There has never been a more pressing and exciting time to teach languages and we aim to promote and extend pupils' experiences so that they are ready to be citizens of our globalised world. We want to prepare passionate linguists who will encourage more pupils into language learning and who are ready to meet the challenges set out by the Welsh Government's Global Futures strategic document. The PGCE pathway in Modern Foreign Languages prepares you to teach your main target language to pupils aged 11-18 and, where applicable, your subsidiary language to pupils aged 11-14. You will be given the opportunity to take part in high quality interaction and critical reflection in order to develop your expertise in teaching and learning. Our highly-rated pathway will support you in developing high linguistic levels, imaginative and creative approaches to classroom teaching and will enhance your digital expertise. Bilingualism and plural language development are tools of our trade, and you will have the opportunity to participate in research and conference activities.
The programme is full-time over 36 weeks. Broadly, the programme comprises 12-weeks of university-based provision and 24 weeks based in school. Level 6 Modules Cycle 3 Core Studies: The Learner: who am I teaching? (30 credits; compulsory) This module places the child/pupil at the centre of the programme. Understanding how a pupil learns, based on theories of learning, practice-related evidence and the place of health and wellbeing, is fundamental to effective teaching and learning. This module challenges assumptions and beliefs related to cultural diversity and the expectations of a normative model of child development. This module also positions the teacher as a professional by considering safeguarding, child protection, contractual, pastoral and legal responsibilities. The assessment component for this module is a written assignment (100%; equivalent to 5000 words). Cycle 3 Professional and Pedagogic Studies: Leading the Learning: what, how and why am I teaching? (30 credits; compulsory) Housed in this module is the explicit development of phase appropriate subject-knowledge and pedagogic content knowledge needed to effectively teach the curricular content of each area of learning and experience. The module also explores the complex nature of the learning environment and the skills needed to manage learners, resources and other adults. The principles of planning, teaching and assessment for learning will be secured, and practical application evaluated. It is in this module that the two aspects of intellectual and experiential learning come together in the classroom and students are supported in their professional teaching experience by practicing teachers, peers and university-based tutors. The assessment component for this module is a portfolio (100%; equivalent to 5000 words). Level 7 Modules Core Studies: Learners, Schools and Communities: where am I teaching? (30 credits; compulsory) In this module, graduates study the importance of place and context; local and national. The transformative teacher looks beyond the classroom to the community where learners lead their lives and seeks to influence development in both. This means understanding the diverse nature of a community; the effect of poverty and social deprivation and how to use data to understand these issues further. The assessment components for this module are an individual video (50%; 10 minutes) and a written report (50%; 2,500 words). Professional and Pedagogic Studies: Researching the Learning: what, how and why am I teaching? (30 credits; compulsory) In this module, the four dispositions of the research-ready teacher are explicitly explored: being sceptical; being ethical; being a skilled researcher, and being part of an enquiring profession. Student teachers join with practising teachings to form communities of inquiry where real life problems are identified in the classroom and researched through a close-to-practice approach. Different methodologies will be explored including lesson study, case study and small-scale action research. The assessment component for this module is a research project (100%; 5000 words, with 1000 word equivalent allocated to the Ethics Form).
Assessment The programme offers 60 credits at Masters level and 60 credits at Graduate Level. These are awarded on successful completion of module assessments which include: • Case studies • Portfolios • Video presentation • Research Project All assessments are closely linked to practice and are designed to offer you the opportunity to develop teaching and learning that has a positive impact on children and young people. Award of QTS Qualified Teacher Status (QTS) is awarded to those student teachers who have fully met the professional teacher standards for QTS. http://learning.gov.wales/resources/collections/professional-standards?lang=en This aspect of the programme is assessed through a portfolio of evidence and a professional dialogue with a specialist mentor and tutor. The Education Workforce Council (the statutory body for teachers in Wales) has a very useful website: www.ewc.wales
Qualified teacher status (QTS)
To work as a teacher at a state school in England or Wales, you will need to achieve qualified teacher status (QTS). This is offered on this course for the following level:
How to apply
This is the deadline for applications to be completed and sent for this course. If the university or college still has places available you can apply after this date, but your application is not guaranteed to be considered.
- Course code:
- Institution code:
- Campus name:
- SA1 Waterfront Campus, Swansea
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Points of entry
The following entry points are available for this course:
- Year 1
Undergraduate Degree Applicants are required to hold a good honours degree (2:2 minimum) in an area related to chosen secondary subject. GCSE qualifications Grade B or above in GCSE English Language and GCSE Mathematics. Student teachers studying to teach in Welsh medium schools will also need a GCSE grade B or above in Welsh (first language). Equivalence workshops and tests are available for those with Grade C GSCE in English Language, Mathematics and Welsh. A-Levels/Level 3 Vocational Qualifications If applicants do not hold an undergraduate degree in a curriculum subject, successful study at appropriate higher levels must be evidenced. Work Experience You should be aware of the realities of being a teacher and life in a classroom and so we ask for recent and relevant experience in a secondary educational setting. This may be through employment or volunteering in a school and should be for a minimum period of two weeks. Gaining experience in a school classroom will help to strengthen your application and better critically inform your personal statement. It will also prepare you for our selection process and give you some experience from which you can draw in your interview. Disclosure and Barring Service (DBS) If accepted onto our programme, you will be required to obtain a clear enhanced DBS (Disclosure and Barring Service formerly known as CRB, Criminal Records Bureau) clearance check as soon as possible. There is a fee associated with the service and applicants should ensure they opt for the 'update' service."
Additional entry requirements
Criminal records declaration (DBS/Disclosure Scotland)
There is no data available for this course. For further information visit the Discover Uni website.
Fees and funding
|Northern Ireland||£9000||Year 1|
|Channel Islands||£9000||Year 1|