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Want to make a difference to the lives of young people in the classroom? Train to teach in one year with our PGCE Secondary course. Our small cohorts ensure you have the personalised support you need to succeed in your future career as a teacher.
We will prepare you to teach secondary students with additional opportunities to develop your ability to teach at sixth-form level. This course will enable you to become an effective, inclusive and evidence informed teacher.
Kingston's English PGCE is an exciting teacher training route for those who are passionate about developing pupils' enthusiasm and understanding of English. You will be trained by leading practitioners in the area who will support your emergence as a highly effective, research-engaged teacher. The course is designed to model dynamic, flexible and responsive teaching which you can use in your own practice. You will learn how to teach high-quality, creative lessons.
You'll develop practical skills that form an important part of the subject. You will also develop a deeper understanding of key areas of subject knowledge in English. The course will explore the curricular requirements associated with English for 11-16 year olds as well as the key GCSE examinations. There will also be opportunities to prepare for teaching English Literature at KS5. The English PGCE course is led by Hazel Joannides, a trained English teacher with 16 years' experience teaching and leading English in secondary schools in London and Surrey.
For more information about the course, please email Education Admissions at email@example.com.
If you are planning to join this course in the academic year 2020/21 (i.e. between August 2020 and July 2021), please view the information about changes to courses for 2020/21 due to Covid-19.
Students who are continuing their studies with Kingston University in 2020/21 should refer to their Course Handbook for information about specific changes that have been, or may be, made to their course or modules being delivered in 2020/21. Course Handbooks are located within the Canvas Course page.
At the heart of our course is a commitment to personalising your journey to Qualified Teacher Status (QTS). We'll help you to grow in confidence and competence by providing you with outstanding support as you train. We model good teaching as we train you, so you can transfer what you've experienced into your own practice.
You'll find a supportive learning environment at the University and in our partnership schools. This will help you develop a deep understanding of the secondary curriculum, including your own specialist subject and acquire a range of teaching methods, based upon the latest research in education.
In addition to gaining Qualified Teacher Status (QTS) in accordance with government standards, you will also receive the award of PGCE with 60 credits towards our Master of Research in Education (MRes), which you can continue with beyond your PGCE year.
Please note that this is an indicative list of modules and is not intended as a definitive list. Those listed here may also be a mixture of core and optional modules.
Non-credit bearing module
This module focuses on developing your ability to teach, assess and undertake your professional responsibilities in your chosen phase of education. It is part based at the University, where lectures, seminars and online learning will provide you with research, theory and practice based insights into effective learning and teaching. It is largely based upon your practice in school and settings, where you receive formal training, experience of working alongside professionals, experience of being the lead practitioner in a classroom/setting and experience of the wider aspects of being a teacher.
This module introduces students to theories of reflective practice and the value and purpose of reflection for teachers. This will enable students to develop in-depth understanding of how they reflect in order to identify issues and develop solutions in their professional settings.
The main features of the module are critical explorations of factors that affect how children develop physically, socially and as learners. Students will critically analyse issues relevant to their current practice considering their own position as effective teachers.
Through completion of a reflective journal during the module students will develop critical, reflective and reflexive skills to inform peer and colleague discussion within a learning community. Students will be encouraged and supported to challenge and develop their professional practice.
This module enables you to locate yourself as an emerging professional within wider discourses about teaching as a profession. It allows you to evaluate your own identity as a professional and reflect on the values that you and the wider profession hold. You will critically analyse discussions and debates which affect classroom practice. These debates will focus on specific areas to exemplify wider issues in education. The focus of these discussions will be on inclusive teaching and learning and the legislative frameworks which provide codes of practice.
A key focus of the module is to develop your ability to make sense of education research and to apply this in the context of your school or setting.
The information above reflects the currently intended course structure and module details. Updates may be made on an annual basis and revised details will be published through Programme Specifications ahead of each academic year. The regulations governing this course are available on our website. If we have insufficient numbers of students interested in an optional module, this may not be offered.
During this course, you spend around two-thirds of your time in schools, which will help to ensure that you start your teaching career with confidence. A school-based professional mentor and tutors from the University will support you during your placements.
You will benefit from two contrasting placements in our committed partnership of schools. You'll also benefit from a course that supports you in becoming a research-engaged teacher, who can use evidence to drive improvements in young people's learning and wellbeing.
Whilst on placement, students are expected to carry out the normal school hours and engage in school life such as attending early morning/evening meetings, which will vary depending on the school.
Please note: you apply through UCAS Teacher Training for this course.
If you are shortlisted, you will be invited to attend an online interview via Microsoft Teams. Your interview will be recorded for quality assurance purposes and the tutor will obtain your verbal consent shortly before your interview begins.
In advance of your interview session, you will be required to complete and submit a five-minute video task. Details of what is required will be included in your invitation.
At the end of the interview, you will be required to complete a timed literacy task.
If you are offered a place on a teaching training course, we recommend you arrange to get experience in a school with children of relevant age. This way, you'll begin to become familiar with the demands and expectations of teaching.
All non-UK applicants must meet our English language requirement, which is Academic IELTS of 6.5 overall, with no element below 6.0. Make sure you read our full guidance about English language requirements, which includes details of other qualifications we consider.
Applicants who do not meet the English language requirements could be eligible to join our pre-sessional English language course.
Applicants from a recognised majority English speaking countries (MESCs) do not need to meet these requirements.
Your taught sessions will be a mix of seminars, lectures, practical workshops, field trips and work with pupils. Peer-led critical support groups will also feature in the programme. Most of your sessions will be taught by university tutors but there may also be guest speakers, such as headteachers or subject leaders.
When not attending timetabled sessions you will be expected to continue learning independently through self-study. This typically will involve reading journal articles and books, working on individual and group projects, coursework assignments and presentations, and preparing for exams. Your independent learning is supported by a range of excellent facilities including online resources, the library and CANVAS, the online virtual learning platform.
As a student at Kingston University, we will make sure you have access to appropriate advice regarding your academic development. You will also be able to use the University's support services.
Contact hours may vary depending on your modules.
You will not be required to take any exams. Your academic work will be assessed through coursework, such as essays and presentations.
At the end of each school placement, your teaching will be assessed in relation to the Teachers' Standards (DfE, 2011). You will receive a report that summarises your practice alongside targets to support your development in your next placement.
The approximate percentage for how you will be assessed on this course is as follows.
We aim to provide feedback on assessments within 20 working days.
We have a rich history of educating educators; providing a strong foundation for learning and teaching.
We recognise your needs and aspirations, personalise your learning experience and putting you at the heart of everything we do.
Our staff are research-engaged educationalists, making knowledge accessible for you to incorporate in your professional practice.
Our shared faculty brings valuable experience and insight from other professionals that work with children and young people.
Many of our staff in the School of Education are research active. This ensures they are in touch with the latest thinking and bring best practice to your studies.
Education research at Kingston focuses on:
The tuition fee you pay depends on whether you are assessed as a 'Home' (UK or EU), 'Islands' or 'International' student. In 2020/21 the fees for this course are:
|Home (UK and EU students)||£9,250*
* These fees are annual and may increase in line with inflation each year subject to the results of the Teaching Excellence Framework (TEF).
There is a wide range of facilities at our Kingston Hill campus, where this course is based.
Kingston Hill is a leafy, hillside campus situated about three miles away from Kingston town centre. It is a quiet, secure place to study with easy access to London, meaning it provides the best of all worlds for our students.
Find out more about the Kingston Hill campus in the virtual tour.
One of the highlights of the Kingston Hill campus is the modern library, called the Nightingale Centre after Florence Nightingale, who was a regular visitor to Kingston Hill.
The library provides a spacious and attractive place for students to meet and study and features a cafe, more PCs and zoned study areas. Long opening hours give you plenty of access to specialist education books, journals and online resources.
Find out more about the Nightingale Centre in the virtual tour.
There are many computers (PCs and Macs) available for you to use across the Kingston Hill campus when you need a place to study. Access to the wireless network across the campus means you can also work from your laptop or mobile device.
Using IT to support your studies is crucial. Kingston has an innovative virtual learning environment called Canvas. This allows you to access course materials and contact fellow students and staff while away from the campus.
While you are studying to become a teacher here at Kingston University much of your time will be spent putting your skills into practice within a school environment. The rest of the time will be spent being taught by highly experienced professionals.The School of Education prides itself on providing the latest in classroom technology to ensure that you embark on your work experience in schools with the utmost confidence, and to give you a head start in your first teaching post.
Within Kingston University, we have a number of teaching rooms set up to replicate actual classrooms. Each classroom is subject based - there is an art room, science lab, etc - and is equipped with all the relevant facilities you will need to practise your lessons before taking them into school.
All our education students have access to the libraries and IT resources at Kingston University.
Our library (the Nightingale Centre) has every teaching resource you could think of to help you plan your lessons, as well as a dedicated librarian to help you find what you're looking for. The range of educational resources available also aims to reflect current educational thinking and are used in local schools. They cover material from early learning through to A-level.
From picture books with corresponding DVDs/ videos, CDs and even puppets, to children's novels for all ability levels, and from poetry and plays to fairy tales, the Nightingale Centre has no end of imaginative literature to help you bring your classes to life. Also available are the journals Books for Keeps and Carousel, which provide the latest reviews on appropriate resources for young infants and teenagers, offering you added inspiration.
The Nightingale Centre offers more than just books to help you in your studies and lesson plans. You'll have access to a range of children's music and nursery rhymes on CD, as well as artefacts and kits that can be used to illustrate historical periods, different religions, science, maths and music. We also have puppets and story sacks, which contain a picture book, nonfiction book, soft toy or puppet and a game or other associated materials, as well as posters, CD-ROMs and DVDs/videos.
Further resources are available including:
We have links with:
The course also aims to develop your professional skills to help you gain employment in a secondary school and continue with your professional development. It will provide you with a rigorous training in all aspects of being a secondary school teacher. Over 95% of our graduates enter the teaching profession after they complete their course. Many go into middle and senior management roles in schools.
We do not anticipate making any changes to the composition of the course, i.e. number of modules or credits in a year, as a result of the pandemic.
Changes can be made to courses as part of normal enhancement processes in order to keep our courses up to date with current developments in that subject area and to provide a high quality student experience. Any such changes made to the composition of the course will be highlighted to students during the induction period.
We do not anticipate making any changes to module titles and summaries or to the availability of modules as a result of the pandemic.
Changes can be made to modules as part of normal enhancement processes in order to keep our courses up to date with current developments in that subject area and to provide a high quality student experience. Any such changes made to module titles and/or availability of modules will be highlighted to students during the induction period.
We expect to deliver the course within the planned timescales to enable successful students to progress through and graduate from the course without delay.
In exceptional circumstances the sequence of learning and teaching activities may be changed, e.g. re-sequencing those modules that can be delivered more effectively under the current restrictions with those which would be more difficult to deliver, such as practical modules and placements.
We have not changed entry requirements as a result of the pandemic. However, the range of accepted alternatives have increased as has the way in which we select students, which now includes virtual interviews and online portfolios.
We have not changed entry requirements for international students as a result of the pandemic. However, in response to the pandemic, we now accept a much broader list of English language exams for entry to the course; the level of these exams remain the same.
Due to the current pandemic the course's teaching and learning activities will be delivered through both online and on-campus methods (blended learning) in 2020/21. In order to provide all students with a comparable on-campus experience, the University has committed to ensuring that all courses provide at least 30% of their teaching and learning activities on-campus.
While physical distancing measures remain in place, you will receive your learning and teaching via a blend of on-campus and on-line activities. Should your circumstances prevent your attendance at on-campus sessions, you will still be able to engage with your course in a way that allows you to progress. Where this is not possible, support will be available to consider what options are open to you.
The University will continue to closely monitor government announcements and advice in relation to the current pandemic and, where required, will take any necessary action in order to comply with such advice.
In the event that a further lockdown is enforced the University will aim to deliver the course fully online. This may require some additional changes being made to planned teaching and learning activities, including assessments. The majority of our courses are prepared to be delivered fully online if the situation requires it. Where the quality of the student experience may be compromised significantly, or the course is unable to be delivered fully online, the University may need to suspend the delivery of that course until a time that it can be delivered appropriately. Students will be supported in these situations to ensure they are able to make the right choices for their particular circumstances.
In the event that the current social distancing restrictions are fully lifted and the University is able to resume normal delivery of teaching and learning activities, courses will assess whether it is in the students' interest to resume normal delivery. In some cases it may be better to continue and complete modules under the planned blended delivery mode.
Changes to the overall breakdown of scheduled teaching hours, placements and guided independent study hours will not be made as a result of the pandemic. However, it is possible that some adjustments might be made at module level, e.g. a few more scheduled activities, in order to help ensure student engagement with blended learning.
Any changes made to the overall breakdown of scheduled teaching hours, placements and guided independent study hours for the course will be highlighted to students during the induction period.
'Scheduled teaching' includes teaching that is online either live or recorded / on demand.
Your individualised timetable for teaching block 1 (i.e. from September 2020 to December 2020) should be available by the end of August 2020. Timetables for teaching block 2 (i.e. from January 2021) will not be available until the autumn. Whilst we make every effort to ensure timetables are as student-friendly as possible, scheduled teaching can take place on any day of the week between 9am and 9pm. To accommodate smaller group sizes and social distancing, we will need to maximise the time available for teaching. This means, we may have to use Wednesday afternoons and enrichment week for additional teaching slots. Timetables for part-time students will depend on the modules selected.
Whole cohort sessions will be online. Seminar groups and scheduled workshops/lab work on campus will be small to adhere to social distancing requirements.
Changes can be made to modules, including how they are assessed, as part of normal enhancement processes in order to keep our modules up to date with current developments in that subject area. Due to the current restrictions in place, i.e. social distancing, it is anticipated that many formal on-campus examinations, including practical examinations, will be replaced with alternative assessments which can be completed online. These changes will be considered and approved through the University's processes to ensure that student assessments will be able to demonstrate they have achieved the expected learning outcomes. The approval process will also assess whether the change impacts the status of any professional body accreditation the course benefits from.
Any changes to the overall methods of assessment for the course will be highlighted to students during the induction period.
No changes are expected to the general level of experience or status of staff involved in delivering the course.
As a result of the social distancing restrictions in place, on-campus teaching activities may need to be split into smaller groups which may require the support of teaching assistants and student mentors, who will be managed by experienced staff.
There will be no changes to published tuition fees for 2020/21.
As a result of the blended delivery of courses in 2020/21, where a significant proportion of the teaching will be done online, students will need a personal laptop or computer and access to the internet to participate in online teaching and learning activities. Students who are able to travel will have access to computers on campus, however, it should be noted that access to on-campus facilities will be restricted due to social distancing requirements.
The University is considering how best to provide support to students who do not have access to suitable hardware and software requirements and access to the internet. Identifying students who require this type of support is an important milestone for the University in our journey to ensure equity of access while we continue to deliver our blended approach. Information about the support that will be available will be provided to students during the induction period.
There will be no changes to any existing University funding arrangements for 2020/21. Currently there are no indications from the UK government that there will be any changes to government funding arrangements.
There will be no changes to published tuition fees or funding arrangements specifically relating to international students for 2020/21.
The dates for placements in schools have been changed to ensure that students remain in one school for as long as possible from October 2020 until the end of January 2021. Alternative school experience is scheduled from March 2021 until the end of June.
All partnership schools are still valid but this will be monitored in case of local lockdown enforcements.
Placements (including work and clinical placements) and field trips included as part of the course will go ahead as planned. However, to ensure students are able to gain maximum value from these activities, it may be necessary to reschedule them to later in the year when current restrictions have been lifted. We acknowledge that this year it may be more difficult for students to secure appropriate placements. In those situations, students will be guided and supported through the various options that will be available to them, including switching courses or interrupting their studies until a time when they can complete their placement.
Any proposed changes to placements or field trips would go through University's agreed processes where the impact of the change will be carefully considered. Students will be advised of any changes that may become necessary and appropriate support will be available to students to guide them through the various options that may be available to them.
In the interest of the health and wellbeing of our students, the University will ensure that appropriate risk assessments are made before students are sent on a placement.
Courses which require placements or field trips to be completed in order to pass relevant modules will have contingency plans in place in the event that a placement or field trip cannot be completed due to another lockdown or more stringent social distancing measures.
Voluntary placements or field trips may be rescheduled, or, as a last resort, cancelled if it becomes difficult to deliver them and doing so is in the interest of the health and safety of our staff and students.
No changes will be made to the qualification awarded, e.g. MSc, as a result of the pandemic.
Changes can be made to courses, including the qualification awarded (although very rare), as part of normal enhancement processes in order to keep our courses up to date with current developments in that subject area. Any changes made to the qualification awarded for the course will be highlighted to students during the induction period.
Additional risk assessments will be undertaken prior to students commencing practice placements to take account of current, relevant public health guidelines to ensure the health and wellbeing of individual students. Students on these courses must adhere to their employer's Covid-19 guidance.
International students should maintain awareness of the UK government's and their home country's government advice on possible travel restrictions. The University will closely monitor advice and guidance published by the UK government and assess its impact on our international students. Appropriate advice and guidance will be provided as and when required.
The University will ensure students who are unable to attend on-campus learning and teaching activities are able to effectively engage with their studies remotely. For certain courses an inability to attend on-campus learning and teaching activities may not be in the students best interest, as it may impede their chances of succeeding in the course or lead to them receiving a poor learning experience. In such cases students will be advised and guided through the various options available to them, such as deferring their studies until they can engage fully with the course.