Course summary
This course leads to the award of Qualified Teacher Status (QTS) for the 11-to-16 age range, which qualifies you to be a teacher in secondary schools in England and Wales. Where possible, we also give you the chance to gain experience in the 11-to-18 age range. You could also be eligible for the highest range of tax-free training bursaries. Biology is the most popular science choice at A-level. In addition to being a key component of Science in the National Curriculum, it is also offered as a separate GCSE option in many schools. It is the third-most studied A-level subject overall, so there's always a need for great biology teachers. We see the development of your subject knowledge for teaching as a priority. The subject studies element of your training programme enables you to develop skills, knowledge and understanding of science, and particularly biology, in the secondary school context. Our ethos is based on collaboration, not competition. We encourage you to work collaboratively just as you will when you qualify and start working in a school. Our vision for you: You will become teachers who inspire: The next generation of scientists to follow STEM career pathways. Non-scientists remain interested in science and being scientific, so they make well-informed evidence-based decisions in their lives for themselves and their families.
Modules
Year 1 Active Enquiry and Intervention: Impacting upon Learner Progress (Core Modules) The aims of this module are: To develop knowledge and understanding of critical thinking, reflective practice and educational research; To develop an awareness of action research - its processes, practices and relevance for reflective educational practice and change; To develop knowledge of pedagogy, through primary research and the critical evaluation of theory and literature; For trainee teachers to carry out a classroom intervention informed by reading and research activity and to reflect critically on the process; To demonstrate a practical appreciation of evidence-informed teaching; To identify appropriate classroom strategies to develop learning and teaching which are informed through educational research, evidence and scholarship. To apply classroom strategies informed by scholarship to a specific educational context and setting. Developing Subject Expertise and Subject Specialism (Core Modules) Learning outcomes To use mechanisms to identify areas of development within the chosen subject. To select one area of development to improve expertise. To implement strategies to develop subject expertise within the chosen area of development. To understand pedagogy and its impact upon learning within the chosen subject. To identify the different pedagogic models related to the chosen area of development. To develop and implement a pedagogic approach that is appropriate and relevant to context of the chosen area of development. To reflect on the implementation of the pedagogic model and to identify modifications or adaptations for future practice. School-Based Learning: Reflections on Practice (Mental Wealth) (Core Modules) This module focuses on the development of professional practice in a practical context. It provides an initial experience of teaching and learning in a primary school environment. This module focuses on best practices in primary teaching, based on current research. With the support of an experienced mentor, this module aims: to support students in understanding a range of key issues and curriculum initiatives related to teaching practice, and to implement this knowledge during their school-based experience to enable students to meet the relevant Teachers’ Standards for Qualified Teacher Status to enable students to support children’s learning and development effectively in the classroom
Assessment method
To pass your PGCE and be recommended for Qualified Teacher Status, you have to demonstrate that you have met the Teachers' Standards and passed the below-mentioned core modules: Active Enquiry and Intervention: Impacting upon Learner Progress Developing Subject Expertise and Subject Specialism School-Based Learning: Reflections on Practice (Mental Wealth) While the course is modular, the emphasis is on the whole process of your development as a teacher. So, rather than a fragmentary approach, there is an ongoing assessment, charting the often subtle transformations in your knowledge and understanding, and your practical skills.
Entry requirements
Accepted Qualifications Bachelor's degree with minimum Second Class (2:2) or equivalent in the subject applicant plans to teach. GCSE English and Maths grade A*-C/9-4. Satisfactory references. Satisfactory personal statement. International Qualifications We accept a wide range of European and international qualifications in addition to A-levels, the International Baccalaureate and BTEC qualifications. Please visit our International page for full details.
Fees and funding
Tuition fees
No fee information has been provided for this course
Tuition fee status depends on a number of criteria and varies according to where in the UK you will study. For further guidance on the criteria for home or overseas tuition fees, please refer to the UKCISA website .
Additional fee information
No additional fees or cost information has been supplied for this course, please contact the provider directly.
Provider information
University of East London
Docklands Campus
4-6 University Way
Newham
E16 2RD