We work in close partnership with schools in designing, delivering and assessing our programme. You have the opportunity to work with tutors who are actively engaged in research and are encouraged to take a critical view of policies and practice.
- The programme at King's is challenging and students are encouraged to take a critical view of policies and practice.
- It is a sociable course where you will be expected to work with others, discussing issues and problems about teaching.
- You have the opportunity to work with tutors who are actively engaged in research in their subject and about teaching.
- MFL PGCE students have the chance to participate in a special Eramsus programme, whereby they may undertake some of teaching practice in France, Spain, Germany or Austria.
- Located in the heart of London.
The majority of trainees go into teaching or other areas of education: many become heads of departments or members of senior management teams; some take up careers in educational administration in the advisory or inspection services.
Dr Jane Jones
Qualified Teacher Status (QTS) is the accreditation which enables individuals to teach in state-maintained and special schools in England and Wales, recognising the attainment of a formal set of skills and qualities candidates require to be effective teachers.
King's College London
Credit value (UK/ECTS equivalent)
UK 120/ECTS 60 credits
36 weeks FT, September to end June.
Teaching placements in schools in Greater London and the Home Counties.
Year of entry 2014
School of Social Science and Public Policy
Department of Education and Professional Studies
Approximately June, or until places are filled, subject to UCAS- Teacher training deadlines (check http://www.ucas.com
for latest vacancy information).
FT Home: £9000 (2013)
FT Overseas: £14700 (2013)
Postgraduate Officer, Centre for Arts & Sciences Admissions (CASA)
tel: +44 (0) 20 7848 7207
fax: +44 (0) 20 7848 7200
The course aims to equip you with the skills and confidence to become an effective teacher of 11 -18 year olds. The programme will lead to the DfE Standards for QTS which are assessed through teaching practice observation, portfolios and written assignments.
The King's PGCE MFL programme offers four language combinations:
- French major with German as a minor
- German major with French as a minor
- Spanish major with French as a minor
- French major with Spanish as a minor.
The programme emphasizes learning through critical reflection on theory, practice and research. We maintain close links with partnership schools and colleagues. Unique features of the course are the ERASMUS opportunity to spend some time teaching in the country of your second language in the summer term. We further encourage ongoing development of subject knowledge through peer support and our e-learning platform designed in conjunction with colleagues from the King's Modern Language Centre to develop your linguistic competence and pedagogical awareness. The programme is delivered by tutors who have extensive teaching experience and are actively involved in research of international quality.
College based time: You will work with other trainees and tutors in your subject area to consider the principles and practice of teaching your subject including curriculum design, the development of materials, classroom management and lesson planning. You will also work with trainees from other subjects in a programme of lectures and seminar groups to examine broad generic issues. During both secondary school placements there are occasional days in college for tutorials to support and monitor progress towards the standards for Qualified Teacher Status (QTS). There are cross-curricular research tasks and assignments.
School based time: For 24 of the 36 weeks the training takes place in schools, mainly in two complementary secondary schools but with two short primary school experiences. This introduces you to recognising key constituents of good teaching, helps develop your own teaching skills and gain an understanding of how schools work and how children learn. Some trainees undertake part of their teaching practice in France, Spain, Austria or Germany, funded by the Erasmus programme.
Core programme content
- Work in College
- Professional values and practice
- Support sessions
- First primary school placement
- Two secondary school placements
- Second primary school placement.
Indicative non-core content
- 7SSEP001: Professional Studies
- 7SSEP002: Focused Pedagogical Resources
- 6SSEP003: Professional Practice in Education
- 6SSEP004: Pedagogic Resources.
FORMAT AND ASSESSMENT
Course assessment: King's and its partnership schools assess trainees through their work in schools and college, coursework assignments and subject work assignments. To be awarded PGCE trainees must meet the Department for Education's (HM Government) standards for Qualified Teacher Status (QTS).
ACADEMIC ENTRY REQUIREMENTS
General entry advice
- Bachelor's degree with 2:1 honours or above (or overseas equivalent) with nowledge and understanding of the subject you intend to teach.
- GCSE grade C or above, or an equivalent qualification, in English Language and Mathematics. Applicants without these English or Mathematics qualifications at the time they apply may be considered, but they must obtain them, or pass an equivalent test set by King's, before the course starts.
- Applicants for Modern Foreign Languages need to offer two languages, either French and German or French and Spanish, with qualifications equivalent to at least AS-level in the subsidiary language.
For further guidance, see our detailed FAQs
Note: enhanced criminal conviction disclosures (Disclosure & Barring Service) and occupational health checks apply to this course. Please contact the Admissions Office if you have any questions.
APPLYING TO KING'S
To apply for graduate study at King's you will need to complete our graduate online application form. Applying online makes applying easier and quicker for you, and means we can receive your application faster and more securely.
King's does not normally accept paper copies of the graduate application form as applications must be made online. However, if you are unable to access the online graduate application form, please contact the relevant admissions/School Office at King's for advice.
Applications are made through the central national system for applying for teacher training courses.
New Barn Lane
Cheltenham GL52 3LZ
Tel: +44 (0)1242 544 788www.ucas.com
PERSONAL STATEMENT & SUPPORTING INFORMATION
When you apply you will be asked to give us details of your educational background and to provide a personal statement. We will be looking for evidence that your specialist subject knowledge is both broad and deep as well as being up-to-date. You need to show that you are taking the application seriously and that you have visited or plan to visit secondary schools – and not just your old school. Some evidence of working with young people, as a Teaching Assistant, Student Ambassador, youth worker, etc. will help your application. We are looking for applicants who are able to work closely and effectively with other teachers and who can inspire young people to bring out the best in themselves. As such, good communication skills and a confident and caring personality are an advantage.
Government Training Bursary: Those with a first class undergraduate degree will receive £20,000; those with a 2.1 will receive £15,000; those with a 2.2 will receive £12,000. Candidates with higher (e.g. MA, PhD) and/or overseas degrees shoud contact the Admissions Office for further guidance.
For further information about funding, please visit https://www.kcl.ac.uk/graduate/funding/database/
Related programme student profile
International Child Studies MA
Having studied Educational Science for my undergraduate degree in Germany, I chose the MA in Child Studies at King’s College in order to further my knowledge of child-related issues. I felt that in order to work with children successfully I needed to understand the different factors which contribute to a child’s welfare.
Courses in Child Studies were taught by university staff members as well as external lecturers, which enabled us to study current research and policy developments, as well as problems in practice settings. I particularly felt that the mixture of full- and part-time students was beneficial to the MA, as both groups were able to learn from each other’s experiences. The course work was demanding, but continuous supervision offered me the necessary support in order to reach a high academic standard.
After graduating from King’s College I returned to Germany in order to begin a training programme in child and adolescent psychotherapy. Already in my first week of work at a psychiatric unit I have had to draw upon the multidisciplinary knowledge which I had gained during my year in London. My studies at King’s College benefited me in so many ways and I can highly recommend this programme to anyone interested in a child-related career.