The entry requirements for the award are normally:
General requirements:
• A degree of a United Kingdom university, or of the CNAA, (at 2.2 or above) or hold a recognised equivalent qualification.
• GCSEs in Mathematics and English Language, at Grade C (grade 4) or better for secondary course and in addition a GCSE in Science at grade C or better for primary courses.
• The university requires a minimum of IELT 6.0 in all four elements, however the regulatory requirement to have a GCSE in English means that for the purposes of the PGCE the English qualification must have this equivalence.

Applicants must also meet all current Department for Education regulations concerning entry to the teaching profession.

Subject requirements:
Applicants must hold a first degree with at least 50% in the subject(s) to be taught or in the case of primary education a degree that is education related or aligns with a National Curriculum core subject:

Accreditation of Prior (Experiential) Learning
The DfE does not allow AP(E)L onto full time PGCE awards.

Suitability for Teaching
Candidates must satisfy the selection team that they possess the personal and intellectual qualities suitable for teaching. Candidates will be evaluated according to the following criteria:
• relevant subject knowledge
• relevant experience outside formal education
• experience of, and commitment to, teaching/working with young people
• communication capabilities
• capacity for critical reflection.

Offers of places will be conditional upon applicants meeting the current Department for Education requirements regarding checks on:
• Health
• Child Protection
• QTS tests
• DBS

Admissions requirements: GCSE English and Maths, Degree, QTS tests, health check, DBS

Must be studied and passed before commencing EDUC60622 TEACHING PRACTICE 2

This is governed by the 'Teachers' Standards' issued by DfE as specified below.

1 – Students will learn to demonstrate the following attributes within their teaching.
TS1. Set high expectations which inspire, motivate and challenge pupils
TS 2. Promote good progress and outcomes by pupils
TS 3. Demonstrate good subject and curriculum knowledge
TS 4. Plan and teach well-structured lessons
TS 5. Adapt teaching to respond to the strengths and needs of all pupils
TS 6. Make accurate and productive use of assessment
TS 7. Manage behaviour effectively to ensure a good and safe learning environment
TS 8. Fulfil wider professional responsibilities

2- Students will learn to demonstrate personal and professional conduct within schools.

Knowledge and Understanding
Enquiry
Problem Solving
Communication
Application
Reflection

This module will focus on the pedagogy and practice of teaching. Students will develop their understanding of Pedagogical content knowledge (PCK) and the craft of teaching.

You will observe experienced teachers; collaborate with others in planning, delivering and reviewing lessons and take sole responsibility for lessons. Your responsibilities will increase during the course of each of two school or college placements as indicated by the following broad outline:

First placement until Christmas
Total class contact 68 hours Minimum teaching 36 hours
Initially you will observe lessons, then take responsibility for parts of lessons. You will collaborate with others in planning and delivering lessons. As the term progresses you will take sole responsibility for an increasing number of lessons.

First Placement, January and February
Total class contact 40 hours Minimum teaching 36 hours
During this phase you will have responsibility for planning short schemes of work for classes and you will have increased responsibility in terms of number of lessons and supervising students' progression.

Four days during the first or second placement should be spent observing styles of teaching in a local primary school and investigating levels of attainment of primary pupils.

Secondary:
Brooks, V. 2012, Preparing to teach in secondary schools: a student teacher's guide to professional issues in secondary education, 3rd;3; edn, McGraw-Hill Education, Maidenhead.
Capel, S.A. 2009, Learning to teach in the secondary school: a companion to school experience, 5th edn, Routledge, London.

Primary:

Cremin, T. & Arthur, J. 2014, Learning to teach in the primary school, 3rd;Third;3; edn, Routledge, Abingdon.
Moyles, J.R. 2007, Beginning teaching: beginning learning, 3rd edn, Open University Press, Maidenhead.

University teaching sessions
Tutorials
Placement School/College meetings with Mentor
University library
Materials and Links on PGCE Blackboard and TEAMS

1. A portfolio of evidence and judgement of teaching (Curriculum, Pedagogy, Assessment and Behaviour Management) 1000 words or equivalent (50%)
2. A portfolio of evidence and judgement of teaching (Professional Behaviours) 1000 words or equivalent (50%)

1. Learning outcomes will be assessed by a portfolio of evidence (evidence bundles), discussion of said evidence and quality of performance in school. This is assessed by School mentor and university tutors. Students must be working towards or above in at least 4 of the standards as presented in the CCF. This covers Learning Outcome 1.

2. Learning outcomes will be assessed by a portfolio of evidence (evidence bundles), discussion of said evidence and professionalism in school. This is assessed by School mentor and university tutors. Students must meet the professional standards expected within schools, as described in the Professional Behaviour theme of the CCF. This covers Learning Outcome 2.

3. Due to the professional nature of the assessment, this is a pass/fail module.

This module will focus on the pedagogy and practice of teaching. You will develop your understanding of pedagogical content knowledge (PCK) and the craft of teaching.