a bursary or scholarship and still be required to pay international fees of £36,000. For all other subjects, international applicants are not eligible for any bursary or scholarship.

Please visit Funding: initial teacher training (ITT), academic year 2024 to 2025 – GOV.UK (www.gov.uk)   for more information.

Oxford Bursary

Home or Republic of Ireland PGCE students who are not in receipt of a teacher training bursary or scholarship, and who are from lower income households are eligible to be assessed for an Oxford Bursary. There is no additional application as the Oxford Bursary is based on the household assessment carried out by your regional student finance funding agency. Eligible students could receive up to £4,000. If you are eligible you will be notified of your entitlement from mid to late September 2023, you must have your financial assessment completed by May 2024 to be considered. Please visit the Oxford Bursaries webpage for more details.

Brasenose College: Oxford-Robert and Soulla Kyprianou Graduate Scholarships

One full scholarship is available for applicants who are ordinarily resident in the Republic of Cyprus and who are accepted by Brasenose College. The scholarship is jointly funded by the University and Robert and Soulla Kyprianou. Robert Kyprianou was a student at Brasenose College 1973 – 1976 and was one of the first students of Cypriot origin to study at Oxford. The scholarship covers course fees and provides a grant for living costs. The scholarship is only tenable at Brasenose College but all eligible applicants will be considered, regardless of which college (if any) you state as your preference. However, successful applicants will be transferred to Brasenose College in order to take up the scholarship. To apply an application must be submitted and an original Cypriot passport shown to the PGCE Office before Friday 6th January 2023.

The Queen’s College: Hastings Senior Scholarship

PGCE students who are accepted by The Queen’s College can apply for this scholarship which is a contribution of £3,500 towards course fees.  Eligible students would have completed all examinations for their Bachelor’s Degree at the Universities of Leeds, Sheffield, Hull, York or Bradford and would have achieved a First Class Honours. For further details please, including how to apply, please see click here.

Blackfriars Hall

PGCE students who are accepted by Blackfriars Hall can apply for the New Blackfriars Scholarship (for more details please click here and/or for the Dominique Pire Scholarship (for more details please click here ).

When do applications open?

Applications for September 2024 entry open on Tuesday 10 October 2023. Apply through the Department for Education’s new site .

When do applications close?

There are no formal application deadlines for the PGCE at the University of Oxford. The University tutors continually review new applications until spaces for each subject are filled. If you meet our entry requirements we encourage you to submit your competitive application as soon as possible.

Do you offer a Primary PGCE?

No. The PGCE course at the University of Oxford works exclusively with state-funded secondary schools.

I have applied; when will I receive a response?

We will review and process your application as quickly as possible. If you meet the selection criteria for interview, you will be contacted by email and invited for an interview. If your application does not meet the selection criteria, it will be rejected on the DfE Apply system.

Do you accept qualifications from outside of the UK?

International qualifications viewed as comparable to qualifications taken within the UK are accepted for the PGCE. In order for the University of Oxford to formally recognise any overseas qualification, you must present a Statement of Comparability from UK ENIC. Students in this position should wait until they have accepted an offer to study on the Oxford PGCE and should then contact Get Into Teaching on 0800 389 2500, as a teacher training applicant you can obtain the Statement of Comparability for free (this usually costs £49.50 plus VAT).

Do you offer distance learning?

The PGCE is a full-time course requiring attendance at the University and in school for placements. It is not possible to take this course through distance learning.

Will I be required to travel for my interview?

All applicants shortlisted will be interviewed online via Teams.

What degree class do I need?

Applications are welcome from candidates with a 2:2 classification or higher. In all cases we  review both your academic history and your attitudes towards teaching. Consequently we would also encourage applications from those who have extensive UK school experience and a 3 rd class classification. Honours classification would be competitive but is not essential when applying for the PGCE, however it will be essential for any teacher training bursary or scholarship application.

Do I need to complete school experience?

Candidates are encouraged to spend at least one day of observation in a non-selective, state funded UK secondary school prior to making an application. If, however, you cannot complete this observation, then you are still able to submit an application. All candidates are also encouraged to spend at least one day of observation in a non-selective, state funded UK secondary school prior to an interview. If, however, you cannot complete this observation, then you are still encouraged to attend the interview. Although strongly encouraged, school experience is not a condition for the Oxford PGCE.

Is there a residency requirement?

All PGCE students are normally expected to live within 25 miles of Oxford’s city centre. If you are moving to Oxford for the first time, we suggest that you seek accommodation as centrally as possible, because you will then have access to more public transport options and thus can be considered for placements within more partnership schools. As the PGCE works with schools across Oxfordshire and in neighbouring counties we can consider requests to be excused from this requirement, but this is not guaranteed.

What accommodation is available?

Accommodation is not guaranteed for any student, but there are plenty of options to explore. Colleges  and the Graduate Accommodation Office offer a wide range including non en-suite single rooms and private flats. Once an offer has been accepted PGCE students can simultaneously apply for college and Graduate accommodation.  If you have childcare responsibilities then advice is available from Childcare Services.

How are partnership schools allocated?

School places are decided by the University department, but are informed by student’s: home location, professional preferences, caring responsibilities and disabilities. Throughout the PGCE students experience two partnership schools, when your second school placement is decided the University department also consider your experience so far on the course and the developmental priorities that have emerged. It is important to note that not every school will offer a training place for every subject and that a place at a particular partnership school cannot be guaranteed.

How do I select my college?

All PGCE interns are guaranteed a college place. For the PGCE, a college choice is not made at the point of initial application. If you make your application before 1 March, upon accepting your offer to study you can select your preferred colleges from a list of available institutions, or you can choose to not state a preference. Those applying after 1 March will be allocated to a college with availability by the admin team.  Many PGCE students approach their college for accommodation and/or car parking facilities.

Can I be considered for a Subject Knowledge Enhancement (SKE) course?

We do set SKEs as conditions of offers. SKE courses give students the opportunity to improve their knowledge before the PGCE starts. We typically set SKE courses where students have been outside of formal education for a significant period, or when they have studied a subject related to the area that they wish to complete a PGCE in. If invited to interview there will be an opportunity to have a tailored conversation about your SKE options with the panel. If you are interested in completing a Subject Knowledge Enhancement (SKE) course then you should briefly mention this in your application form. For more information please see this website .

Do you accept international students?

Around two thirds of Oxford’s graduate students are international, and international students are welcome to apply for Oxford’s PGCE. Although not a condition of an application or of an interview, experience within a state-funded UK secondary school is highly recommended. If this is not possible then observing elements of UK teaching outside of the UK (for example, International GCSE lessons) is also highly relevant. Although strongly encouraged school experience is not a condition for the Oxford PGCE. International qualifications viewed as comparable to qualifications taken within the UK are accepted for the PGCE. In order for the University of Oxford to formally recognise overseas qualification the student must present a Statement of Comparability from UK ENIC. Students in this position should wait until they have accepted an offer to study on the Oxford PGCE and should then contact Get Into Teaching on 0800 389 2500, as a teacher training applicant you can obtain the Statement of Comparability for free (this usually costs £49.50 plus VAT).

Can I get feedback about my application?

All unsuccessful applicants will be provided with feedback on their application via the Department for Education application system.

What if I’m unhappy about the outcome of my application?

Please refer to the University guidance on complaints and appeals regarding graduate admissions decisions, available on the University website at: https://www.ox.ac.uk/admissions/graduate/applying-to-oxford/university-policies/complaints-and-appeals .

Please note that each admissions decision is made on the basis of a number of different factors and on an assessment of your application as a whole. There is no right of appeal in relation to the University’s academic assessment of your application.

Couldn’t find your answers under our FAQ section?

Please direct all enquiries to our PGCE administrative team , and they will be happy to assist you.

Phone: +44 (0)1865 274020 or 274058 Email: [email protected]

Course code Q3X1

The PGCE Internship programme in English is designed to prepare you to teach the subject in comprehensive schools. It aims to help you make the complex transition from having been a successful student of English in higher education to becoming a successful school teacher.

The English programme has been developed with colleagues from our partnership schools and is based upon the following core principles:

• the view that the creative, imaginative and expressive aspects of the subject have a key role in pupils’ learning
• the view that English teachers should write for pleasure, read widely for enjoyment and participate in cultural events in their school and in the wider community
• the view that English teachers should share their experiences as writers, readers, speakers and listeners with their pupils
• the understanding that writing is a practice that covers a wide range of processes, functions, rhetorical situations, and categories of discourse
• a broad view of what constitutes text and the understanding that technological innovation can change both what is considered as text, how text is prepared and how it may be interpreted
• the importance of literature in the development and understanding of human cultures and in personal, social and ethical development
• the importance of diversity in reading practices and the value of a range of interpretative approaches to texts
• an understanding of the English language at word, sentence and text level recognition and respect for varieties of language and languages
• a belief that English, as a subject, involves the development of social relationships and collaborative work
• the inter-relationship of speaking, listening, reading and writing

In addition, the programme covers the key professional skills of:

• lesson and course planning and preparation;
• assessment, recording and reporting;
• responding to individual learning needs;
• classroom and behaviour management.

English teaching in England is subject to continuous change and development. The Internship English programme is intended to enable beginning teachers to meet the challenges of change confidently and creatively.

Assessment of your progress and achievements are jointly carried out by your schools and the university, and you take part in informal and formal discussions about this. Continuous assessment is used throughout the course and there are no examinations.

We look for applicants with a good degree in English  or  a degree in another subject that involves textual study together with further degree-level work (through the Open University, for example) in English. We of course welcome applications from those with degrees in English Language or Linguistics as well as in English Literature.

If you think Oxford isn’t for people like you – talk to us! More than three quarters of our interns have degrees from outside Oxbridge.

Watch student, Daisy, give her account of the PGCE English course

Watch student, Jamilyn, give her account of the PGCE English course

Course code F8X1

Learning to become a geography teacher at Oxford is challenging, stimulating, very rewarding and thoroughly enjoyable. The subject naturally lends itself to a huge range of student learning activities, both in the classroom and in the field, and most interns find this diversity one of its attractions.

The main aims of the geography course are to provide the foundations for you to become an inspiring and effective geography teacher of young people who now find themselves living in a fast-changing world, and to quickly become innovative leaders in the field.

Central to the course is the basic tenant that all young people, regardless of social class, race, ethnicity, gender or ability can learn and enjoy geography, and that geography, as a discipline, has a significant contribution to make to the broader aims of education.

The idea of ‘subject’ is central to the design of the course and we encourage you to engage critically with ongoing policy and academic debates about what kinds of geographies are fit for a 21st century education system.

It follows that, by the end of the course, you should:

• be competent in the skills of teaching geography, as specified in the Standards for the award of Qualified Teacher Status
• understand the contribution that you as a geography teacher can make to the education of pupils in the widest sense
• be able to take responsibility for your continuing professional development

The course consists of an integrated programme of lesson observations, school-based activities, teaching and reflection in school and university workshops, lectures, tutorials and fieldwork. In school you will begin by working with teachers and small groups of pupils. As your confidence grows, you will plan and teach lessons with a class teacher and with other interns, sometimes working with a group of pupils, sometimes with a whole class.

In the University, you will work with the other geography interns, and with the geography education tutors. You will be expected to read and to think about teaching in a critical and theoretical way, taking account of your own ideas about the sort of teacher you would like to be.

You will be able to make a real difference to pupils, fostering their learning of the important issues which shape the future.

All geography interns gain fieldwork experience in their schools and during a weekend residential course at a Field Studies Council Centre; the practicalities of organising such trips are explored in departmental sessions.

We welcome applications from candidates who have not studied Geography but have completed a degree in a related area, such as Geology. Applications from those who may need to complete a Subject Knowledge Enhancement course are also welcome. If you are uncertain about the appropriateness of your degree then please contact the PGCE Office.

Watch student, Daniel, give his account of the PGCE Geography course

Course code V1X1

We are committed to enabling you to teach history in rigorous ways while taking account of the learners’ needs, desires and dispositions, across a range of different contexts. Our course is based on a strong set of partnerships built over a long period of time with local schools.  This partnership extends to include visits to local museums, a local case study and visits to a number of London schools to explore EAL and diversity issues. We have a real passion for history and young people and are looking for candidates that share this passion. Our course looks to support successful history teaching based on the use of engaging and rigorous historical enquiries that link substantive historical knowledge with critical historical thinking.

Course development evolves in response to feedback from all PGCE partners, combining insights from up to date research with the perspectives of PGCE students and their mentors. The course integrates teaching experience in partner secondary schools with practical university-based workshops and helps you develop teaching skills and a critical understanding of learning and teaching across a range of different contexts.

The curriculum programme is organised around six broad themes:

• exploring your preconceptions about the nature of history and about effective teaching and learning
• the context of history teaching today, including the nature of the history curriculum itself (Key Stage 3, GCSE and post-16), the relationship between history and citizenship education and the wider professional context of teachers’ work
• managing history classrooms
• planning for learning – exploring the range of decisions that you need to make in planning for single lessons and longer schemes of work, examining the range of goals and activities possible, and the ways in which you can select and tailor your objectives and learning tasks to ensure that all pupils are engaged and can make progress
• carrying out your plans
• evaluation: of both your own teaching and the pupils’ learning in history

In school you will be involved in all aspects of a teacher’s role. You will observe experienced teachers, and discuss your observations and your own developing ideas and practice with them; you will plan and teach collaboratively, and design and develop resources for that teaching. You will work both with individuals and small groups of pupils, as well, of course, as taking responsibility for teaching history to whole classes. In the university you will work with other history interns in seminars and workshops using a wide variety of approaches intended to develop your own repertoire and understanding of effective teaching and learning strategies, informed by both practical and research-based, theoretical perspectives. One key aspect of the PGCE programme is the space to share knowledge and understanding of the variety of contexts.

We welcome applications from candidates who have not studied History but have completed a degree in a related area, such as Law or Sociology. If you are uncertain about the appropriateness of your degree then please contact the PGCE Office.

Watch Dr Katharine Burns, PGCE Course Director, tell us about the PGCE History course

Watch student, Melissa, tell us about her account of the PGCE History course

Mathematics

Course code G1X1

The aim of the Mathematics course is to help you to become an effective secondary school teacher of mathematics. To help you achieve this goal, we teach you through a variety of styles, paces, approaches and presentations in the hope that you will use a similar variety when you teach. Learning mathematics can be challenging. It requires concentration, and can feel like hard work, but it also has the ability to surprise, and to give a sense of achievement and enjoyment. Learning to be a teacher will be all of these things too. Teaching on the PGCE course is strongly informed by the mathematics education research which takes place in the Department, some of which is undertaken collaboratively with partner schools. Course tutors are active researchers and experienced in writing for teacher trainees and practising teachers of mathematics.

Objectives of the course

• to provide mathematical experiences on which you can reflect as a learner, and relate these to planning for teaching
• to offer insights into children’s learning and, through recognition of their particular conceptions, to help you plan your teaching accordingly
• to provide skills and experiences in planning, teaching and managing effective lessons through which learners can gain mathematical knowledge, awareness and understanding
• to help you to reflect on and analyse your teaching, and make decisions about how to modify and adapt it to be more effective for students’ learning
• to introduce you to a range of resources, research and theoretical perspectives on which to base your growth as a teacher
• to enable you to develop skills and experience in ICT that will support your teaching and its management

Main themes of the course

• Developing reflective teaching (DRT): in which you think about your practice in a professional, developmental manner
• Learners’ mathematical development (LMD): in which you think about mathematics and lessons from the point of view of how learners think
• Teaching and learning a topic (TLT): in which you learn how to structure mathematical knowledge so that your teaching is effective
• Planning and management (PM): in which you look at planning and managing lessons, classrooms, professional work and yourself.

If you are committed to teaching mathematics in state comprehensive schools, can demonstrate your commitment to working with children in schools through voluntary work or other experience, have a good degree (a 2:2 or above) in mathematics or a mathematics-related subject, such as engineering or economics, and can provide an excellent academic or work reference, you are encouraged to apply. Applications from those who may need to complete a Subject Knowledge Enhancement course are also welcome. If you are uncertain about the appropriateness of your degree then please contact the PGCE Office.

Watch student, Joanna, give us her account of the PGCE Mathematics course

Modern Languages

The University of Oxford offers a PGCE in Modern Languages (Chinese (Mandarin), French, German and Spanish).

We expect you to be able to offer two Modern Languages (from the four listed above), and we can provide a range of placements for various combinations of these languages. We may not be able to offer you an interview if we do not have school placement capacity in your preferred language combination.

It is important that you have qualifications in both the languages that you wish to teach. For your main language, these qualifications should preferably be at university level, or you should have it as one of your first languages, e.g. have spoken it from a young age. You will be expected to teach your main language up to and including A-level.

For your second language, your qualifications should preferably be at A-level or equivalent (B2 CEFR level). You will be expected to teach your second language up to age 14 as a minimum.

The Modern Languages PGCE course is designed and implemented jointly by colleagues in schools and the university working in close partnership. It is not our aim to prescribe particular approaches to teaching Modern Languages, but rather to enable you to draw on the full range of different sources available to you for your own professional learning – and in so doing to develop a clear and reasoned understanding of the sort of teacher that you want to become.  Tutors on the course, who have many years of classroom teaching experience as well as teacher training experience, will guide you and support you in this exciting but challenging process.

Our course will help you to become an effective and confident teacher by providing you with the following:

• opportunities to observe other practitioners in the classroom and to understand their decision making;
• insight into theories and findings from research into Second Language Acquisition, helping you to understand how adolescents learn a modern language in a classroom setting;
• opportunities to learn from school students themselves about their experiences of language learning and the barriers they encounter;
• opportunities to learn from, and share good practice with, other beginning teachers working in different school contexts;
• practical advice on: the preparation, teaching and evaluation of languages lessons; how to assess and monitor students’ progress; promoting positive behaviour for learning; and responding to the diverse needs of individual students;
• opportunities to try out and systematically evaluate a range of teaching approaches in a range of classrooms over an extended period of time;
• many ideas for using and adapting a range of modern language materials in the classroom.

Assessment of your progress and achievements are jointly carried out by your schools and the university, and you take part in informal and formal discussions about this. Continuous assessment is used throughout the course and there are no examinations

Student Ye-Ye Xu (French with Mandarin 2020-21) discusses her PGCE experiences in this podcast .

Watch Modern Languages PGCE student, Constance, tell us about her experience

Watch Modern Languages PGCE student, Phil, tell is about his experience

Religious Education

From 2024, the PGCE in Religious Education is suspended.

Course codes:   Biology C1X1           Chemistry F1X1          Physics F3X1

The teaching of the sciences in schools is normally organised within a single Science department or faculty to which teachers from the different sciences contribute their respective expertise Such a structure is reflected in the Oxford Department which, while actively recruiting for trainee teachers of the separate sciences – biology, chemistry and physics – works as a co-ordinated team of scientists.

The course aims to produce high quality teachers of the sciences across the 11-19 age range who will not only become competent teachers but will quickly become innovative leaders in their field. Interns will gain expertise in the different strategies for teaching science, and will get insights into the way that pupils learn across the whole range of attainments, aptitudes and pupil differences.

Interns will learn how to turn their own subject knowledge into a form that can be appreciated by pupils and will think critically about the aims and practicalities of teaching science in schools. To attain these goals, interns work with each other, the University tutors and their mentors in schools as adult learners, motivated to take responsibility for their own learning. The learning is structured through workshops, seminars, discussions, focussed assignments, school-based activities and sympathetic, expert, supervision and support. There are opportunities to prepare science lessons, in particular, by trying out practical work both here in the Department as well as in school. Between them the six science tutors cover such subjects as biology, chemistry, physics, earth and environmental sciences. All have extensive experience of teaching and are involved in curriculum developments and research in science education at national and international level.

Rather than attempt to train all interns to teach in a particular way, we aim to build on your existing strengths – as good scientists and as mature, autonomous, motivated personalities – to help you teach in the way most suited to you and your school students.

Aims of the course

• To develop as a professional
• To explore your pre-conceptions about science and teaching science, and draw on your teaching experiences in a positive and reflective way
• To have opportunities to use research and academic study to inform your thinking and practice
• learn how you can plan lessons which take account of how students learn science, so that you can  develop their scientific understanding and investigative skills
• To organise and manage school science lessons which are safe and secure learning environments
• To contribute to students’ understanding of science in society, citizenship and development of literacy and mathematical skills

We welcome applications from candidates who have not studied Biology, Chemistry or Physics but have completed a degree in a related area, such as Earth Sciences, Engineering, Environmental Science, Materials or Zoology. Applications from those who may need to complete a Subject Knowledge Enhancement course are also welcome. If you are uncertain about the appropriateness of your degree then please contact the PGCE Office.

Watch Lead PGCE Science Tutor, Dr Judith Hillier, tell us about the main PGCE Science course 

Watch student, Ed, give us his account of the PGCE Physics course

Watch student, Rebecca, give us her account of the PGCE Chemistry Course

PGCE Science student, Jacob, gets a big hug from one of the snakes during an end-of-term reptile science lab visit!

PGCE Science student, Lucy, is not scared of her new acquaintance!

PGCE Science student, Euan, has discovered a natural bond with reptiles in our end-of-term reptile science lab visit.

Thomas, our PGCE Science student, makes friends with a reptile in our end-of-term science lab visit.

• Entry Requirements
• Fees and funding
• Application Procedure

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The Postgraduate Certificate in Education, commonly known as the PGCE, is one of the most popular academic qualifications for teaching

Offered in England, Wales and Northern Ireland, PGCEs are designed to enhance and increase academic training, preparing students for life as a teacher. Usually taking one academic year to complete full time, and two years part time, securing a place can be competitive.

You only need a training course to offer Qualified Teacher Status (QTS) to teach as a qualified teacher in England. However, a PGCE will increase your academic knowledge and provide you with the flexibility to teach internationally. The Scottish equivalent to a PGCE is the Professional Graduate Diploma in Education (PGDE).

What is a PGCE?

A PGCE combines substantial school placements with studying the theory behind teaching and learning. Most courses run from early September to July and take nine months to complete if studied full time. Some longer part-time and distance learning options are available.

PGCE courses can either be university or school-led and the majority of programmes lead to QTS, making you eligible to teach in a variety of countries. Scottish PGDE courses, and Welsh and Northern Irish PGCEs, are similar in structure to university-based programmes.

There is a shortage of teachers in some subjects, such as maths and physics, while other programmes are more competitive, such as physical education. You should research this with the provider you're interested in and be prepared to look in other areas of the UK for places.

If your undergraduate degree doesn't link closely to the subject you intend to teach you may be offered a  subject knowledge enhancement (SKE) course  as part of your application. This is taken before the PGCE so you'd be studying for a little longer.

Do I need a PGCE to teach?

You only need QTS to teach in England. The PGCE is an additional qualification offered by some providers, which you can gain alongside QTS.

However, it's advisable to gain a PGCE if you want to teach in Scotland and other countries such as the USA, as the PGCE is an internationally recognised qualification. It's possible to gain a qualification such as a PGCert with PGCE, if you have QTS and want to gain Masters credits and a university qualification. Find out more about the  routes into teaching .

Be aware that not all courses award QTS - the further education PGCE, for example. Speak to your training provider if you are unsure about whether your programme awards QTS.

Types of PGCEs

In England a PGCE may be led by a:

• higher education institution (HEI)
• school/charity/multi-academy trust (MAT)
• consortium of schools in partnership with the HEI, such as Teach First

Different types of PGCE include:

• Primary  - prepares you to teach children aged 5-11. Programmes focus on the core curriculum, although some may allow you to specialise in a certain subject. This is the most popular PGCE and demand for places is high.
• Secondary  - focuses on a particular subject and prepares you to teach children between the ages of 11-18.
• Further/Adult education  - if you want to teach in  further education  colleges or conduct  adult education  classes, completing one of these PGCEs means you can apply for Qualified Teacher Learning and Skills (QTLS) status rather than QTS.

All types include placements for a minimum of 24 weeks in at least two key stages and schools.

To see what's available,  search for a PGCE .

What does a PGCE involve?

It can be a challenging nine months, balancing lesson planning, teaching, marking and your own assignment deadlines.

Often starting with an academic focus, PGCE courses usually cover teaching and learning theory,  managing classroom behaviour  and  current educational issues . After the first few weeks you'll spend up to two-thirds of your time on placement in schools, teaching in two different key stages. Your placements will help you to explore theory in practice. You'll be immersed into school life gradually, with an emphasis on research-informed and evidence-based teaching.

You will also work towards meeting the professional standards, which determine recommendation for QTS. Assessment is ongoing and progressive, developing the academic standards required for the Masters-level PGCE and QTS. At the same time, you will work through personalised development plans to ensure that you're able to target individual strengths and improvements.

In this way, your academic performance and teacher development are closely linked. You will reflect, get feedback from others and be assessed against teaching standards as you progress through the PGCE.

What will I learn?

You will study modules such as the:

• Professional teacher  - Looking at key issues in teaching and learning, tailored to the context in which you're working. Sessions will often be a lecture and seminar, or workshops.
• Subject specialist  - Building on your knowledge of the subject range, this would be led by a specialist tutor with expertise in your subject/s, both in university and in your placement, and supported by a mentor. You may study and evaluate key theories and policies, analyse and model best practice, and develop the skills required for teaching the subject. This will be further developed in your placement with your school mentor.
• Reflective teacher  - Looking at what you're teaching in the classroom, thinking about why you do it, and reflecting on what works. This would include tutorials, group work and peer support to develop your experience in practice.
• Research informed teacher  - Learning from and participating in research linked to your specialism and teaching.

What's the difference between school-led and university-led PGCEs?

As a university-led PGCE/PGDE trainee you will have more opportunity for studying and reflecting on your progress, as well as spending valuable time with other trainee teachers. You will need to pay fees but bursaries are available. You'll be able to move from a placement if it's not suited to you.

If you'd like to be placed in a school from day one, school-led training may be the route for you. Trainees are often paid as trainee teachers and may have to pay fees. School-led trainees can be chosen by the school, participating as a team member from the beginning. Discover how you can build your experience by  volunteering in schools .

Both routes lead to QTS, where you can apply for a teaching position in primary and secondary schools.

What are the entry requirements?

Some course providers may have specific eligibility criteria, but in general you must have:

• An undergraduate degree or equivalent. For primary teaching a degree in a national curriculum subject is useful. For secondary, you must have a degree or related degree in the subject you're applying to teach.
• GCSE grade C/4 or above in English and maths (a B in Wales).
• GCSE grade C/4 or above in a science subject to teach pupils aged 5-11 (primary).
• An IELTS with an average score of 6.0 if English is not your first language and you don't have a GCSE grade C/4 in English.

Plus, non-academic requirements of:

• a declaration of convictions through the Disclosure and Barring Service (DBS).

There are some variations and exceptions to these entry criteria so you should check with the admissions department of each individual institution you're applying to.

Applicants with a degree in a subject not included in the national curriculum, such as marketing or education, are able to apply for early years, primary and post-compulsory teaching.

If you have A-levels in a shortage secondary subject, such as maths, and your degree included a large mathematical element, you may be able to do an SKE course and go on to train as a maths teacher.

Some courses are very competitive, so applying early and getting school experience is advantageous. If you aren't sure whether you meet the criteria, or if you gained your degree overseas, you should contact the admissions department of the institution you're considering, or attend an open day.

How much does it cost?

The standard tuition fee in 2023/24 for UK students is £9,250 and approximately between £9,250 and £32,000 for international students, although overseas fees vary widely.

Universities may offer special reductions for alumni, so check with individual providers.

You will also need to consider living costs. You're likely to have additional costs for travelling to school placements. Some providers may offer support towards travel expenses - contact them to find out more.

The majority of trainees find that they have limited time for part-time work, especially while on placement. International students are advised to check their visa restrictions on working.

There are three main ways to fund teacher training and depending on your circumstances you could receive them all. Tax-free bursaries and scholarships are available - the amount of which differs depending on the subject studied, postgraduate tuition fee and maintenance loans are available to help pay tuition fees for unsalaried teacher training routes, and additional financial support is available if you have children or a disability. See  funding teacher training  for more information.

Will a PGCE/PGDE guarantee me a teaching job?

The Teacher Induction Scheme in Scotland offers a guaranteed one-year training post to every eligible student graduating with a teaching qualification from one of Scotland's universities. This is not the case across all of the UK.

A PGCE is a well-recognised and valued qualification and normally includes QTS (although not all courses do), but this doesn't mean that you will automatically be employed when you graduate.

Traditionally, graduates quickly find their first teaching job. The placements completed as part of their course and any additional school experience stands them in good stead. If your school placements go well and the school has a vacancy when you graduate, you may well be offered a job.

Pupil numbers are rising and this increases the demand for teachers. If you've completed a PGCE in a shortage subject, such as physics, maths, chemistry, computing, languages, biology, geography or design and technology, your knowledge and skills are particularly sought after.

To learn more, see  how to get a teaching job .

How do I find a PGCE?

You should attend open days and meet course tutors to make sure you get answers to all your questions. Consider asking:

• How much does the course cost?
• Does the course include a PGCE, as for many overseas teaching roles you will need a university or college teaching qualification (BEd or PGCE)?
• Does the qualification lead to QTS?
• How much school experience do you get?
• Are there grants/loans/bursaries available?
• What is the school's Ofsted rating?
• What is the employment record after graduation?
• What is the institution's reputation and department ranking?
• How much access do students have to tutors?
• How many lectures and tutorials are there per week? How many days a week do you need to be on campus?

To find out what's on offer and which institutions match your requirements,  search PGCEs .

When do applications open?

PGCE applications in England are normally made through the DfE's  Apply for teacher training  service. Courses in Wales and Scottish PGDE applications are made through the UCAS undergraduate system in the autumn for courses starting in September the following year.

Applications can be made throughout the academic year. However, providers are able to close the applications after a minimum of two weeks if they have enough quality applicants. They may open again later in the year but it is strongly recommended to apply early for the more popular courses.

In Northern Ireland, applications for PGCEs are made directly to the institution.

For more information, see  applying for teacher training .

Where can I get more advice?

• Alumni  - ask them what it was like to study at a particular university.
• Careers service  - advisers can explore your options, help you decide which course is best for you and assist your application.
• Current students  - they'll tell you how much work is involved, and recommend books and other resources.
• Open days and fairs  - you can meet representatives from numerous universities, meet tutors and take a look at the campus. Take a look at upcoming  open days and events .     
• Tutors  - find out more about the course content and how your career goals match up.

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What is a PGCE course?

A postgraduate certificate in education (PGCE) is an academic qualification. You can get this through teacher training.

You do not need one to be a qualified teacher in England, but it can help you develop your teaching skills and knowledge.

The qualifications you need to teach in England

You need qualified teacher status (QTS) to teach in most primary, secondary and special schools in England. You can get QTS through undergraduate or postgraduate teacher training.

Find out more about qualified teacher status (QTS) .

Many teacher training courses also offer you a postgraduate qualification such as a PGCE, but you do not need one to teach.

Teacher training courses

You can do a teacher training course that leads to:

• QTS with PGCE
• PGCE without QTS

Getting a PGCE without QTS means you will not be qualified to teach in most primary, secondary and special schools in England, although some schools will employ teachers without QTS.

If you get a PGCE without QTS you will also not be entitled to the same benefits during your training and career as QTS with PGCE. For example, better pay and support when you start teaching.

Read about Nathan who chose to get QTS with PGCE .

Benefits of having QTS with PGCE

A PGCE can give you a better understanding of teaching practices, educational research and theory.

It can also be beneficial if you want to teach in other countries because it’s an internationally recognised academic qualification. However, you should always check the local requirements of the country you’re looking to teach in.

It can also award up to 60 credits at master’s level which you could use towards a full master’s qualification. This is usually 180 credits.

You may want to do a master’s in education, for example, for your professional development and to gain additional expertise in your teaching career.

Types of PGCE courses

You can get QTS with a PGCE in primary or secondary education. Your course will involve both school placements and academic theory.

You can do this through a school-led, university-led, or an apprenticeship teacher training programme.

You can do a full or part-time PGCE course.

As part of selecting your course, you will need to decide if you want to train to teach at a primary or secondary level. Learn about deciding who to teach .

You can also do a PGCE without QTS in further education .

Entry requirements

Entry requirements for a postgraduate teacher training course usually include an undergraduate degree or equivalent qualification.

You also need the following GCSEs at grade 4 (C) or above, or equivalent qualifications:

• science (if you want to teach primary)

What is a postgraduate diploma in education (PGDE)?

A PGDE in England is very similar to a PGCE, the difference being the number of academic credits you are awarded at the end of your course.

PGCE courses can contain up to 60 credits at master’s degree level, and PGDE courses can contain up to 120. This usually means that doing a PGDE will include more assignments.

More teacher training providers offer a PGCE than a PGDE.

Find your teacher training course

You can search for postgraduate teacher training courses to get QTS with a PGCE.

Search for a course

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Essential guide for your pgce application.

We are delighted that you are considering applying to London Metropolitan University to train to teach. These guidelines have been written to enable you to complete your PGCE application with confidence and to avoid some of the ‘application pitfalls’ which can await the unwary candidate… Remember to check the deadline for PGCE applications to ensure you can submit yours on time.

Important topics to remember

When preparing to apply for a teacher training course, it is essential to do some research into the education world:

Research the UK education system and the role of a teacher in the present day – do not rely on your own experiences as a school-pupil! The role of a teacher is constantly changing; it is important for you to understand how teaching works in the contexts in which you will be operating.

You will be expected to be able to talk about this in an interview situation:

• Find out about current thinking and research in education. What debates are being discussed?
• Read up on educational developments that are in the news, in the  TES or other newspaper education pages, such as The Guardian Education .
• Develop an understanding of the pastoral role of a teacher – what do teachers do other than teach?
• Find out about specific issues that teachers are dealing with currently, and what the debates are around them.

Research the particular subject or phase that you are applying to teach. What are the requirements of this particular phase or subject? Many people assume that unless they have a degree in a particular subject, then they will not be able to train as a teacher in that subject. This is not strictly true.

Many people would have the necessary knowledge in a particular subject to be able to train to teach it. The requirement is for a degree, possibly in a related subject, and also to demonstrate that your subject knowledge is good enough. You may also be able to undertake a Subject Knowledge Enhancement course (SKE), to improve your knowledge.

For example, many Secondary Maths teachers have degrees in Accountancy, Engineering, Economics or other subjects with a high maths content; they will then brush up and enhance their maths through a SKE.

For another example, many Secondary Modern Foreign Languages teachers have degrees in other subjects, but because they are a ‘native speaker’ of a language, they are able to train to teach that language.

In researching your chosen phase or subject, you should also explore the aims of the subject and what methodologies are employed currently:

• What key topics or texts are covered? These are likely to have changed considerably since you were at school.
• How is it represented in the National Curriculum?
• How is it assessed - both externally, through SATs or GCSE exams, and internally, through school and teacher assessments?

The ‘gold standard’ for teacher training courses is those which offer QTS plus PGCE (Qualified Teacher Status plus Master’s Level Postgraduate Certificate in Education).

All of the London Met teacher training courses are QTS plus PGCE.

Make sure that you are applying for the correct route for you. There are three main routes offered by London Metropolitan University: 

• University-led PGCE courses: the most popular route into teaching, based in university with two extended school placements.
• Graduate Teacher Apprenticeships with PGCE: employment-based route into teaching, in which you are an employee of the school, working as a teacher up to 80% of a timetable, with 20% release for training.
• School Direct unsalaried PGCE courses: almost identical to the university-led PGCE, but linked to a specific school partnership or location. Most appropriate for someone who needs to be working in a very specific locality. 

Please note the following about the different routes:

• Places on the apprenticeship employment-based routes (salaried routes) are in very short supply and are usually taken by candidates who have a lot of experience of working in schools. Employing schools want to be sure that they are taking on somebody who can ‘hit the ground running’, fulfilling all the aspects of being a teacher from Day 1. 
• The majority of candidates are more suited to a university-based course; these courses are by far the most popular route into teaching, giving you all the practical experience you need, as well as the supportive environment offered by the university.
• Do not be fooled by false claims:
• all routes into teaching give a minimum of 120 days school experience;
• all routes into teaching give contrasting school placements.
• Being based solely in a school for your training is not any better – in fact, for most people it is less good than a university-led route, which offers a more supportive, scaffolded approach to the learning. 

All London Met routes into teaching involve training days in university combined with extensive practical experience.

Research your own eligibility for the course:

• Do you have the right qualifications? Look at the individual course pages for London Met PGCEs  to find the requirements for each subject or phase.
• If any of your qualifications are from overseas, are they equivalent? Check with NARIC . You may need to obtain a certificate of equivalency, depending on where your original qualifications were obtained.
• Would you need to undertake a GCSE equivalency test? We can advise you on equivalency tests and how to go about them.
• Would you be eligible for student finance or a bursary ? This will be assessed during the application process, but it would be important to know of any issues early.
• If you are looking to apply for an apprenticeship, you would need to be eligible for Student Funding (with minimum 3 years residency in UK).

"Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity, have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical. Teachers forge positive professional relationships and work with parents in the best interests of their pupils."

-Preamble to the Teacher Standards .

Teaching is emotionally demanding work, and levels of work-related stress, anxiety and depression are higher within education than within many other occupational groups. There is an increasing recognition that the nature of teaching and learning and the contexts in which this takes place demands what we might call ‘everyday resilience’; that the capacity to be resilient is an important factor in teaching and teacher effectiveness over time.

Competence standards relating to teaching, personal and professional conduct have been issued by law. The Teachers’ Standards set a clear baseline of expectations for the professional practice and conduct of teachers and define the minimum level of practice expected of teachers in England.

You are strongly encouraged to familiarise yourself with these standards before applying for this PGCE course.

Applications are all undertaken through DfE Apply . This is a new service, introduced in October 2021.

The application window opens in October, for the following academic year. Early applications are more likely to succeed.

In completing your form, there are a few key things to bear in mind:

• Employment record: you need to give a full account of your activities and employment since leaving full time education. This will be important for DBS, but also will give useful background. Don’t assume that if your employment was not ‘relevant’ you should not put it down.
• Academic record: similarly, give as complete a record as you can.
• References: professional and academic. Employers and university tutors, where possible, offering insight into how you might engage with the subject and role of a teacher. Not family members or friends. Warn your referees and talk about the application with them – if they delay it could hold up your progress. Discussing it with them will also give them a clearer idea of the sort of relevant detail that would be good to include. For example, employers may not know much about your academic ability, but they would be able to comment on some of the transferable skills: how well you work with others, your reliability, your interest in learning etc.
• Personal Statement: this is crucial for your application:
• If there is any study or exam that you plan to undertake prior to the course, explain this in your personal statement, particularly where it relates to your eligibility to join the course.
• Use your personal statement to demonstrate your understanding of education and engagement with education matters. Be prepared to answer questions in interview on what you have written!
• Demonstrate what you would have to offer as a teacher. If you have not taught before, think about other things that you have done which might demonstrate the types of skill which you will need as a teacher. What transferable skills do you have?
• If you have undertaken another role in education (pastoral or personal mentor, teaching assistant etc.) make sure that you are able to demonstrate an understanding of what you will need to learn to become a teacher.
• Make sure you have spent time writing a good personal statement. This is your first opportunity to make a good impression. Try to use a good writing style and include relevant discussion.
• Always proof-read. Check for accuracy of spelling, punctuation and grammar, as well as for clarity and style. Do this more than once.
• Ask somebody else to check it through and give you honest feedback.

All London Met interviews will ask you to undertake a presentation. The nature of this will depend on the course you have applied for. However, it is essential that you prepare yourself well to undertake the presentation:

• Research the topic and be prepared to talk about your sources.
• Practise the presentation aloud, either to a critical friend or in the mirror. 
• Make sure that you are aware of the types of technology you can use (if any – some courses specifically ask for no technology to be used in the presentation).
• If you are using technology, ensure that you are able to work it under pressure, and that you have a back-up. Most teachers will have a Plan B in their head, specifically for if the technology does not work. 
• The interviewer is likely to ask you some questions as a follow up to your presentation. Be prepared for this – they will not be trying to catch you out, but to give you an opportunity to discuss your understanding and to demonstrate your ability to talk about ideas.

There will also be a ‘formal’ interview. The questions are generally very similar for each interview, in order to ensure that the process is fair. Again, the interviewer is aiming to give you positive opportunities to demonstrate why you will make a good teacher. In thinking about how to answer questions, prepare yourself to talk about relevant experiences or transferable skills which you have demonstrated.

The interviewer is also likely to ask you about any aspects of your application which need clarifying or which might affect your ability to take up an offer.

Please also prepare some questions yourself and be ready to ask them.

Please note: the rules, regulations and entry criteria for teacher training are set out by the DfE; London Metropolitan University has implemented an interview process which enables us to assess whether you meet these criteria, which we do as impartially as we are able.

On the London Met Routes into Teaching pages, there is a series of blogposts aimed at giving you detailed information on improving your application.

You will also be asked to undertake short Maths and English diagnostic assessments. These are designed to ensure that you have the core competencies required of a teacher. These assessments are mainly used to set learning targets for pre-course and during the course. The university is responsible for ensuring your Maths and English are of an appropriate standard by the end of the course.

Maths Assessment:

This will consist of 30 questions, each worth 1 mark, divided into 3 key topic areas:

• Ability to undertake mathematical sums and calculations.
• Ability to solve mathematical problems.
• Ability to understand graphs and data.

English Assessment:

This will consist of a short (500 word) hand-written discussion on an educational topic which will be given to you at the start of the assessment. It is designed to assess your ability to:

• Write clearly, accurately and legibly. Spelling, punctuation and grammar are part of the assessment.
• Present ideas and structure a discussion or argument on the set topic.

Subject Knowledge Assessments

For courses at secondary level, in particular, you will be required to demonstrate your subject-specific knowledge. This might be through a set of exam questions, or through discussion during the interview.

There may be some discussion during the interview as to whether you require a Subject Knowledge Enhancement course (or SKE), particularly designed for those who may be a bit rusty, or who have not studied the subject to degree level.

You should expect to hear within a few days, whether your interview has been successful.

Conditional Offer

If you have been successful, you will receive a conditional offer. There are some conditions which everybody will have to meet, and there are some which may be specific to you or the particular course which you have applied for:

Everybody will need to complete the following:

Fitness to Teach Health Form

• DBS application
• Statutory Declarations regarding criminal convictions and barred lists
• Original certificates for GCSEs and Degree
• Proof of residency

 Some people will also need to supply:

• NARIC letter or certificate of equivalency
• GCSE Equivalency certificates
• Degree transcripts
• Overseas police checks
• Evidence of visa status
• GP or health specialist letters
• Statements regarding criminal convictions

You will need to accept the conditional offer and then to meet all of the conditions before you are able to enrol.

If you have not met the conditions, you will not hear about enrolment and you will not be able to enrol.

As a training provider, we have a responsibility to ensure that trainees have the health and physical capacity to teach and will not put children and young people at risk of harm. The activities that a teacher must be able to perform are set out in the Education (Health Standards) (England) Regulations 2003. Under these Regulations, we are responsible for ensuring that only trainees who have the capacity to teach remain on the programme.

Successful applicants offered a place on an ITE programme will be asked to complete a fitness questionnaire prior to commencing the programme. This will be assessed by our Occupational Health team.

You may be asked to provide further information in a meeting with the assessor, or a letter from your GP or specialist.

Applicants should at an early stage disclose any disability that may have implications for fitness to teach and contact our Disabilities and Dyslexia Service team for professional advice where necessary. People with disabilities or chronic illnesses may have the capacity to teach, just as those without disabilities or medical conditions may be unsuitable to teach. Any assessment of individual is fit to teach will take account any reasonable adjustments that could be made to assist the applicant in working in the teaching profession.

Our research demonstrates that where early disclosure occurs, disabilities are less likely to have a negative impact on the training course.

If you are unsuccessful at interview, you will receive a letter giving an explanation as to why it is felt that you are not yet ready to train to teach.

You will be given some suggestions for areas that the interviewer feels would help you to progress towards a successful application in the future.

Read about our admissions process and policy , including guidance on how to make a complaint. The complaints procedure can be followed if, for example, you're concerned there's been an administrative error, if you believe you've been treated unfairly because of bias or prejudice, or if there are circumstances unknown to the University that you feel might have affected the decision.

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School of Education

Secondary PGCE 

At the University of Nottingham we will support you to bring your passion for your subject to life in the classroom. We will help you develop a deep understanding of what it means to be an effective teacher of your subject so that you can make a difference to the diverse communities you will be joining.

Your intellectual curiosity will be nurtured through engagement with research and theories of learning. You will develop your own professional identity that will serve to sustain your long and successful career in the teaching profession. You will join a diverse and vibrant learning community working together to create sustainable and socially just societies.

• Qualified to teach Key Stages 3 to 5 (11-18 years) in your chosen subject:  English , geography, history, maths, modern languages , science: biology, chemistry or physics
• Rated ' Outstanding ' by Ofsted in 2022
• PGCE qualification (60 masters-level credits) with Qualified Teacher Status (QTS)
• On placement from week one of the course
• Excellent  support  from academic tutors and school-based mentors and the wider university
• Benefit of a large and strong schools partnership
• Access to a  wide range of  enrichment activities
• 60 PGCE credits can be used towards an MA Education and 30 credits can be used towards other masters courses

Teacher training events

We hold monthly events from October through to July to give you the opportunity to find out more about starting your teaching career with the University of Nottingham.

Teacher training information session (online) - Wednesday 12 June

Entry requirements

• UK undergraduate degree/equivalent – in all cases we will be looking at the relevance of your degree alongside other qualifications in your proposed teaching subject
• GCSE/equivalent – English (language or literature) and mathematics, 4 (C) or above View information on GCSE equivalencies
• Satisfactory medical report
• Enhanced Disclosure from Disclosure and Barring Service

Course length

This is a full-time course starting on Wednesday 28 August 2024 and finishing on Friday 4 July 2025.

Placements - school-based learning

We have a very strong,  collaborative partnership  with the schools we work with. University tutors, school mentors and coordinators work closely with you, and each other, throughout the year to support and challenge you to develop into the best teacher you can be.

We firmly believe that learning to become a great teacher isn’t about doing as many lessons as you can as quickly as possible. It is about gradually building up your experiences and working with experienced teachers in lots of different ways. Your school-based learning will include:

• a carefully structured programme to support your progress each term
• a gradual build-up of teaching
• observations across all key stages with expert teachers
• weekly mentor meetings to discuss your progress and agree targets for development
• involvement in all aspects of school life, for example helping with clubs, school trips, joining staff meetings, break-time duty

Throughout your time in school you will undertake a wide range of professional development activities to develop your understanding of teaching and learning and the complex role of a teacher. Although placements are intensive and demanding, we carefully structure your progression, with a gradual build-up of teaching commitments, so you are well prepared to teach in different contexts. During your time on placement you will become part of your school's community and work professionally as a member of a team.

As part of your second placement, you will undertake a small-scale research project where, working with others, you will formulate and develop a research project on an area of interest. You will also experience enrichment days and weeks in a range of educational settings to further support your ongoing professional development - this will include a week in a form of alternative educational provision.

We can appreciate that you will be keen to know the location of your school placement as soon as possible, this is only natural. Experience has shown us that it is important to carefully consider a range of factors, such as: access to transport, caring responsibilities and previous experience to name but a few, when making placement decisions. For these reasons, we don’t allow applicants to express an interest in a particular school. Similarly, offer holders are not able to request or make arrangements for their own placement in a particular school.  Instead, we work with you from the moment you have an offer to understand your personal circumstances factoring these into our placement decisions to ensure we do all we can to support you to be successful.

University-based learning

Your school placements will be supported by university-based teaching days and immersive practice days, as well as periods of independent study.  

You will actively work with tutors and peers, constantly exploring teaching and learning. You will engage with theory and research to make you a better teacher. Your university experience will include:

• working with groups of beginning teachers for your subject and other subjects
• modelling of teacher approaches you can use in your classroom
• exploring research and practice
• keynote inputs from experts, for example staff that specialise in cognitive science
• peer teaching and learning
• exploring and practising all elements of being a teacher in a 'safe' space

Learning and Teaching in School

This 30-credit module explores teaching and learning in subject disciplines and more generally. An extensive programme of lectures and seminars will enable you to develop a practical knowledge of teaching informed by a critical understanding of theories of teaching and learning. The module is assessed through written assignments, presentations and related classroom-based work.

Schools and Society

This 30-credit module considers various aspects of teachers' wider professional roles as well as social, cultural and legal aspects of schooling. Most of the teaching takes place in cross-subject seminar groups and is assessed through written assignments and presentations. Some subject work also contributes to this module.

Your practical teaching will be assessed by university tutors and school-based colleagues and moderated by external examiners. All elements of your work across the year will be taken into account and there are no written exams.

You will need to demonstrate your practical abilities as a teacher and your theoretical understanding of this practice and must fulfil the requirements for the Teacher Standards by the end of the course. We take an holistic approach to assessing whether you have met the standards that avoids gathering pieces of evidence to tick off boxes. Our key message is that if you are engaging successfully with all elements of your course you will be meeting the standards.

Fundamental mathematics and English skills

Before being recommended for Qualified Teacher Status (QTS), you must be able to demonstrate competence in maths and English. At interview we will discuss your current level of ability and if needed, we will direct you to resources to engage with before the course. Throughout the course you will be supported to develop further to ensure you are fully competent by the end of your course.

How to apply

• Visit  DfE Find  for more information on applying
• Visit  Apply for teacher training  to start your application
• Complete and submit the application form following the instructions

The university will close for applications as follows: International applicants: 1 August 2024 Home applicants: 14 August 2024

Please visit the tips for your application  page for further guidance about what to include and how to write a good personal statement.

Once you have submitted your application it is sent to us. Suitable candidates will be invited to interview at the university. Successful applicants will be offered a place on the course. When the offer has been accepted, access to a pre-course website will help prepare for the start of the course.

Whilst teaching looks easy from the outside, it is incredibly complex and difficult to learn, yet our beginning teachers make enormous progress throughout their ITE year. I feel privileged to support them as they become the teacher that they want to be. Claire Clemmet Secondary PGCE Course Leader See all staff profiles

I honestly never expected to receive the amount of support we did. Both my school mentor and my university tutor were very knowledgeable and professional, but at the same time very caring. As a single mum to two very little boys, sometimes things would not go as planned, but I always felt I could count on them to help me get back on track with my course work and teaching practice. The support we were given was highly tailored to our needs as well.   Greci Cristina Queiroz Taylor Secondary PGCE Modern Languages  See all alumni profiles

Fees and funding

Course availability

School mentor profiles

Career progression profile

Subject pages 

Mathematics

Modern Languages

Science (biology, chemistry, physics)

University of Nottingham Jubilee Campus Wollaton Road Nottingham, NG8 1BB

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PGCE Assignment 2 Professional Development

Subject: Pedagogy and professional development

Age range: Age not applicable

Resource type: Assessment and revision

Last updated

24 February 2023

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A quick guide of PGCE teacher training assignment 2, which involves exploring professional development for obtaining PGCE in Secondary and post-16 MFL teaching. It was a successful submission (Distinction/Grade A), and it includes a reference list with supporting data for my final PGCE assessment .

Please be advised that Assignment 2 is intended to serve as an example and as a guide for secondary MFL trainee teachers. You must not copy them if you don’t want to be charged with plagiarism. Citations or paraphrasing are advised

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Assignment Cover Sheet

Assignment cover sheet (acs).

Students are advised to use this generic  Assignment Cover Sheet (ACS)  specifically matched to their assignment/s when submitting their assignment/s to the Assignment Office.

Some instructions to students:

• For assignment concerning School of Education, students are recommended to use the appropriate ACS and indicate clearly their subject areas.
• Fill in all details outlined on the assignment cover sheet.
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Please find below a palette of downloadable Assignment Cover sheets for each department.

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School of Education

School of Science and Mathematics