Postgraduate Taught

Keele University has a long established reputation in Initial Teacher Education. The Programme offers Initial Teacher Education and Training to develop secondary school teachers for Key Stage 3 and 4 with post 16 enhancement via both the conventional PGCE and School Direct/Salaried routes in the following subject specialisms:-

The one year (36 weeks) full time programme is aimed at enabling course participants to achieve an academic award at the University along with the recommendation for Qualified Teacher Status (QTS) for working in a maintained schools.  To be recommended for QTS course participants are required to meet the Teachers' Standards (May 2012).  A minimum of 24 weeks (120 days) is spent on professional placement in schools and colleges.  The programme is delivered by a team of tutors at Keele along with leading practitioners in partnership secondary schools.  

“The aim of the programme at Keele is to develop outstanding, critical and creative teachers for 21st century classrooms.”

Aims

The PGCE/School Direct Programme at Keele has been designed to be both academic and vocational and is predicated on the requirement to provide challenging expectations of you as Associate Teachers to create a teaching and learning environment which will engage your interest and motivation. The broad aim of the main curriculum component of the PGCE/School Direct course is to: 

• develop your subject knowledge and teach you how to put that knowledge into practice (pedagogy) in order to thrive in the culture of our schools;
  
  
• enable you to become a highly motivated, outstanding effective, creative and reflective practitioner;
  
  
• prepare you for a career in teaching that will prove to be successful and rewarding;
  
  
• develop in you a commitment to and enthusiasm for continuing professional and personal development;
  
  
• provide you with sufficient information, experience and opportunity in order that you might achieve the QTS Standards.

Entry to the Programme is conditional on:

*In respect of applicants from outside the United Kingdom, a NARIC verification will inform the judgement as to the suitability of the degree.

Each subject specialism sets specific requirements as appropriate, and contact should be made via the University for further information. We are very happy to consider candidates with professional qualifications of graduate equivalence status and we encourage applications from such people.

We recognise that a number of people may have non-traditional degrees and/or other qualifications and/or experiences. We would encourage them to make contact with relevant staff within the School of Public Policy and Professional Practice to seek specific help and guidance.

English Language Requirements

International students whose first language is not English must have IELTS 7.0  or  equivalent  with a minimum of 6.5 in each sub-test or equivalent. 

Pre-Initial Teacher Education Subject Knowledge Enhancement Courses

The general requirements for the one year PGCE/School Direct courses also apply for the Subject Knowledge Enhancement Courses as these courses lead to successful students undertaking an ITE route into teaching. The programmes are designed to develop subject knowledge. Each subject has specific requirements.

Mathematics: Graduate in any specialism. Mathematics at least to A Level. We would normally expect that a candidate’s degree has included some mathematical components, but each case is considered on its merits.

Computer Science with ICT: Graduate in any specialism. ICT capability to be demonstrated through study at further and/or higher education level and/or through professional/ industrial work.

Chemistry and Physics: for the one year programmes, candidates may be graduates in a science subject but will not have a second science to at least A Level. A candidate may not have studied Science at degree level, but has science profiles at A Level.

This full-time Programme involves a minimum of 120 days on professional placement and a minimum of 60 days taught input delivered both in the University and in schools and other learning environments.   During the professional placements (which will take place in at least three different schools, the first of which will be a week long Primary placement) participants undertake observation and study alongside a teaching timetable that increases as the placements progress.

Course Modules:

Module1:   Subject Identity and Pedagogy;
Module 2:  Critical reflections on Pedagogical and Professional Practice;
Module 3:  Education & Professional Studies;
Module 4:  Supplementary Studies;
Module 5:  Primary School Experience;
Module 6:  Initial Secondary School Experience;
Module 7:  Consolidation Secondary School Experience;
Module 8:  Final Secondary School Experience.

The modules are delivered in such a way so that programme participants relate theory to practice and in so doing are provided with the opportunity to engage with a number of core aims of the modules, including:

 • To provide opportunities for students to meet the requirements for Qualified Teacher Status; 

• To enable Associate Teachers to gain the specialist knowledge and pedagogy to become effective teachers of their specialist subject; 

• To develop a critical approach to subject knowledge and understanding; 

• To develop a personal and philosophical understanding of the subject and its place in the curriculum; 

• To develop a research-based approach to professional practice and development;

• To assist students to develop knowledge, skills and understanding in key professional matters;

• To gain insight into the needs and abilities of all learners, including those who may be gifted or have learning difficulties;

• Individual subjects offer learning opportunities for the students on their course to develop complementary skills and knowledge that will enhance their work in their main subject;

• to enable Associate Teachers to understand the nature of their curriculum area at the primary age phase;

• to develop an understanding of issues relating to progression and transition between key stages;

• to enable Associate Teachers to understand the nature of their curriculum area at the Secondary age phase;

• to consider approaches to classroom management;

To develop an understanding of the requirements for external examinations;

•to encourage a recognition of the importance of differentiation, both in respect of ability and learning styles;

• To develop an understanding of issues relating to teaching and learning and to commence the building of a framework within which Associate Teachers can analyse and interpret their experiences within their own age phase of training;

• to develop the skills of the reflective and reflexive practitioner;

• to provide opportunities for Associates to appraise and review their development as a teacher and as a learner, identifying areas of strength and issues/targets for their continuing professional development in and beyond the NQT year.

The Keele Partnership recognises that our ATs come from a variety of backgrounds and experiences and have already completed degree level study or higher, and are in a position to learn from each other. Thus the programme makes use of lead lectures, seminars, group activities, individual and group tutorials, practical workshops, field visits, directed activities in professional contexts, school based placements, supported self-study and the use of IT to support learning via the website.

Each academic module is formally assessed through written assignments that require the student to examine aspects of their own practice in the light of theory and vice versa.  QTS is formally assessed through a portfolio of evidence mapped against each of the Teachers' Standards.