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Secondary Science (Biology) (Age Phase 11-16) PGCE with QTS

  • Study with the largest provider of high quality secondary teacher training in the UK;
  • Excellent quality teaching and learning opportunities on an exciting and popular activity-led programme carefully designed to meet the latest Biology curriculum requirements;
  • Individually-tailored support.

Successful completion of the programme leads to recommendation for Qualified Teacher Status.

This PGCE will equip you with a range of academic, professional and vocational knowledge, understanding, skills and values necessary to become a high quality and skilled teacher of Biology. You will experience professional training, delivered to the highest of standards, which immerses you in the very latest teaching and learning pedagogies.

The programme aims to develop reflective and analytical skills as well as equipping you with the skills and knowledge required to become a competent and assured secondary school teacher, with sufficient subject knowledge to not only teach across the science disciplines at Key Stage 3, but also contribute outside your specialist subject at Key Stage 4.

If you want to help secondary school pupils aged 11 to 16 develop practical and analytical skills and excite their curiosity in the world around them, this is the programme for you.

Entry requirements

To join this PGCE, you should have a first or second class Honours degree from a UK university (or equivalent qualification). The degree should be in a Biology-related discipline.

Additional requirements for the programme include: GCSE English Language and Mathematics at Grade C or Grade 4 or above (or equivalent qualification); satisfactory levels of Information and Communications Technology competence; a demonstrable interest in teaching within the curriculum area. You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.

Please note, for the purposes of initial teacher training, Level 2 Literacy and Numeracy qualifications are not considered as equivalent to GCSE Grade C or Grade 4 in English or Mathematics.

You are required to undertake Professional Skills Tests in Literacy and Numeracy prior to entry to this programme. Successful completion of the Professional Skills Tests will form part of the conditions of any offer of a place.

If you accept a formal offer from Edge Hill University you will be required to meet the Department for Education’s standards for physical and mental fitness to teach and clearance to work with children. Further information, including a Declaration of Health questionnaire and details of how to apply for a Disclosure and Barring Service (DBS) Enhanced Disclosure will be sent to you after you have firmly accepted an offer.

Recognition of Prior Learning

Edge Hill University recognises learning gained elsewhere, whether through academic credit and qualifications acquired from other relevant courses of study or through recognition of an individual’s professional and employment experience (also referred to as ‘experiential learning’).

Previous learning that is recognised in this way may be used towards meeting the entry requirements for a programme and/or for exemption from part of a programme. It is your responsibility to make a claim for recognition of prior learning. For guidance, please consult the University’s Recognition of Prior Learning Policy and contact the faculty in which you are interested in studying.

Course modules

SSC4010 Developing Subject Knowledge and Pedagogy in Science (Specialism) (30 credits)

Developing Subject Knowledge and Pedagogy in Science (Specialism) prepares you to become an outstanding teacher with the desire and capability to continually improve your subject knowledge and pedagogy in order to enhance the learning of pupils throughout your future teaching career. The module has a joint academic and professional focus and is centred on strands such as enhancing your subject knowledge, developing curriculum knowledge, examining subject pedagogy and its application to practice, linking your training to school improvement via dissemination in placement settings, and critically reflecting on practice.

SSC4011 Planning for Effective Teaching and Learning in Science (Specialism) (30 credits)

Planning for Effective Teaching and Learning in Science (Specialism) revolves around the discussion and evaluation of traditional and alternative pedagogical approaches to teaching science. In addition, the module will analyse the role of science in the curriculum and reflect on how it contributes to a range of whole school issues. There will be a clear focus on the planning, teaching and assessment cycle, which lies at the heart of the most effective professional practice, and on evaluation and review, which lies at the heart of ongoing professional development. The module will equip you with an appreciation of pedagogy both in your specialist science discipline and also in non-specialist disciplines.

SSC4012 Research and Practice in Science Education (Biology, Chemistry or Physics) (30 credits)

Research and Practice in Science Education (Biology, Chemistry or Physics) provides an opportunity to individualise and extend your learning through engagement with areas of particular interest, expertise and/or identified areas for development within science education. The module will enable you to engage in relevant classroom-based research in order to make informed judgements and decisions which impact on teaching and learning. These research outcomes will not only improve your individual practice but will also benefit the educational settings in which the research is conducted. The module presents the scope for this research to take place in a variety of educational settings and to reflect current and emerging educational policies and initiatives.

SRP4001 Reflective Professional Practice (30 credits)

Reflective Professional Practice clearly links reflective based practice with theory to engage you with the main areas of debate within the evolving policies and practices of the educational world and enable you to apply what you learn from this to your practice. The aim is for you to become a reflective practitioner in line with the Teachers’ Standards (2012). The module will encourage you to apply and develop your understanding of the links between professional development and theory whilst also consolidating within you the holistic professionalism of a training teacher.

SRP4002 Professional Practice 1 (30 credits)

Professional Practice 1 is a school-based module which introduces you to practical aspects of the role of a teacher. The focus initially is on observation and supporting teaching and learning as you engage in teaching commitments in line with your individual training needs. You will progress to undertake approximately 50% of a full teaching timetable and develop responsibilities for planning, teaching and assessing learners. Regular self-target setting and reflection, supported by practice-based mentors, are key features of the module.

SRP4003 Professional Practice 2 (30 credits)

Professional Practice 2 provides a final phase to your professional practice in a different educational setting to that of your previous placement. The module takes place in a school which will provide the necessary progression and consolidation of your skills as you undertake approximately 70% of a full teaching timetable. The aim is for you to become autonomous in your needs and targets, ready to graduate as a Newly Qualified Teacher.

120 academic credits are studied on the programme in total, in addition to 60 ungraded credits for the Professional Practice modules.

Disclaimer

Every effort has been made to ensure the accuracy of our published course information, however our programmes are subject to ongoing review and development. Changing circumstances may necessitate alteration to, or the cancellation of, courses.

Changes may be necessary to comply with the requirements of accrediting bodies, revisions to subject benchmarks statements, to keep courses updated and contemporary, or as a result of student feedback. We reserve the right to make variations if we consider such action to be necessary or in the best interests of students.

Assessment methods

A balanced combination of coursework and observed classroom experience will be assessed against academic criteria at Level 7 and the QTS Standards. Various other tasks will enable you to show your competence in ICT and other areas of science.

Specific assessments include:

  • Ongoing assessment via a peer teaching programme (to assess your subject knowledge);
  • Production of a teaching package (to assess your planning abilities);
  • Experimental demonstration (to assess your experimental skills)
  • Case study of a piece of practical work carried out on school placement (to assess your investigative skills).

Before the end of your PGCE you will need to complete a Career Entry and Development Profile (CEDP) which acts as a useful bridge between your initial teacher training programme and your Induction Year as a Newly Qualified Teacher.

Fees

Fees below are for prospective UK or EU students who will be joining this PGCE in academic year 2017/18.

Qualifications

Qualification Study mode Start month Fee Fee locale Course duration
PGCE Full-time £ 9,250 (Whole course) Home/EU 1 Years
PGCE Part-time £ 12,500 (Whole course) International 1 Years

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