The programme combines the theory and practice of education which is why students spend 60 days in College and 120 days in schools. The course is research-led and you will develop your knowledge of how pupils learn; how assessment can improve teaching and learning; how to plan lessons, and how to make most use of the laboratory and the outdoors to teach effectively.
- Our Biology course, recently judged 'Outstanding' by Ofsted, is taught by one of the strongest teams of science education tutors in the country.
- One reason that the PGCE was judged 'Outstanding' is the strong research base which informs the course. In the last Research Assessment Exercise, the Department was rated as one of the top three in the UK.
- We work in partnership with a wide range of schools in London and beyond, providing a unique opportunity to learn how to teach the full diversity of students.
- We focus on you as an individual: there are 7 tutorials with your personal tutor and weekly meetings with your school-based mentor. As a result more than 50 per cent of students are graded as 'outstanding' by their school-based mentors when they complete the course.
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 Christine Harrison
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.
College sessions at Waterloo Campus; teaching placement in schools in Greater London and the Home Counties.
Year of entry 2013
School of Social Science and Public Policy
Department of Education and Professional Studies
Approx. December, or until places are filled, subject to GTTR deadlines (check http://www.gttr.ac.uk
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 7210
fax: +44 (0) 20 7848 7200
The aim of the programme is to make you an effective teacher of science and to help you develop high professional standards. The course is designed to prepare science teachers to work in secondary schools as part of a team that teaches science up to Year 11 and biology to Years 12 and 13 (post-16).
During the year you will spend 60 days in College and 120 days in schools. The science programme in College is organised in two strands: Science Tutor Groups (STGs) and Subject Groupings (SGs). STG sessions are grouped under themes; teaching skills, assessment, how pupils learn, and practical skills and the use of evidence. SGs focus on teaching science to age 18 and B/C/P to age 18. The topics include plant nutrition and transport, health and genetics.
There are two blocks of school experience, one starting in the autumn and the other in the spring. You will spend time observing other teachers and their classes before beginning to teach yourself. You will teach more during the second school experience than you will in the first one. During the year you will also spend time in two primary schools so that you can see what pupils experience before they arrive in secondary schools.
You will spend equal amounts of time in College working as part of a biology group and as part of a wider group of science students. You will also spend some time working with students from other subjects ranging from ICT to Classics.
The course includes residential fieldwork based a Field Studies Council centre in Surrey. There are many other opportunities for you to develop you abilities to teach beyond the classroom, in the school grounds and beyond.
You will be well supported by your personal tutor and by your school-based mentors. There are weekly meetings with your mentor and 7 personal tutorials throughout the year. The College tutors have all taught in London schools and many have published in science education journals, both professional and academic.
There are two pieces of assessed coursework, a Subject Studies Assignment and a School Experience Report. Both are around 6,000 words and each one is worth 30 Masters-level credits, so as well as gaining Qualified Teacher Status, you finish with a third of an MA, ready to embark on the next stage of your professional development.
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 (HM Government) Standards for Qualified Teacher Status (QTS).
ACADEMIC ENTRY REQUIREMENTS
General entry advice
A degree, preferably 2:2 or above, or a qualification recognised as equivalent by the University of London. Knowledge 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. Candidates offered a place on a PGCE course must gain clearance from the Criminal Records Bureau. All entrants must meet the Secretary of State's requirements for physical and mental fitness for teaching as detailed in the DfES Circular 4/99.
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.
Graduate Teacher Training Registry (GTTR),
New Barn Lane
Cheltenham GL52 3LZ
Tel: 01242 544788
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 science 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 £9,000; those with a 2.1 will receive £4,000; those with a 2.2 will not be eligible for a bursary. 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.