If you are passionate about science and wish to enthuse the next generation of young people about science, this course will fulfil your ambitions to become an excellent science teacher. The course is designed to combine your learning through practice, with an understanding of some of the theory underpinning effective teaching and learning. We aim for reflective and dynamic practitioners who are committed to promoting the learning of all pupils in their classes and to helping every youngster make progress in science.
Are you a scientist with a passion for finding out about the world around you and how it works? Do you want to inspire and enthuse the next generation of scientists and engineers? Then apply for our Science PGCE course: we will prepare you to teach biology, chemistry and physics to pupils aged 11-16, and your specialist science to post-16 students.
On the physics with mathematics course we will additionally prepare you to teach mathematics to pupils aged 11-14. Help to fire the curiosity of all learners about phenomena around them and to learn to question and discuss scientific issues that may affect their own lives. The PGCE will provide you with skills, strategies and understanding to guide your future learners with enthusiasm in your subject.
This is a full-time, one year course that starts in early September and continues through to the end of June, with breaks over Christmas and in the Spring. The course incorporates periods of university-based and school-based work. The balance between school and university enables you to develop your subject knowledge in science whilst developing the skills required to play an effective role in the work of a school or college science department. This is achieved by a range of approaches that include practical workshops, seminars, lectures and demonstrations, fieldwork and micro-teaching activities, independent and group research and through reading and writing activities.
Recent trends in teaching and learning approaches are emphasised including the application of information technology, and you will participate in the design of fieldwork, project work and assessment. We believe that this is best done by working from your own subject knowledge and skills while also having the ability to teach material from the sciences which lie beyond your specialism. All science students take a main subject in their specialist area (Biology, Chemistry or Physics), and work to develop their subject knowledge as required across the three sciences. We also offer the Physics with Mathematics course: click on the link to find out more.
Particular features of the course include:
The effective modelling of good practice by the tutors
The use of small/informal subject seminar and workshop groups
An intensely practical approach grounded in a sound understanding of the theory
Professional Themes in mixed subject groups
A close partnership with a large number of schools
The support of trained mentors in school
Strong and individualised support from the University subject tutors
Opportunity to gain the Hampshire ‘Open Country Leadership’ Award
Local fieldwork with pupils.
Opportunity to visit the education department of a local theme park
On successful completion, you will have gained not only your PGCE, but have attained Qualified Teacher Status. This is the accreditation that enables you to teach in state-maintained and special schools in England and Wales
For further information on this programme, email the ITE office or telephone: 023 8059 2413. You can find general information on teaching as a career, including the criteria for QTS, on the Department for Education website.
Working with exciting, inquisitive young people will provide you with new, challenging and enjoyable experiences every day of your working life. Beyond your work in the classroom, you’ll find that teaching offers you many opportunities for training to develop and build a stimulating and successful career.
Education has specifically developed additional postgraduate courses for teachers in their NQT year or early stages of teaching that will allow you to turn your PGCE assignment credits into a full masters award, thus allowing you a head start on PGCE graduates from other institutions.
With your M-level credits, you can undertake study at an advanced level and deepen your knowledge in specific subject areas without the full workload of a master’s degree.
The MA (Ed) Dissertation through flexible study ('Flex') provides an non-conventional route to a Master’s degree which enables you to develop your own specialist area of interest. It’s ideal for former PGCE students who enjoy a challenge and are confident independent learners.
Typical entry requirements
Candidates need to have GCSE’s in mathematics and English language at grade C or above (or the equivalent qualifications). This is a government requirement, and ‘equivalent qualifications’ are as designated by the PGCE admissions team (IELTS qualifications are not considered equivalent)
This course is designed for those who hold, or expect to hold, a degree in one of the theoretical or applied sciences, such as biology, biochemistry, chemistry, environmental sciences, engineering, metallurgy, physics, etc.
If your degree is science related, but with less than 50% in one of the 3 sciences, or you have no science degree but strong A levels in science, you can apply concurrently for the 24-week Physics Subject Knowledge Enhancement (SKE) course and enhance your subject knowledge in science, focusing particularly on physics.
Trainees starting an initial teacher training (ITT) course are required to pass the skills tests in Literacy and Numeracy before starting their course. See the DfE website here for further details
You will be selected for interview based on the following criteria:
your application shows that you have appropriate subject knowledge
it shows that experience has been gained in a school/college or working with young people
it is well written and persuasive
Prior to interview candidates are asked to undertake at least two days of observation of secondary science teaching, plus discussion with current teachers. At interview candidates are asked to:
give a five minute presentation on an aspect of science teaching (the brief is provided prior to interview)
sit a written test (30 minutes) based on GCSE Science curriculum
write a short account (~500 words) on a specified education topic
The following selection criteria will be applied at interview:
good subject knowledge and/or ability to learn further
good knowledge of educational issues and a strong sense of the professional demands
good interpersonal skills and an ability to communicate effectively (oral and written)
A good academic reference must also be provided from your most recent university or college or from an employer (where you have been away from studying for some time).
All places offered will be conditional on enhanced DBS and health checks.
Please note, applicants cannot be registered on any other course from September of the year of entry (this includes PhDs and Masters degrees).
Our PGCE Secondary course will equip you with the necessary skills and knowledge to teach science across the secondary age range, including some opportunities to know more about 16-19 teaching. Candidates should note that the majority of schools in the Southampton partnership serve 11-16 cohorts and access to post16 experience is limited.
Two-thirds of your time will be spent in schools (minimum of 120 days) with the remainder spent at the University with a full programme of lectures, seminars and tutorials. You will spend time in real classrooms during your school experience. You will gradually be introduced into whole class teaching; initially it is likely that you will observe lessons and work with small groups of pupils. The expectation though is that you will quickly develop the skills and confidence to work with whole classes, with the support of your school-based mentor.
Our course aims to prepare you to play an effective role in the work of a school or college science department. The central focus of the course is on teaching science in a challenging yet accessible way, understanding how children learn, and to produce reflective practitioners through engaging in personal, critical reflection and evaluation. We believe that this is best done by working from your own subject knowledge and skills while also having the ability to teach material from the sciences which lie beyond your specialism. In a combined effort from the university and our partnership schools, you develop your subject knowledge in science through a range of approaches: workshops, seminars, lectures, practicals and demonstrations, simulations and micro-teaching activities, independent and group research.
You will work as a member of different groups during the university-based part of the course. In a specialist science group (biology, chemistry or physics), you will consider how learning in your specialist area may be encouraged and how key concepts may be integrated into school science courses. As a member of a mixed science group, you will work with students from the other two specialist groups, examining ways of promoting learning across the sciences, and carrying out a range of tasks related to teaching school science.
Please note: This specification provides a concise summary of the main features of the
programme and the learning outcomes that a typical
student might reasonably be expected to achieve and demonstrate if s/he takes full advantage
of the learning opportunities that are provided.
More detailed information can be found in the programme handbook (or other appropriate guide
Fees & funding
Fees for postgraduate taught courses vary across the University. All fees are
listed for UK,
EU and international full-time and part-time students alphabetically by course
Scholarships, bursaries, sponsorships or grants may be available to support you through your course. Funding opportunities available to you are linked to your subject area and/or your country of origin. These can be from the University of Southampton or other sources.
Students are responsible for meeting the cost of essential textbooks, and of producing such
essays, assignments, laboratory reports and dissertations as are required to fulfil the
academic requirements for each programme of study.
In some cases you'll be able to choose modules (which may have different costs associated
with that module) which will change the overall cost of a programme to you. Please also
ensure you read the section on additional costs in the University’s Fees, Charges and
Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.
Learning & Assessment
Trainees are assessed formatively and summatively across the course. This ensures that progress is reviewed regularly and you are aware of the progress being made against the Standards for Qualified Teacher Status (QTS). There are informal activities that need to be completed, and are important in developing a deeper insight into effective teaching.
Besides completion of all subject based tasks there are three elements common to all trainees in order to complete the course successfully.
All trainees have to demonstrate that their teaching is suitable to meet the Teachers' Standards for QTS. This is measured in concert with schools through your own accumulation of evidence based on your time spent in school and university learning. You are reviewed, assessed and ultimately graded on your performance as a teacher.
Secondly, everyone must pass Professional skills tests in literacy and numeracy.
Finally everyone must pass three major assignments, Assignment 1 and Assignment 2 linked to their curriculum area and subject teaching, and Assignment 3 based around a study of a whole school issue.
These three assignments are marked at Masters level and if successful trainees will leave with 60 credits towards a Masters degree and a Post-graduate Certificate in Education. It is possible to complete two or three of the assignments at H level, which will lead to the award of a Professional Certificate in Education. Both awards lead to QTS and therefore enable you to teach in school.
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