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School of Education

PGCE in Science Partnership (Biology, Chemistry or Physics)

The Ofsted Inspection in April 2013 resulted for the second time, in an Outstanding grading for all aspects of our Initial Teacher Training provision. This is an exceptional result and reflects the excellence of the quality of our partnership, training and teaching. We have historically produced high quality teachers and will continue to do so.

Find out how to apply here.

If you would like to know more about the programme, please ring or email the course tutors, Liz Parker-Berry and Cath Reading or Tel: 0191 334 8367

X7KB14 PGCE Secondary - Biology PGCE Postgraduate Taught  2017

Essentials

Essentials

UCAS code C1X1
Degree PGCE
Mode of study Full Time
Duration 1 year
Location Durham City
Department(s) Website www.durham.ac.uk/education
Email ed.ite@durham.ac.uk
Telephone +44 (0)191 334 8406
Download Download as a PDF

Course Content

Course Content

Description

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.

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

We believe strongly that to be able to teach successfully you must acquire a good understanding of the 'big ideas' of science as well as learning about how to teach science. The university-based time is therefore divided into two main parts:

  • Core Science is a compulsory second method theme for all science students. It addresses your own understanding of the key concepts underpinning science. Many students approach this theme with excellent qualifications but have never had an opportunity to explore their understanding of these concepts. We are told that this part of the course is "thought provoking", "enlightening" and "challenging". You are expected to follow up this work with tutor and peer group support, using the extensive library facilities.
  • Science Education Issues looks at areas relevant to how science is taught.

We use various teaching and learning styles to enable you to explore issues such as:

  • motivating pupils in science
  • questioning strategies
  • planning lessons to maximise pupils' active involvement
  • planning to allow pupils' understanding to progress
  • the value of different types of practical work
  • the use of IT to enhance scientific understanding

The science team has an international reputation for its work on teaching pupils the understanding necessary for investigative science. This is often referred to as 'the thinking behind the doing'. The importance we place in this aspect of science is reflected in the course.

You will be based in one of our Partnership schools where you will have the opportunity to develop your skills in a teaching background.

The school-based activities involve structured classroom observations, planning and research projects and practical teaching - the latter starting by teaching individual pupils, eventually leading through group work to full classroom teaching.

Structure

The course is organised as three modules:

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

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

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

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

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

Learning and Teaching

Course Learning and Teaching

The achievement of the standards necessary to be awarded Qualified Teacher Status will be assessed by mentors in school, their judgments moderated by observations carried out by university tutors.

Several members of the science team contribute to the course, and you will be supported throughout by a science tutor who has recent experience in schools.

Requirements and Admissions

Admissions Process

Subject requirements, level and grade

At UCAS you can apply for this course by using the following code: C1X1

  • The equivalent of a UK upper second class honours degree of which approximately 50% is comprised of Biology or a similar subject. 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 science 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 undertaken, or intend to undertake, at least ten days of work experience in a UK mainstream school environment within the last three years. This must be completed before 1st August in the year of entry.
  • 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.

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 are issued with offer letters.

If you have a criminal record of any kind, you may contact the School of Education DBS Manager, Steph Tunstall, 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.

Details of how to apply.

English Language requirements

Please check requirements for your subject and level of study.

How to apply

www.durham.ac.uk/postgraduate/apply

Fees and Funding

Fees and Funding

Full Time Fees

EU Student £9,000.00
Home Student £9,000.00
Island Student £9,000.00
International non-EU Student £16,500.00

Note: Fees are subject to review and change in-line with inflation.

Please also check costs for colleges and accommodation.

Scholarships and funding

www.durham.ac.uk/postgraduate/finance

Open Days and Visits

Open days and visits

Pre-application open day

www.durham.ac.uk/postgraduate/visit

Overseas Visit Schedule

www.durham.ac.uk/international/office/meetus

Postgraduate Visits

PGVI or

www.durham.ac.uk/postgraduate/visit/

X7KP14 PGCE Secondary - Physics PGCE Postgraduate Taught  2017

Essentials

Essentials

UCAS code F3X1
Degree PGCE
Mode of study Full Time
Duration 1 year
Location Durham City
Department(s) Website www.durham.ac.uk/education
Email ed.ite@durham.ac.uk
Telephone +44 (0)191 334 8406
Download Download as a PDF

Course Content

Course Content

Description

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.

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

We believe strongly that to be able to teach successfully you must acquire a good understanding of the 'big ideas' of science as well as learning about how to teach science. The university-based time is therefore divided into two main parts:

  • Core Science is a compulsory second method theme for all science students. It addresses your own understanding of the key concepts underpinning science. Many students approach this theme with excellent qualifications but have never had an opportunity to explore their understanding of these concepts. We are told that this part of the course is "thought provoking", "enlightening" and "challenging". You are expected to follow up this work with tutor and peer group support, using the extensive library facilities.
  • Science Education Issues looks at areas relevant to how science is taught.

We use various teaching and learning styles to enable you to explore issues such as:

  • motivating pupils in science
  • questioning strategies
  • planning lessons to maximise pupils' active involvement
  • planning to allow pupils' understanding to progress
  • the value of different types of practical work
  • the use of IT to enhance scientific understanding.

The science team has an international reputation for its work on teaching pupils the understanding necessary for investigative science. This is often referred to as 'the thinking behind the doing'. The importance we place in this aspect of science is reflected in the course.

You will be based in one of our Partnership schools where you will have the opportunity to develop your skills in a teaching background.

The school-based activities involve structured classroom observations, planning and research projects and practical teaching - the latter starting by teaching individual pupils, eventually leading through group work to full classroom teaching.

Structure

The course is organised as three modules:

  • Professional Issues in School Based Education
  • Teaching and Learning in the Curriculum
  • Self-directed Study

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

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

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

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

Learning and Teaching

Course Learning and Teaching

The achievement of the standards necessary to be awarded Qualified Teacher Status will be assessed by mentors in school, their judgments moderated by observations carried out by university tutors.

Several members of the science team contribute to the course, and you will be supported throughout by a science tutor who has recent experience in schools.

Requirements and Admissions

Admissions Process

Subject requirements, level and grade

At UCAS you can apply for this course by using the following code: F3X1

  • The equivalent of an honours degree of which approximately 50% is comprised of Science or a similar subject. 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 science teaching environment. This should be demonstrated at both application and interview.
  • A levels or equivalent in at least two science subjects should your degree have less than 50% relevant subject knowledge and wish to apply for a Subject Knowledge Enhancement course (SKE)
  • 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 undertaken, or intend to undertake, at least ten days of work experience in a UK mainstream school environment within the last three years. This must be completed before 1st August in the year of entry.
  • 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.

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 are issued with offer letters.

If you have a criminal record of any kind, you may contact the School of Education DBS Manager, Steph Tunstall, 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.

Details of how to apply.

English Language requirements

Please check requirements for your subject and level of study.

How to apply

www.durham.ac.uk/postgraduate/apply

Fees and Funding

Fees and Funding

Full Time Fees

EU Student £9,000.00
Home Student £9,000.00
Island Student £9,000.00
International non-EU Student £16,500.00

Note: Fees are subject to review and change in-line with inflation.

Please also check costs for colleges and accommodation.

Scholarships and funding

www.durham.ac.uk/postgraduate/finance

Open Days and Visits

Open days and visits

Pre-application open day

www.durham.ac.uk/postgraduate/visit

Overseas Visit Schedule

www.durham.ac.uk/international/office/meetus

Postgraduate Visits

PGVI or

www.durham.ac.uk/postgraduate/visit/

X7KC14 PGCE Secondary - Chemistry PGCE Postgraduate Taught  2017

Essentials

Essentials

UCAS code F1X1
Degree PGCE
Mode of study Full Time
Duration 1 year
Location Durham City
Department(s) Website www.durham.ac.uk/education
Email ed.ite@durham.ac.uk
Telephone +44 (0)191 334 8406
Download Download as a PDF

Course Content

Course Content

Description

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.

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

We believe strongly that to be able to teach successfully you must acquire a good understanding of the 'big ideas' of science as well as learning about how to teach science. The university-based time is therefore divided into two main parts:

  • Core Science is a compulsory second method theme for all science students. It addresses your own understanding of the key concepts underpinning science. Many students approach this theme with excellent qualifications but have never had an opportunity to explore their understanding of these concepts. We are told that this part of the course is "thought provoking", "enlightening" and "challenging". You are expected to follow up this work with tutor and peer group support, using the extensive library facilities.
  • Science Education Issues looks at areas relevant to how science is taught.

We use various teaching and learning styles to enable you to explore issues such as:

  • motivating pupils in science
  • questioning strategies
  • planning lessons to maximise pupils' active involvement
  • planning to allow pupils' understanding to progress
  • the value of different types of practical work
  • the use of IT to enhance scientific understanding

The science team has an international reputation for its work on teaching pupils the understanding necessary for investigative science. This is often referred to as 'the thinking behind the doing'. The importance we place in this aspect of science is reflected in the course.

You will be based in one of our Partnership schools where you will have the opportunity to develop your skills in a teaching background.

The school-based activities involve structured classroom observations, planning and research projects and practical teaching - the latter starting by teaching individual pupils, eventually leading through group work to full classroom teaching.

Structure

The course is organised as three modules:

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

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

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

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

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

Learning and Teaching

Course Learning and Teaching

The achievement of the standards necessary to be awarded Qualified Teacher Status will be assessed by mentors in school, their judgments moderated by observations carried out by university tutors.

Several members of the science team contribute to the course, and you will be supported throughout by a science tutor who has recent experience in schools.

Requirements and Admissions

Admissions Process

Subject requirements, level and grade

At UCAS you can apply for this course by using the following code: F1X1

  • The equivalent of a UK lower second class honours degree of which approximately 50% is comprised of science or a similar subject. 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 science teaching environment. This should be demonstrated at both application and interview.
  • A levels or equivalent in at least two science subjects should your degree have less than 50% relevant subject knowledge and wish to apply for a Subject Knowledge Enhancement course (SKE)
  • 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 undertaken, or intend to undertake, at least ten days of work experience in a UK mainstream school environment within the last three years. This must be completed before 1st August in the year of entry.
  • 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.

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 are issued with offer letters.

If you have a criminal record of any kind, you may contact the School of Education DBS Manager, Steph Tunstall, 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.

Details of how to apply.

English Language requirements

Please check requirements for your subject and level of study.

How to apply

www.durham.ac.uk/postgraduate/apply

Fees and Funding

Fees and Funding

Full Time Fees

EU Student £9,000.00
Home Student £9,000.00
Island Student £9,000.00
International non-EU Student £16,500.00

Note: Fees are subject to review and change in-line with inflation.

Please also check costs for colleges and accommodation.

Scholarships and funding

www.durham.ac.uk/postgraduate/finance

Open Days and Visits

Open days and visits

Pre-application open day

www.durham.ac.uk/postgraduate/visit

Overseas Visit Schedule

www.durham.ac.uk/international/office/meetus

Postgraduate Visits

PGVI or

www.durham.ac.uk/postgraduate/visit/