Department of Education

PGCE

Welcome

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 department has a long history in initial teacher education, dating back to 1892.

The department works in partnership with over 35 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 interns (trainee teachers) are also recommended for Qualified Teacher Status, which indicates that they have met the requirements of the Government’s Teachers’ Standards.

The course

We offer the PGCE in the following subject areas:

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

The course structure:

The course begins with an orientation experience in September in both a primary and secondary school of your choice.

This is followed by the first week in the Department. 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.

There are two main 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 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.

Optional classes are open to all interns. These currently include:

  • Additional learning needs
  • Citizenship
  • Drama
  • Education in developing countries
  • Learners, learning and evidence
  • Mindfulness
  • Voice care

Assessment

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 three examined assignments at Masters level carries the award of 60 M level credits (which may be built upon later to achieve a full MSc degree in Learning and Teaching). 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).

Partnership Schools

We work closely with 36 partnership schools which are located in Oxfordshire and neighbouring counties. Every PGCE student will have the opportunity to work in 2 of these partnership schools as part of their PGCE.

Our ‘split week’ model means that students spend any given week in both the University and the partnership school, providing interns with an integrated learning experience.

Students will be placed in their first partnership school from September through to Easter and then in their second placement school until the end of the course.

Students are allocated a school place based on factors such as: home location, professional preferences, caring responsibilities and disabilities. However, not every school will offer a place to every subject and it’s important to note that a place at a particular partnership school cannot be guaranteed.

Bursaries

Teacher Training Tax Free Bursaries available during 2019/20:

 

Subject Bursaries

Trainee with a PhD, Masters, 1st, 2:1 or 2:2

English £15,000
Geography £26,000
History £12,000
Maths £20,000
Modern Foreign Languages £26,000
R.E. (including School Direct) £9,000
Biology £26,000
Chemistry £26,000
Physics £26,000

 

Teacher Training Scholarships available during 2019/20:

 

Subject Scholarship Institution
Geography £28,000 Royal Geographical Society
Maths* £22,000 Institute of Mathematics and its Applications
Modern Foreign Languages £28,000 British Council in partnership with language associations
Chemistry £28,000 Royal Society of Chemistry
Physics £28,000 Institute of Physics

 

*You could receive £30k or £32k in total – £20k as a tax-free bursary or £22k scholarship with additional payments of £10k after tax once in teaching. For further details please visit: www.getintoteaching.education.gov.uk/

FAQs

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.

How do I apply?

Applications are made online via UCAS Teacher Training

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 3rd class classification.

Do I have to complete the Professional Skills Tests?

All entrants to ITE courses must have passed the government Professional Skills Tests in literacy and numeracy before the course commences. We will expect you to have taken and passed both of the tests before you come for interview, however, in exceptional circumstances we may be able to go ahead with your interview before you have passed both tests.  Please book a skills test with learndirect You can take the skills test at centres across the country

What are Subject Knowledge Enhancement (SKE) courses?

A Subject Knowledge Enhancement (SKE) course allows candidates to top-up their subject knowledge in advance of the PGCE. SKEs are particularly helpful for those who completed their degree some time ago or for those whose degree is in a related subject. If completing a SKE is a condition of your offer to study then you could get a tax-free bursary of £200 per week of the SKE course, totalling £2,400 for a 12 week course. SKEs are available in every subject except History. If you are interested in completing a SKE then please mention this in the Personal Statement of your UCAS application, if invited to interview you will be able to have a tailored conversation with the university tutor about your SKE options. For full details please see the Get Into Teaching website (https://getintoteaching.education.gov.uk/explore-my-options/teacher-training-routes/subject-knowledge-enhancement-ske-courses).

When will I receive a response?

From the date that you complete your UCAS application (including references) the institutions have up to 40 working days to: review your application, invite you to any interview and process any offer. The 40 day time-frame (sometimes called your Reject By Default date) is fixed and individual providers, including Oxford, cannot extend it. The 40 working day period is occasionally extended by UCAS, for example at Christmas and Easter.

How are partnership schools allocated?

Students are allocated a school place based on factors such as: home location, professional preferences, caring responsibilities and disabilities. However, not every school will offer a place to every subject and it’s important to note 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. Upon accepting your offer to study you will select your two preferred colleges from a list of available institutions. If your application is unsuccessful then you will be randomly allocated a college place. Many PGCE students approach their college for accommodation and/or car parking facilities.

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. If you have childcare responsibilities then advice is available from Childcare Services.

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. However we would strongly encourage any international applicant to complete work experience in a state-funded UK secondary school before making an application.

Contact

Couldn’t find your answers under our FAQ section?

Please direct all enquiries to our PGCE Office and a member of the administrative team will be happy to assist you.

Phone: +44 (0)1865 274020 or 247058
Email: pgce.admissions@education.ox.ac.uk

  • English

    UCAS 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.

  • Geography

    UCAS 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.

    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 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.

  • History

    UCAS 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. We will draw extensively on your own experiences in school and on the skills and expertise that you may bring from previous work with young people or in diverse professional contexts. One key aspect of the PGCE programme is the space to share knowledge and understanding of the variety of contexts.

    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 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.

  • Mathematics

    UCAS 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.

    The 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 Mathematics 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.

    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.

    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.

  • Modern Foreign Languages

    The University of Oxford offers a PGCE in:

    • French – UCAS course code R1X1
    • French with German – UCAS course code RX11
    • German with French – UCAS course code RX21
    • French with Spanish – UCAS course code RXD1
    • Spanish with French – UCAS course code 38RT
    • European Language with Mandarin – UCAS course code 357L

    (Please note that the European language must be French, German or Spanish and you must also have a working knowledge of French)

    The Modern Languages PGCE course, which offers a wide variety of learning opportunities, 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:

    • the ability to draw on your own experiences of language learning in a positive and reflective manner;
    • the ability 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 foreign 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 foreign 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

    Applicants who are not native speakers of the main foreign language they are offering are required to hold a degree in which 50% or more of the topics studied relate to the main language.  Ideally, they should also hold at least an A level (or equivalent) in any other foreign language offered. For example, a native speaker of English applying for the ‘French with German’ PGCE option might hold a degree in French and an A level in German. We also welcome applications from graduates who are native speakers of the target language.  In this case, their degree does not have to be in the main foreign language itself.  Native speakers offering a second language should hold an A level (or equivalent) in that additional language.

    We are happy to receive applications from graduates who speak all of the foreign languages we offer.  Although you would need to apply for one of the course options listed above, we would try where possible to give you opportunities to work with learners of all the languages you offer.

  • Religious Education

    UCAS course code V6X1

    The course places a high degree of importance to understanding the role of religion in wider cultural, social, political and scientific contexts; and its cross-curricular significance in schools. Thus the course will also enhance subject knowledge and its classroom application through cross-curricular links between religion and other subjects. Through such cross-curricular approaches, we stress not only intellectual and critical engagement but creative and imaginative teaching and learning for pupils and students in religious education. Therefore we will not expect knowledge across all traditions and will instead begin the process of enhancing this subject knowledge and its classroom applications.

    • The Secondary PGCE in Religious Education at Oxford places a strong emphasis upon developing knowledge of Christianity and the other principal world religions represented in Britain – Buddhism, Hinduism, Islam, Judaism and Sikhism – so as to inform classroom practice.
    • Subject knowledge is developed in University based sessions, with visits to, and guest speakers from, religious communities.
    • The course also benefits from the wider context of Theology and the Study of Religion at Oxford, including the Oxford Centre for Buddhist Studies, the Oxford Centre for Hindu Studies, the Oxford Centre for Hebrew and Jewish Studies, and the OxfordCentre for Islamic Studies.
    • Emphasis is also placed on religion across the curriculum, notably religion and the arts / literature, religion and history, religion and politics, religion and science.
    • Encouraging a variety of approaches to teaching and learning inreligious education, the course also benefits from external visits to places of national cultural significance such as the Ashmolean Museum, Oxford, the Imperial War Museum and the National Gallery, London, amongst many others.
    • A variety of teaching methods are used during the University based sessions including formal lectures and seminars, discussions and debates, workshops and tutorials.
    • Additional training is offered on National Curriculum Citizenship, along with expertise at the interface of education, security and intelligence studies.
    • Curriculum Studies in Religious Education is underpinned by close partnership with Religious Education Departments in a range of Oxford schools.

    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 welcome applications from candidates who have studied Religious Studies, Theology or Biblical Studies. We also encourage applications from those who have studied a related area, such as Sociology, Philosophy or Politics however these applicants should make it clear in application how their degree includes significant elements of the study of religion. If you are uncertain about the appropriateness of your degree then please contact the PGCE Office. There are various ways in which aspiring RE teachers can develop their subject knowledge prior the start of the PGCE course. For example, they can investigate Open University modules in the study of religion or through an on-line RE subject knowledge ‘booster’ course in conjunction with Culham St Gabriel’s (visit the Teach RE website). RE Online offers information about degrees and qualifications relevant to teaching RE.

  • Science

    UCAS 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. There are opportunities to prepare science lessons, in particular, by trying out practical work both here in the Department as well as in school.

    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 and IT. 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.

    The science programme aims to help you:

    • develop as a professional
    •  exploring your pre-conceptions about science and teaching science, and learning to draw on your teaching experiences in a positive and reflective way
    • 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
    • organise and manage school science lessons which are safe and secure learning environments
    • contribute to students’ understanding of science in society, citizenship and development of literacy and mathematical skills

    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 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.

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