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Secondary Education (Chemistry) PGCE

Secondary Education (Chemistry) PGCE

Key information
DATA SOURCE : IDP Connect

Qualification type

PGCE - Postgraduate Certificate of Education

Subject areas

Sciences Teaching Teaching In Secondary Schools Physics (General)

Course type

Taught

Course Summary

Course Summary

The PGCE Secondary is the first phase of a career-long process of personal and professional development, which will equip you to become a secondary school teacher. The PGCE Secondary is a course in Initial Teacher Training which is accredited by the DfE, the successful completion of which will accord you Qualified Teacher Status (QTS). Our course has recently been inspected by Ofsted which resulted in an “Outstanding” grading for all aspects of our provision.

Students who have successfully completed the PGCE at Durham in the previous academic year have the option to use 90 credits they have accredited towards a part-time MA Education. These students only need to do the core modules, Education Enquiry and the Dissertation over 2 years, to complete the course. Subject pedagogy (how to teach the subject for understanding) is explored in curriculum groups, examining techniques for making each subject accessible and stimulating in a classroom environment. Biology, physics and chemistry are taught as science classroom teachers often teach all there sciences at Key Stage 3, specialising in their own subject area at Key Stages 4 and 5.

We believe strongly that to be able to teach successfully you must acquire a good understanding of the 'big ideas' of science as well as learning about how to teach science. The university-based time is therefore divided into two main parts:

Core Science in all disciplines addresses your own understanding of the key concepts underpinning science. Many students approach this theme with excellent qualifications but have never had an opportunity to explore their understanding of these concepts. Students have said that this part of the course is "thought-provoking", "enlightening" and "challenging". You are expected to follow up this work with tutor and peer group support, using the extensive library facilities.
Science Education Issues looks at pedagogical issues relevant to how science is actually taught.

Course Learning and Teaching

We use various teaching and learning styles to enable you to explore issues such as:

motivating pupils in science
questioning strategies
planning lessons to maximise pupils' active involvement
planning to allow pupils' understanding to progress
the value of different types of practical work
the use of IT to enhance scientific understanding

The science team has an international reputation for its work on teaching pupils the understanding necessary for investigative science. This is often referred to as 'the thinking behind the doing'. The importance we place in this aspect of science is reflected in the course.

You will be based in one of our Partnership schools where you will have the opportunity to develop your skills in a teaching background. The school-based activities involve structured classroom observations, planning and research projects and practical teaching - the latter starting by teaching individual pupils, eventually leading through group work to full classroom teaching. The achievement of the standards necessary to be awarded Qualified Teacher Status will be assessed by mentors in school, their judgments moderated by observations carried out by university tutors. Several members of the science team contribute to the course, and you will be supported throughout by a science tutor who has recent experience in schools. Career opportunities in education are wide and include classroom teaching, educational leadership and management, administration and policy development.

Different course options

Study mode

Full time

Duration

1 year

Start date

SEP-20

Modules

The Professional Issues in School Based Education relates to the Teacher Standards and is delivered in two parts, prior to each of the two extended teaching practices. The teaching is related to those classroom-based issues such as the psychology of learning, the law, curriculum groups, examining techniques for making each subject accessible and stimulating in a classroom environment and is followed up in subject groups and during school placements The block practices in the Autumn and Spring allow for practical opportunities for full professional development where there is a progression from observation, structured activities and group work to whole class work.

Tuition fees

UK fees
Course fees for UK / EU students

For this course (per year)

£9,250

Average for all Postgrad courses (per year)

£5,202

International fees
Course fees for non-UK / EU students

For this course (per year)

£20,500

Average for all Postgrad courses (per year)

£12,227

Entry requirements

Students need to have: equivalent of a UK lower second class honours degree of which approximately 50% is comprised of science or a similar subject. If your degree is from an overseas institution you must apply for a Statement of Comparability from NARIC; Significant and relevant subject knowledge and recent experience of the science teaching environment. This should be demonstrated at both application and interview; A levels or equivalent in at least two science subjects should your degree have less than 50% relevant subject knowledge and wish to apply for a Subject Knowledge Enhancement course (SKE); A demonstrable an interest and involvement in the lives and development of young people; GCSE English and Mathematics at Grade C or above (or equivalent) which must be achieved at the time of application. If your equivalent qualifications are from an overseas institution, you must apply for a Statement of Comparability from NARIC; Applicants with non-standard qualifications, for example, access routes into higher education are welcome to apply; Applications from mature applicants pursuing a career change; Pass the QTS Skills Tests by 1st August prior to the beginning of the programme; Must have undertaken, or intend to undertake, at least ten days of work experience in a UK mainstream school environment within the last three years. This must be completed before 1st August in the year of entry; Must have completed the 10 day Primary School Experience in a UK Primary School (or a Primary School which follows the English National Curriculum) prior to commencing the University course in mid-September.