X7KI14 PGCE Secondary - French PGCE Postgraduate Taught 2018
|Mode of study||Full Time|
|Start Date||September 2018|
The PGCE Secondary is the first phase of a career-long process of personal and professional development, which will equip you to become a secondary school teacher. The PGCE Secondary is a course in Initial Teacher Training which is accredited by the DfE, the successful completion of which will accord you Qualified Teacher Status (QTS). Our course has recently been inspected by Ofsted which resulted in an “Outstanding” grading for all aspects of our provision.
Students who have successfully completed the PGCE at Durham in the previous academic year have the option to use 90 credits they have accredited towards a part time MA Education. These students only need to do the core modules, Education Enquiry and the Dissertation over 2 years, to complete the programme.
Subject pedagogy is explored in curriculum groups, examining techniques for making each subject accessible and stimulating in a classroom environment.
The Modern Foreign Languages programme will introduce you to the teaching of languages in secondary schools for young people aged 11-16. The programme lays emphasis on language as a form of communication and on the value of language learning as a way of understanding other cultures and backgrounds.
The value and benefits of language learning are quickly becoming evident to young people, their parents and society as a whole. The associated challenges are exciting and the reward of seeing young people become multilingual and more aware of other cultures is great.
Our popular Modern Foreign Languages programme aims to:
- Empower you with the necessary knowledge, understanding and skills needed to become an effective and innovative teacher of Modern Foreign Languages
- Extend your awareness of the range and scope of Modern Foreign Languages as a subject in schools today
- Provide opportunities for you to experience and explore a variety of approaches for teaching
During the practical seminars we will introduce you to how people learn languages and, correspondingly, how best to teach them in schools. You will also study the outcomes of research, theory and the application of these in the classroom and beyond
Throughout the programme, there will be three main opportunities for you to gain practical ‘hands on’ experience of the school environment: a fortnight in a primary school and two separate periods in our partnership secondary schools. In the first placement you will discover what life is like for children before they reach secondary school age; you will observe and consider different ways of organising learning, which you can then apply to the older children you will meet. You will also begin to consider education from a professional point of view. In the secondary school placements you will explore how to teach a language in a way consistent with the aims and processes of foreign language learning.
The course is organised as three modules:
- Professional Issues in school based education
- Teaching and Learning in the Curriculum
- Self-directed Study
The Professional Issues in School Based Education relates to the Teacher Standards and is delivered in two parts, prior to each of the two extended teaching practices. The teaching is related to those classroom-based issues such as the psychology of learning, the law, curriculum groups, examining techniques for making each subject accessible and stimulating in a classroom environment and is followed up in subject groups and during school placements The block practices in the Autumn and Spring allow for practical opportunities for full professional development where there is a progression from observation, structured activities and group work to whole class work.
Teaching and Learning in the Curriculum and Self-directed Study are studied at Masters Level. The Teaching and Learning in the Curriculum Module draws on the international research expertise within the School of Education enabling student teachers to engage critically in issues relevant to the classroom and school, particularly those that impact on the success of children as learners. The Self-directed Study module draws on students’ experience during weekly visits to schools and their own small scale action research, and links this to critical engagement with published educational research.
These Masters modules provide an opportunity to explore, in a more theoretical way, the issues to do with teaching and learning through lectures and mixed subject and phase seminar groups taught as a conference week usually after Christmas. In addition to covering Teacher standards these modules will enable assessment work to be carried out for the award of PGCE.
On successful completion of the course, student teachers will have 90 credits and QTS.
Course Learning and Teaching
You will be required to submit three assignments; all three assignments will have a strong practical emphasis (e.g. on the National Curriculum and the justification for Modern Foreign Languages as a subject, approaches to Modern Foreign Languages and planning schemes of work, and responding to pupils' written work) but will also relate theory to practice and show evidence of your background reading.
Subject requirements, level and grade
At UCAS you can apply for this course by using the following code: R1X1
- The equivalent of a UK upper second class honours degree of which approximately 50% is comprised of Modern Foreign Languages or a similar subject. Alternatively, applicants who have achieved a lower second class honours degree will be considered in conjunction with having resided in a country where the national language corresponds with the language you wish to teach (If your degree is from an overseas institution you must apply for a Statement of Comparability from NARIC)
- Significant and relevant subject knowledge and recent experience of the Modern Foreign Languages teaching environment. This should be demonstrated at both application and interview.
- A demonstrable an interest and involvement in the lives and development of young people
- GCSE English and Mathematics at Grade C or above (or equivalent) which must be achieved at the time of application. If your equivalent qualifications are from an overseas institution, you must apply for a Statement of Comparability from NARIC.
- Applicants with non-standard qualifications, for example, access routes into higher education are welcome to apply.
- We welcome applications from mature applicants pursuing a career change.
- Pass the QTS Skills Tests by 1st August prior to the beginning of the programme.
- Must have completed the 10 day Primary School Experience in a UK Primary School (or a Primary School which follows the English National Curriculum) prior to commencing the University course in mid September. Offer holders will arrange this for themselves in their own local area.
Please note that if your first teaching language is not French, you will be advised to undertake the French Extension Course at Hull University prior to commencing the PGCE MFL, due to the difficulties of placing trainees without French in our partnership schools. Similarly, if French is your only teaching language, you may be advised to undertake the German Extension Course at Newcastle University prior to commencing the PGCE.
Your professional and interpersonal qualities and your commitment to teaching will be considered when making an admissions decision. Candidates who meet the criteria, will be invited to a selection day. Selection days will involve individual interviews with a pre-prepared presentation element and tests to assess written English and other skills.
Successful candidates will receive an offer conditional upon successful medical and criminal record checks. The latter is carried out by the Disclosure and Barring Service and full instructions on how to apply for a DBS Disclosure will be provided.
If you have a criminal record of any kind, you may contact the School of Education DBS Manager, Caroline Emery, for further advice and information. All enquiries will be treated in confidence.
We strongly encourage you to register for the DBS Update Service, which lets you take your certificate from one employer to another without having to apply for a new check. Please note, all DBS Enhanced Disclosures for our students must be processed by Durham University unless you have applied to the Update Service.
English Language requirements
We accept IELTS 7.0 (with no component under 6.5) or equivalent scores in an alternative accepted English language test. Details of alternative accepted tests and the requirements for your subject and level of study can be found here. In some cases, English language proficiency can also be evidenced in other ways.
English Language requirements
Please check requirements for your subject and level of study.
How to apply
Fees and Funding
The tuition fees for 2018/19 academic year have not yet been finalised, they will be displayed here once approved.
Note: Fees are subject to review and change in-line with inflation.
Please also check costs for colleges and accommodation.
Scholarships and funding
School of Education
Career opportunities in education are wide and include classroom teaching, educational leadership and management, administration and policy development.
For further information on career options and employability, including the results of the Destination of Leavers survey, student and employer testimonials and details of work experience and study abroad opportunities, please view our department web pages.
Open days and visits
Pre-application open day
Overseas Visit Schedule
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School of Education
The School of Education is one of the leading departments for education in the UK. We are a large department, with around 50 academic staff, and nearly 700 postgraduate students (including our PGCE students, both primary and secondary).
We are also supported by a large number of partners from schools and colleges. We have strong international links welcoming international students, postdoctoral fellows and visiting scholars from all over the world. We are committed to research which engages with and has an impact upon practice and policy as well as influencing the wider research community to develop educational practice, education policy and future educational research.
Ranked joint 5th in the UK for World-Leading research and joint 1st for World-Leading research impact in REF 2014.