Cs 1243 pgce prospectus 2014

- Early Years- Primary- Secondary - Post-Compulsory

Education and Training

PGCEProspectus

edgehill.ac.uk

Contents

04 Welcome to the Faculty of Education

06 Why Teach?

08 Why Train to Teach at Edge Hill University? • Founded On Quality • Expert Tuition • Working in Partnership • Active in Research and Consultancy • Diverse Student Community • A Stimulating Learning Environment • Learning Resources • Outreach Centres

16 PGCE Study – Your Route to Becoming a Teacher

18 PGCE Full-Time programme

20 PGCE Flexible Programme

22 PGCE Flexible Pathways

24 Studying on Your PGCE Programme • Professional Practice • Assessment Methods • Supporting You • Further Study Opportunities

26 Teaching in an Early Years Settings

28 Early Years PGCE - Early Years with QTS*

30 Teaching in a Primary School

32 Primary PGCE - English Education with QTS* - Mathematics Education with QTS* - Modern Languages Education with QTS* - Science Education with QTS*

34 Primary Mathematics Specialist with QTS*

36 Teaching in a Secondary School

38 Enhancing Subject Knowledge

40 Secondary PGCEs - Applied Art and Design (14-19) with QTS* - Business Education (14-19) with QTS* - Computer Science and Information Technology Education (11-16) with QTS* - Design and Technology (11-16) with QTS* - English (11-16) with QTS* - Geography (11-16) with QTS* - History (11-16) with QTS* - Mathematics (11-16) with QTS* - Modern Languages (11-16) with QTS* - Music (11-16) with QTS* - Physical Education (11-16) with QTS* - Physics with Mathematics (11-19) with QTS* - Religious Education (11-16) with QTS* - Science (Biology) (11-16) with QTS* - Science (Chemistry) (11-16) with QTS* - Science (Physics) (11-16) with QTS*

72 School-Centred Initial Teacher Training (SCITT)

74 School Direct – Primary and Secondary PGCE Training Programme

76 Teaching in the Post-Compulsory Education and Training/Lifelong Learning Sector

78 PGCE Post-Compulsory Education and Training (PCET) (Diploma in Teaching in the Lifelong Learning Sector)

80 How to Apply

82 Equivalency Programmes

84 Fees and Finance

85 International Students

86 Student Support

88 How to Find Us

90 Finding out More

*QTS: Qualified Teacher Status

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More information at ehu.ac.uk/education

We are pleased that you are consideringEdge Hill University as the place to startwhat we hope will be a long, successful, and highly rewarding teaching career.

Edge Hill University’s Faculty of Education is one of the leading and mostsignificant providers of Initial Teacher Training in the country. We are proudof our reputation for providing the very highest quality programmes inpartnership with schools, designed to meet your individual needs and set youon the path to becoming an exceptional teacher.

Our established reputation is built on a history of dedicated work withtrainees, schools, colleges and the school workforce, and each year wefurther develop what is already an enviable profile. Strengthening thisreputation in 2011 we achieved Grade 1 ‘Outstanding’ in our Ofsted InitialTeacher Training inspection results across all 33 inspected outcomes – theonly provider in the country to achieve such a result.

From your initial contact with the University and Faculty through tograduation, we are committed to making your experience with us the verybest. This commitment does not end when you complete your PGCEprogramme, but extends well beyond that point, with many of our traineesmaintaining contact with us in a variety of ways. Many continue to studyhere and undertake part-time professional development programmes whileothers become members of key Faculty groups or return to deliver specialistsessions to current trainees.

There are many factors which would make Edge Hill University your firstchoice if you are looking to undertake a postgraduate programme leading toQualified Teacher Status, not least the individualisation of the programme tomeet your needs and the high degree of support offered to our trainees by theUniversity and our partner schools and colleges. You will be challenged andstretched to achieve the very highest of standards and teaching performanceand you will have a positive impact within the classroom. Our ultimate aimwill be your success.

I very much look forward to welcoming you to the Faculty of Education.

Robert SmedleyPro Vice-Chancellor and Dean of the Faculty of Education

Welcome to the Faculty of Education – Our Aim is Your Success

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Teachers play a key role in inspiring, motivating and shaping the lives of children, young people and adult learners.

Joining the teaching profession is both an opportunity and a privilegeavailable to those who have the right combination of personal andprofessional qualities, skills and knowledge.

If you have the capacity to listen, to enthuse, to build strong and positiverelationships whilst conveying your knowledge and understanding toothers, then teaching is the career for you.

There are many reasons why people enter the teaching profession, not least a passion to teach a subject they have strengths in, a desire tobecome an outstanding role model and a purpose to influence the lives of future generations.

Teaching can be a stimulating, rewarding and exciting career that willstretch your abilities and enable you to get something enjoyable out of everyday. You will be able to connect with young people, use your creative ideasto make your lessons memorable, communicate with people who have avariety of different needs and fulfil a desire to make a difference, having apositive impact on those you teach.

- Twice as many teachers find their job extremely enjoyable when compared to other professionals, with almost half saying they regularly experience a ‘natural high’ at work (Department for Education; Teaching Agency, 2012)

- Teaching is one of the most satisfying careers (Department for Business, Enterprise and Regulatory Reform, 2007)

- No two days are ever the same

- Minimum starting salary of over £20,000

- Real opportunities for career development

- Attractive incentive packages for some programmes

Why Teach?

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A centre for teacher training since1885, Edge Hill University is the mostsignificant provider of teachereducation in the country.

Based in a £9 million purpose-built Centre ofExcellence, the University’s Faculty of Education has a network of study centres and partnershipsthroughout the country, offering unique learningenvironments that allow you to study at a venue thatsuits your needs.

With a reputation for, and a commitment to,providing the highest quality training to educationprofessionals in a range of educational settings, theFaculty can offer you state-of-the-art facilities and allthe personalised and high quality support you mightneed for your PGCE training.

Founded on QualityTraining teachers for over 125 years, Edge Hill’sFaculty of Education has continued to invest andinnovate, expanding our portfolio to ensure thatexpert practitioners are working with the country’schildren, young people and adult learners.

This has earned us an enviable national reputation:

- Ofsted Grade 1 ‘Outstanding’ results across all 33 inspected outcomes by the Ofsted Initial Teacher Education inspection, 2011

- High quality PGCE programmes to suit all needs, including full-time and flexible routes

- Based in a state-of-the art £9 million building

- A leading provider of education and training for the Children’s Workforce

- The largest provider of Secondary Initial Teacher Training (ITT) in the UK

- The largest provider of ITT Secondary shortage subjects in the UK

- An outstanding provider of ITT in Post-Compulsory Education and Training

- The largest provider of Postgraduate Professional Development in the UK

- The widest range of subjects and delivery options for ITT programmes in the UK

- An exceptional selection of programmes, including tailored provision for those who may require support to gain entry to a PGCE programme

- 95.8% of our PGCE trainees are in employment or further study six months after graduation (Edge Hill University data 2011/12)

- In-year flexible recruitment and Masters level progression opportunities

- Outstanding teaching staff who are involved in national developments and research related to improving the quality of teaching and learning

- Personalised high quality and individual support throughout your ITT programme

- Close partnerships with over 3,000 schools and colleges

- School-led and practitioner-based training.

Why Train to Teach at Edge Hill University?

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Expert TuitionThe quality of our teaching staff is outstanding. Ourteam are experienced practitioners who share theirknowledge with trainees to enable them to becomeexcellent practitioners in their own right. They alsoprovide a high level of support, focused on meetingindividual needs.

Many of the Faculty’s staff members are active inclassroom-based research and in publishing nationalpapers and texts for schools and colleges, while othershave high profile roles within Examining Boards andsubject associations, ensuring that what you learn isup-to-date and entirely relevant.

Some tutor research is intended to develop and extendways of working within educational contexts toimprove understanding of the profession, while otherresearch focuses on specific subject-based aspects.This involves strong collaboration with partners andsupports practitioners and professionals inresearching their own practice and work-basedcontexts, leading to continuous self-improvement.

Research activity also helps to enhance the linksbetween teaching and learning expertise within theFaculty, creates an environment which providessupport and development activities for new,developing and existing academic staff, and promotesthe dissemination of applied educational research tothe wider community including practitioners andpolicy makers.

Working in Partnership: Developing School-Led and School-Centred TrainingProfessional Practice is an essential element of anyPGCE programme and in the Faculty of Education weseek to ensure that all our trainees are provided withoutstanding learning and training experiences whichenable them to make outstanding progress, achieveexcellent outcomes and gain a teaching post.

We achieve this by collaboratively working with ourexisting partners, further developing andstrengthening the partnership, whilst also activelyseeking to expand, grow, and develop newpartnerships. We work closely with schools andsettings to increase the school-led aspects of our programmes.

At Edge Hill University we have developed strongrelationships with over 3,000 partner schools, collegesand other settings, enabling us to provide anoutstanding training experience that gives ourtrainees a significant advantage with many additionalbenefits.

Our trainees gain extensive experience in a variety ofsettings with professional practices that are matchedto their training needs. As well as breadth and depthof experience, the diversity of location and demographicis a real strength of the experience and developmentthey gain.

We have partner institutions throughout the NorthWest and in Northern Ireland, the Isle of Man,Yorkshire, Lincolnshire, the West Midlands andShropshire. We now have the largest number ofpartnerships of any university in England, meaningyou will have an excellent range of settings in which toundertake your teacher training.

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Active in Research and ConsultancyThe Faculty of Education has a very strong reputationin all areas of its teaching and research. Its Centre forLearner Identity Studies was inaugurated in 2008 andhosts a well-established annual seminar series andinternational conference. It is home to a number ofscholars who research and publish in the field oflearning and identity including masculinities andboyhood, youth agency, special educational needs and social inclusion, dyslexia and the wider school workforce.

A second research centre with a focus on professionalpractice is also planned. This new centre will beconcerned with finding new solutions to the difficultiesof ‘putting research into practice’ and will be supportingthe agenda of school-led training.

Knowledge exchange and transfer within the Facultyof Education is particularly focused around fourpriority areas for schools: the teaching of phonics; theteaching of mathematics; effective classroombehaviour; and English as an Additional Language.The Faculty has teams of staff with professionalexpertise in these areas who contribute to consultancy,research and research-led teaching. To accompanytheir books the team have also developed companionwebsites which include videos of real lessons, transcriptsfrom teachers and students, and links to sites whereadditional support and resource material is available.

Our Design and Technology Department is a memberof the International Technology Education Associationbased in the USA and regularly attends researchconferences.

Our Science Department is research-active,conducting research, presenting and publishing bothnationally and internationally.

Research enables us to provide our trainees with up-to-date information about developments whilealso providing opportunities for them to becomeinvolved in activities.

Current research initiatives include:

- Widening Participation (why people from socially disadvantaged backgrounds are under-represented in higher education)

- Educational Identities (investigating teachers as mentors, for example)

- The Impact of Postgraduate Study on PGCE performance

- The Development of new Diploma Courses in Creative Media, Food Technology and Engineering

- Transitions and the impact on the student experience.

Diverse Student CommunityJoining a PGCE at Edge Hill means that not only willyou be studying at a University with a long history andexcellent reputation for teacher training – you willalso be part of a community embracing people fromdifferent age groups and backgrounds, adding valuableenrichment and diversity to your learning experience.

Edge Hill University offers an inclusive and supportivelearning environment made up of students from sixthforms, recent graduates, international students, andthose who are returning to education to enhance orchange their career direction.

Because of this a number of the PGCEs we offer areavailable on a flexible basis, enabling many of ourtrainees to achieve their qualifications while studyingaround their personal or family commitments.

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A Stimulating Learning EnvironmentThe high quality of our training is matched by theunique setting in which it is provided.

Our Faculty of Education is located in a £9 millionpurpose-built facility which makes for a stimulatinglearning environment.

This stunning lakeside building features a 300-seatlecture theatre, well-equipped ICT suites, and teachingrooms complete with the very latest technology, plus a popular café where students meet to socialise anddiscuss their studies.

The Faculty of Education is based at our mainOrmskirk campus which consists of 160 acres ofspacious, landscaped grounds combining originalbuildings and gardens from the 1930s with over £220 million of modern resources and sporting andleisure facilities.

Ormskirk is based in the heart of the North West ofEngland, close to Liverpool, and is easily accessible by car, train, bus and plane.

Other campus highlights include:

Our £13.5 million Student Hub, an inspirational andfunctional building housing the Students’ Union, retail and dining outlets and forming the centre of the campus.

Our sporting and recreational complex, SportingEdge, has an indoor swimming pool, fitness suites andprovision for a variety of sports. Further developmentof 80 acres of new sports facilities include runningtracks, rugby, hockey and football pitches and a newsports pavillion, sports hall, gym and swimming pool.

The modern and fully equipped Arts Centre showcasesa varied programme of events and performances fromprofessional artists and theatre companies includingdance, drama, music, comedy and cinema.

A new, £16 million, Creative Edge media andcomputing building providing high-specificationsuites of industry-standard facilities.

New floor to our Biosciences building providingadditional laboratories and computer suites.

Learning ResourcesLearning Services provide facilities, resources, informationand expert staff to support and enhance the learning of ourPGCE trainees. Staff provide general and specific supportand can help you get the best out of our excellent collectionsand resources.

- 24/7 access to your course materials and an online community using Learning Edge

- Access to 200,000 items including books and e-books

- Loanable laptops

- Spacious social learning areas

- A range of study zones including group work, quiet work and silent study

- Printers, photocopiers and scanners

- Help desks

- Ask Desk which provides access to our specialist help teams including SpLD support and academic skills, support for dissertations and research skills

- Extensive support for subject resources via our specialist web pages edgehill.ac.uk/ls

Outreach CentresOur outstanding provision is not confined to our maincampus – we now deliver an increasing number ofprogrammes from sites across the country. At presentwe have study centres in Lancashire, GreaterManchester, Merseyside, Cheshire and Shropshire,meaning you can benefit from the high qualitytraining that Edge Hill University has to offerthroughout the country.

No matter where you choose to study you will stillhave access to many of the resources available tostudents at our Ormskirk campus and receive closepersonal support.

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To work as a teacher you need to have QualifiedTeacher Status (QTS). One way of achieving this is to successfully complete a PGCE programme whichleads to a recommendation for QTS. You can study for a PGCE in the early years, primary, secondary(including 14-19) and post-compulsory education and training sectors.

A PGCE programme focuses on your development as a teacher, rather thanjust on the subject you intend to teach. After gaining your PGCE we willsupport you in gaining a teaching post. You must complete a period of timeknown as your induction year. This is your first year of employment as aNewly Qualified Teacher (NQT) in a school or college.

If you want to work as a teacher in a secondary school you are expected tohave a good understanding of your subject, usually to degree level, beforestudying how to teach it. A range of Subject Knowledge Enhancementcourses are available to support your entry onto PGCE programmes (see page 38).

“Edge Hill’s trainees are always of a high calibre and come tous on placement keen and well-prepared. They have a greatunderstanding of teaching and the philosophy of education,and we have been happy to appoint some of them aftercompleting their PGCE programme.”

Elaine Tyrrell, Head Teacher, Highfield St Matthews C of E Primary School

PGCE Study – Your Route to Becoming a Teacher

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Our Early Years, Primary, Secondaryand Post-Compulsory Education andTraining PGCE programmes can bestudied on a full-time basis, with manyof our secondary PGCEs also availablefor study on a flexible basis, enablingus to construct a programme to meetyour individual needs.

Full-Time Programme You are able to study for a PGCE on a full-time basisover one year, with a programme that begins inSeptember of each year. Our full-time programmescombine study at our Ormskirk campus withprofessional practice in placement schools, collegesand other settings.

A blend of academic study, group discussion andreflection, as well as professional practice in theclassroom, will give you the knowledge and skills youneed to become an outstanding teacher. You will alsobe introduced to the current educational issues thatare central to the teaching profession.

You will be supported by online and distance learningmaterials and encouraged to develop key skills,including the use of ICT, in order to facilitate yourown learning.

PGCE Programmes available to study full-time are:

EARLY YEARS - Early Years with QTS*

PRIMARY EDUCATION- English Education with QTS*- Mathematics Education with QTS*- Modern Languages Education with QTS*- Science Education with QTS*

SECONDARY EDUCATION- Applied Art and Design (14-19) with QTS* - Business Education (14-19) with QTS*- Computer Science and Information

Technology Education (11-16) with QTS*- Design and Technology (11-16) with QTS* - English (11-16) with QTS*- Geography (11-16) with QTS* - History (11-16) with QTS*- Mathematics (11-16) with QTS*- Modern Languages (11-16) with QTS* - Music (11-16) with QTS*- Physical Education (11-16) with QTS*- Physics with Mathematics (11-19) with QTS*- Religious Education (11-16) with QTS* - Science (Biology) (11-16) with QTS* - Science (Chemistry) (11-16) with QTS*- Science (Physics) (11-16) with QTS*

POST-COMPULSORY EDUCATION AND TRAINING

- Post-Compulsory Education and Training (Diploma in Teaching in the Lifelong Learning Sector)

POST-16 ENHANCEMENTThe 11-16 programmes include post-16 enhancement,incorporating teaching the 16-19 curriculum.

This will involve reviewing the variety, structure andrequirements of the curriculum; observing andplanning lessons within this age phase; deliveringsessions (either team teaching or solo) and assessingstudents’ work.

*QTS: Qualified Teacher Status

PGCE Full-Time Programme

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Our flexible route, which is availablefor a variety of secondary PGCEprogrammes, enables applicants froma diverse range of backgrounds toenter the teaching profession. It offersa combination of distance learning(meaning you can train from anywherein the UK), on-campus study andprofessional practice in placementschools and colleges.

As well as allowing you to learn remotely, thisprogramme also offers flexibility in terms of individualtraining plans, how you can study, programmeoutcomes and content, the number of modules studiedand the number of weeks spent undertakingprofessional practice.

You can take as little as one term and up to amaximum of three years to complete your studies andgain a recommendation for QTS, depending on yourlevel of experience.

There are various pathways available and we also offerregular in-year recruitment on our flexible routes,enabling you to start your studies at various intakedates throughout the year.

Who should choose a Flexible PGCE Programme?

The flexible PGCE programme is ideal for those whocannot commit to a 10-month study programme, aswell as for those who already have some experience inschool or have been teaching as unqualified teachersin a variety of settings.

As a teaching team we are dedicated to enabling you todevelop and progress as a teacher. As such, our flexiblePGCE provides an individualised needs assessmentand training plan. It also offers you blended learning:a combination of face-to-face teaching, access to theUniversity’s Virtual Learning Environment (VLE) andSaturday cross-curricular lectures.

PGCE Secondary Programmes available tostudy on a flexible basis are:

SECONDARY EDUCATION- Business Education (14-19) with QTS- Computer Science and Information Technology

Education (11-16)* with QTS - Design and Technology (11-16)* with QTS - English (11-16)* with QTS - Mathematics (11-16)* with QTS - Modern Languages (11-16)* with QTS - Music (11-16)* with QTS - Science (Biology) (11-16)* with QTS- Science (Chemistry) (11-16)* with QTS- Science (Physics) (11-16)* with QTS

In addition to the above, the PGCE Post-CompulsoryEducation and Training (Diploma in Teaching andLearning in the Lifelong Learning Sector) programmecan be studied on a part-time basis.

QTS: Qualified Teacher Status

* including post-16 enhancement

PGCE FlexibleProgramme

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Example Routes to Flexible PGCE Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Katrina had trained in a caring profession but had always wanted toteach. Having a family to care for, and unable to study full-time, she joinedthe Secondary flexible PGCE in Computer Science and InformationTechnology Education. This has provided Katrina with the opportunityto train at a distance over a two to three-year period. Essentially, Katrinawanted to be able to teach a subject she loved and studying thesecondary flexible programme has enabled her to fulfil her ambition.

Simon had been teaching unqualified in secondary schools for a numberof years and required only the QTS (Qualified Teacher Status) elementof the Design and Technology PGCE. As he could provide a qualityportfolio of evidence against the 33 Qualified Teacher Status Standardshe was able to complete his course in 10 weeks. Simon was impressedwith the high quality of support he received and found that achievingthe Secondary flexible PGCE programme enabled him to consolidatehis career.

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There are various pathways availablefor the Secondary flexible PGCEprogrammes.

These have been established so that:

• Existing knowledge and experience can be taken into account to enable trainees to achieve their qualifications in a shorter time frame

• An ample study period can be given to those who need to study over a longer period of time because of their personal commitments.

PATHWAY A

This is for you if:

You have extensive successful teaching experience andcan demonstrate that you already meet all thestandards required for a recommendation for QTS.

This is an assessment-only route and can usually becompleted within a minimum period of one term.

It involves:

- A Needs Assessment- Production of an Individual Training Plan- A final placement, comprising a professional

practice which must be completed on a full-time basis in a school where the trainee is not employed

- Successful completion of the Career Entry Development Profile (CEDP).

PATHWAY B

This is for you if:

You are a teaching assistant, cover supervisor or otherunqualified teacher who currently works in a schooland wishes to gain credit for prior experience andlearning by receiving a PGCE qualification.

You’ll gain a PGCE award by crediting prior study(APL) and/or prior experience (APEL), as well as arecommendation for QTS, while continuing in youremployment.

The programme involves all Pathway A requirements,plus an appropriate selection of the following,according to your developmental needs:

- Subject Knowledge modules- Professional Practice modules.

PATHWAY C

This is for you if:

You need to undertake the complete PGCE programme,but cannot attend on a one-year full-time basis or needto enhance your subject knowledge within aprogramme.

Although this route does involve some limited face-to-face provision, much of the programme isavailable by independent study and distance learning.The programme involves all Pathway A elements, plus:

- Successful completion of all Subject Knowledge and Professional Practice modules.

On this flexible Secondary Pathway C, you have up tothree years in which to complete a PGCE, so it ispossible to develop your subject knowledge as part ofthe programme through the use of online subjectknowledge enhancement.

Combining flexible and part-time study allows traineesto continue in employment, or maintain familycommitments, whilst acquiring accredited subjectknowledge and before engaging with ProfessionalPractice training.

PGCE FlexiblePathways

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Professional Practice Much of your PGCE will be spent learning in school,including planning and delivering your own lessons toindividuals, groups, and whole classes of pupils. Yourteaching timetable will increase as your trainingprogresses and you become more confident andcompetent in the classroom. You will graduallyassume responsibility for the children, theirachievement and progress, whilst displayingexcellence in teaching, learning and assessment.

- If undertaking the full-time Early Years PGCE, you’ll spend a minimum of 120 days in schools during your professional practice, including practice in the Early Years Foundation Stage (3-7) years and in Key Stage 1 (5-7) years

- If undertaking the full-time Primary PGCE, you’ll spend a minimum of 120 days in schools during your professional practice including practice in Key Stage 1 (5-7 years) and in Key Stage 2 (7-11 years)

- If undertaking the full-time Secondary PGCE, you’ll spend a minimum of 120 days in schools, colleges and other settings

- If undertaking a flexible Secondary PGCE, your time spent on placement depends on your existing levels of experience.

In addition to those in the North West and WestMidlands, Edge Hill University has a nationwidepartnership of excellent schools and colleges. We willseek to find appropriate high quality placements tomeet your training needs within your UK region.

Assessment MethodsA balanced combination of coursework and observedclassroom experience will be assessed againstacademic criteria and the Teachers’ Standards for theAward of QTS.

You will also complete a Career Entry DevelopmentProfile (CEDP) that serves as an important bridgebetween your PGCE programme and your InductionYear as a Newly Qualified Teacher (NQT).

Supporting YouYou will receive outstanding support from Edge HillUniversity and the partnership throughout yourprogramme. If you are studying on an Early Years orPrimary PGCE you will be supported by an Edge Hilltutor, school mentor and class teacher. SecondaryPGCE trainees are supported by an Edge Hill tutor, aprofessional mentor who oversees all trainees in asetting, and a curriculum mentor who will providespecific support in the specialist subject area.

Your mentors are enthusiastic and experiencedclassroom practitioners, with a real commitment toteacher education, and will spend a considerableamount of time training you. Our mentors undergoregular training and development to ensure that theirskills and expertise are enhanced year-on-year andthat they are up-to-date with programmedevelopments. Mentors play an active role asmembers of programme and subject boards andworking groups.

Further Study OpportunitiesHaving completed your PGCE, Edge Hill Universityalso offers a wealth of professional developmentopportunities designed to keep you at the cutting edgeof the profession. Credits gained while studying foryour PGCE can contribute towards Masters programmes.

The Faculty also offers stand-alone modules in areassuch as Mentoring and Special Educational Needs andfull Masters programmes specific to particular subjectspecialisms, all of which further your development asa teacher.

For more information on our full range ofpostgraduate professional development opportunities,visit our website at edgehill.ac.uk/education

Studying on YourPGCE Programme

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Helping young children learn and develop can give agreat deal of satisfaction to teachers. Seeing themrespond positively to lessons is a fitting reward for thepreparation and planning that has taken place,making teaching in an Early Years school or setting an extremely enjoyable and fulfilling vocation.

Early Years teaching provides the opportunity to becreative and make learning interesting and lively foryoung children. This can be through a variety ofstructured and practical experiences which can makethem eager to learn.

As an Early Years teacher you will become an expert inchild development, play, practical activities,communication and multimedia. You will teach theEarly Years Foundation Stage Curriculum and all thesubjects of the National Curriculum at Key Stage 1.You will keep finding new ways to use everyday andunusual objects to stimulate children’s curiosity anddevelop their understanding.

Why study anEarly Years PGCE with Edge Hill University?

Edge Hill has an enviable reputation for teachertraining making our Early Years programme highlypopular. The structure of the programme ensures thatour newly qualified teachers are extremely wellprepared for life in a variety of early years settingswhen they complete their training.

The relationships we have with a diverse number ofearly years schools and settings means that ourtrainees are able to extend their learning while onprofessional practice. They gain knowledge andunderstanding of what it is like to work in theseenvironments, while the tuition they receive from bothmentors and our experienced team of teaching staffprovides them with a theoretical understanding aswell as enhanced subject knowledge.

Teaching in an Early Years Setting

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Application Code. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Full-time, one year X124

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Becoming a teacher within the Early Years age phase isone of the most enjoyable and rewarding careers thatyou can embark upon. If you want to inspire and educateyoung children and are keen to learn the latestapproaches and strategies, then this Early Years PGCEwill prepare you to teach and develop children’slearning within the Early Years Foundation Stage andKey Stage 1 of the National Curriculum.

The programme will train you to teach children aged3-7 across the Early Years Foundation Stage and KeyStage 1, achieving the national professional standardsrequired for the award of recommendation for QualifiedTeacher Status (QTS).

Your training will combine on-campus study withprofessional practice in settings such as nursery schools,primary schools and children’s centres, ensuring yougain both the theoretical knowledge and practicalexperience to be an outstanding teacher, able to enthuseand inspire young children with creative teaching.

YOUR STUDY PROGRAMMEYou will initially undertake an extensive subject knowledge andunderstanding audit, to identify your main strengths and weaknesses,and enable your tutor to focus on your individual development needs.

The Early Years PGCE has both academic and professional placementmodules. Each one will examine children’s progress within the EarlyYears Foundation Stage curriculum and within the subjects of theNational Curriculum at Key Stage 1.

Your PGCE programme consists of three main elements:

Personal and Professional DevelopmentYou’ll develop your learning skills and will learn how to reflect upon andtake charge of your own development as a trainee teacher. You’ll gainknowledge of how children learn and how their needs differ, strategiesfor the core skills of planning, assessment, teaching and classmanagement, along with an understanding of the education system, andof the wider professional role of a teacher in school. You’ll also acquirea critical appreciation of theoretical perspectives, philosophies andresearch-based findings.

CurriculumYou’ll learn about the National Curriculum at Key Stage 1 for eachsubject and how to plan, teach, and assess it across the whole primaryage range. You will also learn about the Early Years Foundation Stage.

Specialist StrandYou’ll follow this both at Edge Hill University and in school. This willenable you to pursue your own particular interests in Early Years andprepare for an eventual leadership role in schools or settings.

The importance of play-based learning will be examined in eachelement. Cross-curricular themes are also considered as are thepractical skills of planning for learning, promoting positive attitudes andworking in an extended team and with parents and carers.

One of the most important elements of this programme is the practicalteaching experience you will gain through placement in one of ourpartnership schools or nurseries. This hands-on approach is combinedwith tutor-led sessions and self-study so that you can increase yourability to plan, teach and manage the learning of children aged 3-7 years.You will learn how to teach pupils across the ability range, how to assesspupils’ progress in learning, manage behaviour and maintain a happylearning environment.

The programme will develop your understanding of how children learnand also consider behaviour management, child development and otherimportant professional issues related to the Early Years FoundationStage and Key Stage 1. You will be encouraged to develop as areflective and well informed professional.

Full-time

PGCE Early Years with QTS*

*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

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ENTRY REQUIREMENTS– GCSEs in English Language and Mathematics at grade C or above (or equivalent qualification)– A first or second class Honours degree from a UK university, in any subject – GCSE at grade C (or equivalent qualification) in combined Science/Physics/Chemistry/Biology and two additional National Curriculum subjects – A commitment to, and understanding of, early years education, normally founded on at least 10 days of experience in early years classrooms in the two years prior to your application– Suitable personal and presentational qualities, including a good standard of written English.

Please note, for the purposes of Initial Teacher Training, level 2 numeracyand literacy qualifications are not considered as equivalent to GCSEgrade C in Mathematics or English. If you have graduated in the last fiveyears an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests(see page 82).

Trainees starting an Initial Teacher Training (ITT) programme will also berequired to pass Professional Skills Tests in Literacy and Numeracy beforestarting their programme, see the How to Apply pages for further details.

Example Routes to PGCE Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Katie has a degree in Early Childhood Studies. She worked in areception class for three months as a temporary Teaching Assistantbefore applying for an Early Years PGCE. She has a particular interestin child development, so during her training she is arranging to spenda few days working in a children’s centre and shadowing an EarlyYears Teacher.

PGCE Early Years with QTS*

edgehill.ac.uk

“As I have always been interested in how children learn anddevelop, I selected modules that focused on areas of educationalneeds and disabilities during my psychology degree, as well as thosethat investigated speech and language delays. After graduation Ithen spent time gaining voluntary experience, which increased mypassion for teaching even further.

I’ve found the Early Years PGCE at Edge Hill prepares you very wellfor your career as a teacher. This is because it provides you withknowledge of a wide range of teaching and learning strategies, aswell as opportunities to gain practical experience.

During my studies I’ve undertaken two professional practices whichwere closely matched to my individual needs, enabling me todevelop good relationships with everyone within each school.Following these, I was able to spend an additional ten days workingwith children in the Early Years Foundation Stage (EYFS) of aschool for children with social and behavioural problems, whichhelped to expand my practical experience even further.

Throughout the course the university tutors and staff in the schoolshave provided excellent support, which has been fantastic.Everyone has been happy to give advice and guidance wheneverneeded, including reading through job applications and helping toprepare for interviews.

I am now looking to continue my studies further by undertaking amasters qualification, knowing that the PGCE has provided me withthe necessary skills and knowledge to become an excellent earlyyears teacher.”

My PGCE: Rachael PatelPGCE Early Years Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For further information please contact:Primary and Early Years Postgraduate Programmes Administrator – Jane BarkerOn [email protected]

Alternatively, visit our website or come to an Education-specificevent or Open Day (page 90).

If you require support in accessing this information call our CourseInformation, Advice and Guidance Team on 01695 657000 or [email protected]

How Do I Find Out More?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PGCE

Early Years with QTS*

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Teaching in a Primary school can be an extremelypleasurable and fulfilling vocation. Helping childrento learn and develop into confident young people givesa great deal of satisfaction to teachers and seeing themrespond positively to lessons is often just reward forhours of careful planning.

One of the joys of Primary teaching is that it providesthe opportunity to be creative about how to makelearning come alive for children. By providing themwith a variety of structured, practical and activeexperiences they are always eager to learn and reflecton what they have been taught.

As a Primary teacher you will become an expert in theuse of drama, role play, discussion, the Internet,games, songs, stories, poems, practical activities andmultimedia. Another key attraction of Primaryteaching is its diversity which will challenge you toextend your subject knowledge. The more you knowabout each subject and each child in your class, themore you will be able to spot opportunities to linkchildren’s learning in different subjects so thateverything fits together.

Why study a PGCE Primary programmewith Edge Hill University?The PGCE Primary programme at Edge HillUniversity is highly popular, with many applicantsaware of our enviable reputation. Our trainees workextremely hard while on campus, at home and onplacement and their efforts are often rewarded withteaching posts soon after they graduate, if not before.

Much of this popularity owes a lot to the excellentstructure of our programmes which ensure that, uponcompletion of their training, our newly qualifiedteachers are extremely well prepared for life in theclassroom.

Our relationship with partner schools means thattrainees gain great experience of what it is like to workin a school environment, while the tuition they receivefrom mentors and our experienced team of teachingstaff provides them with a theoretical understandingin addition to enhanced subject knowledge.

Teaching in a Primary School

31edgehill.ac.uk

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Application Codes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PGCE Primary English EducationFull-time, one year X00Q

PGCE Primary Mathematics EducationFull-time, one year X00G

PGCE Primary Modern Languages EducationFull-time, one year X00R

PGCE Primary Science EducationFull-time, one year X0CF

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Flexibility, patience, highly developed organisationalskills, a thorough understanding of how children learnand a good sense of humour, are vital characteristics ofan excellent primary school teacher. This programmecan provide you with the opportunity to developknowledge, understanding, skills and expertise to addto the personal approach that you’ll develop as a highlysuccessful primary teacher.

You will be encouraged to teach with passion andcreativity across all subject areas of the NationalCurriculum and will also specialise in one subject whichyou may be required to coordinate throughout a school.You’ll also gain an important insight into planning,preparing and presenting lessons, how to create apositive learning environment and teach children ofvarying abilities.

The PGCE Primary programme will train you to teachacross the 5-11 age range, in Key Stages 1 and 2,achieving the Teachers’ Standards required for theaward of Qualified Teacher Status (QTS).


YOUR STUDY PROGRAMMEYou will complete a developmental Needs Assessment as soon as youhave accepted an offer of a place. This will help you to analyse anypre-course needs, develop an action plan to prepare yourself for theprogramme, and compile a portfolio of evidence of your achievements.


Personal and Professional DevelopmentYou’ll develop your skills and will learn how to reflect upon and takecharge of your own development as a trainee teacher. You’ll gainknowledge of how children learn and how their needs differ, strategiesfor the core skills of planning, assessment, teaching and classmanagement, along with an understanding of the education system, andof the wider professional role of a teacher in school. You’ll also acquirea critical appreciation of theoretical perspectives, philosophies andresearch-based findings.

CurriculumYou’ll learn about the National Curriculum for each core subject– English, Mathematics, Science and Technologies for Teaching andLearning (TTL) – and how to plan, teach, and assess it across the wholeprimary age range. A Broad Curriculum module will also prepare you toteach the full range of non-core subjects in the primary curriculum, withthe support of an experienced teacher.

Specialist StrandYou’ll follow this both at Edge Hill University and in school. This willenable you to pursue your own interests and prepare for an eventualleadership role in school, developing knowledge of your chosen subjectspecialism and researching the role of a subject leader in the primaryschool.

Full-time

PGCE Primary with QTS*Your final PGCE award title will reflect the specialism you select from the following:

PGCE Primary English Education with QTS* PGCE Primary Mathematics Education with QTS*PGCE Primary Modern Languages Education with QTS* PGCE Primary Science Education with QTS*

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ENTRY REQUIREMENTS– GCSE English Language, Mathematics and Combined Science/Physics/Chemistry/Biology at grade C or above (or equivalent qualification). You must have already obtained a Grade C or above in English Language and Mathematics at the time of submitting your application– A first or second class Honours degree from a UK university, in any subject– Two further GCSE grade Cs in National Curriculum subjects– A commitment to, and understanding of, primary education, founded on significant, recent and relevant experience. You should normally have spent time in primary classrooms in the two years before your application; in addition, broader relevant experience is valuable– Suitable personal and presentational qualities, including a good standard of written English.





Sarah has a degree in English. She worked in a primary school forthree months as a temporary Teaching Assistant before applying for aPGCE Primary programme. Sarah has a particular interest in specialeducational needs, so during her training she arranged to spend a fewdays working in a special school and shadowing an educational psychologist.

Tariq was an accountant with a degree in History. He had helpedvoluntarily in several primary schools before applying for a PGCE. As hedidn’t have an English Language GCSE, he also took and passed theEdge Hill Equivalency Test before he applied.

PGCE Primary with QTS*

edgehill.ac.uk

“I’d been working as a paediatric nurse and was looking for a newchallenge when my wife, who has been a primary school teacher fora number of years, inspired me to move into teaching. I have lovedwatching my own young children learn and develop in school, sowanted a career where I could help other children do the same.

The Primary PGCE at Edge Hill has been excellent and, as part of it,I’ve experienced working across a number of year groups in fourdifferent schools. Through these broad and practical experiences Ihave gained valuable insight into how different schools work andgathered great ideas from a variety of colleagues.

Alongside this, the tutorials we undertake as part of the course havebeen particularly informative. They have provided knowledge of howto deliver lessons to different age groups and even included a fieldtrip to look at learning outside the classroom, which was the perfectway to combine education with lots of fun!

Throughout the course the staff have been excellent; they are soenthusiastic, inspirational and supportive. Spending time with themgives you the confidence and self-belief to succeed. Finding thatwork-life balance can be difficult, but the guidance you receive fromthem every step of the way helps to get you through.

I’ve now secured my first permanent teaching position and know thatthe support from Edge Hill University will continue during my NewlyQualified Teacher year and beyond.”

My PGCE: Tom PyePGCE Primary Education Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For further information please contact:Primary and Early Years Postgraduate Programmes Administrator– Jane BarkerOn [email protected]




PGCE

Primary with QTS*

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Full-time, one year X1G2

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

This PGCE will develop your pedagogical knowledge andprovide you with a wide range of teaching approaches,enabling you to support, enhance and direct children’sunderstanding and acquisition of mathematics.

During the programme you will develop a range ofteaching strategies and carefully consider the languageand rich vocabulary related to mathematical conceptsand procedures. Alongside this you will identifycommon errors and misconception, focusing on thoseassociated with primary arithmetic, allowing you todevelop an awareness of how these may be addressed.

As well as this you will design, implement and analyse asmall-scale practitioner research project into children’smathematical learning, whilst also considering the linksbetween mathematics and other subjects. You willcontemplate mathematics beyond the classroom anddevelop ways of planning to provide a balanced learningexperience that incorporates investigation, exploration,consolidation and the application of knowledge and skills.

School experience is an integral part of the course andyou will have opportunities to undertake professionalpractices throughout primary schools and intosecondary settings. Your university and school-basedtraining will allow you to draw upon an extensivenetwork of outstanding primary mathematics specialistteachers, leading mathematics teachers and subjectexperts in the secondary settings.

As Edge Hill has links with Chongqing NormalUniversity in China you will have the opportunity toconsider international mathematical perspectives,broadening your knowledge of other educationalinstitutes and pedagogical approaches.

On completion of the PGCE you will qualify as anoutstanding Primary teacher who will bring specialistmathematical knowledge and skills to a first teachingpost, whilst laying the foundations to become a leader inmathematics/mathematics specialist teacher.


YOUR STUDY PROGRAMMEThe PGCE starts with a summer school which is designed to captureyour love of learning and allow you to begin the process of developingyour Mathematics subject knowledge. You will audit your subjectknowledge in order to identify your main strengths and weaknesses andenable your tutors to focus on your individual development needs


Personal and Professional DevelopmentYou’ll develop your skills and will learn how to reflect upon and takecharge of your own development as a trainee teacher. You’ll gainknowledge of how children learn and how their needs differ, strategiesfor the core skills of planning, assessment, teaching and classmanagement, along with an understanding of the education system, andof the wider professional role of a teacher in school. You’ll also acquirea critical appreciation of theoretical perspectives, philosophies andresearch-based findings.

CurriculumYou’ll learn about the National Curriculum for each core subject –English, Mathematics, Science and Technologies for Teaching andLearning (TTL) – and how to plan, teach, and assess it across the wholeprimary age range. A Broad Curriculum module will also prepare you toteach the full range of non-core subjects in the primary curriculum, withthe support of an experienced teacher.

Specialist StrandChoosing Mathematics as your specialism will allow you to enhance anddeepen your own knowledge of the subject, undertake action researchprojects in school, and further your knowledge and understanding ofhow Mathematics is taught and led in school. You will also develop aclear understanding of the needs of children who struggle to learnMathematics, gaining an understanding of how to teach them effectivelyand give them the confidence to progress.

Full-time

PGCE Primary Mathematics Specialist with QTS*

35

ENTRY REQUIREMENTS– A first or second class honours degree– GCSE at grade A or A* (or equivalent qualification) in Mathematics GCSE at grade C (or equivalent qualification) in English Language– GCSE at grade C (or equivalent qualification) in Combined Science/Physics/Chemistry/Biology and two additional National Curriculum subjects (as taught in Key Stages 1 and 2)– A commitment to, and understanding of, primary education, normally founded on at least 10 days experience in primary classrooms in the two years prior to your application- Suitable personal and presentational qualities, including a good standard of written English.





James has a degree in mathematics and has worked in industry priorto a change in his career. Having a number of friends involved inteaching, he decided to look at the options available to him. Heconsidered both Primary and Secondary, but after spending some timein each age group, he very quickly realised the primary route was forhim. He had always enjoyed mathematics very much, so was delightedto have the opportunity to specialise in this, while still having theopportunity to study all the National Curriculum subjects. He is lookingforward to the challenge ahead.

PGCE Primary Mathematics Specialist with QTS*

edgehill.ac.uk

My PGCE: Rachel Gourley Primary and Early Years Mathematics Subject Leader. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For further information please contact:Primary and Early Years Postgraduate Programmes Administrator – Jane BarkerOn [email protected]




PGCE

Primary Mathematics Specialist w

ith QTS*

35

“To ensure children secure the foundations on which excellentmathematics is built, it is essential that they receive high-quality andstimulating mathematical experiences from a young age.

In response to this, and to support government recommendationsthat there should be a mathematics specialist in every primary school,Edge Hill University has introduced the Primary MathematicsSpecialist PGCE.

The aim of this programme is to enable graduates who have a passionfor mathematics to develop as outstanding primary mathematicsteachers, whilst also qualifying as highly employable practitionersworking across the primary age range and curriculum.

Training on the PGCE takes place both in university and in schools,allowing trainees to access an extensive network of outstandingprimary mathematics specialist teachers and leading mathematicsteachers, as well as subject experts in secondary settings.

Through these rich partnerships our trainees have the opportunityto undertake professional practices where they can contribute to theteaching of mathematics throughout primary and into secondaryschool level, enabling them to develop a wide repertoire of teachingmethods.

On completion of the PGCE, trainees will qualify as outstandingprimary teachers with specialist mathematical knowledge and skills.They will also have developed the foundational skills necessary to becomean effective, inspirational leader in mathematics or a mathematicsspecialist teacher; a role for which there is currently great demand.”

36


Educating young adults and being able to inspire theminto sharing your passion for a particular subject isone of the main reasons why people choose to train asa secondary teacher. Outstanding teaching requiresenthusiasm combined with an ability to communicateclearly and to make complicated concepts accessiblefor all to learn.

An understanding of how pupils of varying ages andabilities learn most effectively is important.Imagination is crucial, as is the need to challenge andsupport and the ability to develop and sustainexcellent relationships with pupils.

Seeing a child evolve into a mature and confidentyoung adult throughout their time in secondaryeducation, especially if also working as a form tutor, is something that teachers find particularly gratifying.Helping pupils to begin to shape an idea of theirchosen vocation in life is a very powerful andrewarding responsibility for secondary teachers.

Why study a Secondary PGCE with Edge Hill University?Edge Hill is the largest provider of Secondary InitialTeacher Training in the UK and also offers the widestrange of subjects and delivery options. Our SecondaryPGCE programmes provide outstanding teaching andlearning opportunities in an environment that engagesinterest and motivation.

Our extensive portfolio of specialist subjects, deliveredby expert practitioners at the cutting edge of the latestdevelopments in education, makes us the number onechoice for many prospective teachers.

Every individual that trains on one of our programmescan be assured an exceptional learning experience thatwill equip them with all the necessary attributes tobecome an excellent teacher.

Our newly qualified teachers enter the profession witha vision and an informed, thoughtful and innovativeattitude and approach to secondary education; theypossess a range of academic, professional andvocational knowledge, understanding, skills and values.

Teaching in a Secondary School

37edgehill.ac.uk

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If you have the passion and convictionto teach at Secondary level but lack thedesired entry qualifications, we offersupplementary support to enhanceyour subject knowledge development.

These courses identify areas for development in yoursubject knowledge and provide a range ofopportunities for additional study to meet yourparticular needs.

You will not be required to pay any additional tuitionfees for any of the subject knowledge development andyou may be eligible for additional bursary support.

Online subject knowledge development Edge Hill University has developed a range of onlinemodules to support subject development in Designand Technology, Mathematics, Modern Languages,Physics, Chemistry and Religious Education. Thesemay be studied at your own pace and will provideaccredited subject study modules up to Level 6.

The modules are available to study either as a part ofan Individual Training Plan within a flexible PGCE orbefore the start of a PGCE full-time route. They canalso be used to refresh or broaden existing degree level knowledge.

Enhancement programmes In Physics, Chemistry and Mathematics, enhancementprogrammes are available ranging from 2 to 36 weeksaccording to the need of each student. These providean opportunity for graduates without a directly-relateddegree but with a relevant A level (or equivalent), totrain as a secondary school teacher in these subjects.

For Design and Technology, Modern Languages(French, German, Spanish), Biology, ComputerScience and Information Technology, Music, andReligious Education, a combination of online subjectknowledge development and summer subject knowledgetraining is available. Bursaries may be availabledepending on the length of study undertaken.

For further details contact:

Bernard Kerfoot (Chemistry and Physics)T: 01695 584540E: [email protected]

Martin Pickett (Mathematics)T: 01695 584402E: [email protected]

Enhancing Subject Knowledge

39edgehill.ac.uk

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Full-time, one year WX1C

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

In recent years, there has been a sharp increase in thediversity and depth of study of Art and Design, meaningthere is more opportunity for young people to engagewith the subject than ever before. In order to make themost of such exciting prospects, today’s teachers musthave the passion to unlock the creativity of everyindividual they teach.

By studying this programme you will gain the opportunityto develop expertise in several areas of Applied Art andDesign, together with the strategies that can be used fordeveloping creativity and capability using a wide rangeof materials. In addition, you will be able to exploreways of relating this directly to learning activities duringschool placements.

Edge Hill has purpose-built accommodation and highquality resources to enable you to develop up-to-dateexpertise in both subject knowledge and teaching abilityin a friendly and supportive environment.


YOUR STUDY PROGRAMMEYou will initially undertake an extensive subject knowledge andunderstanding audit, to identify your main strengths and areas fordevelopment, and enable your tutor to focus on your individualdevelopment needs.

In addition to acquiring a range of core skills, during your study time oncampus you will develop:

– Understanding of Applied Art and Design and an ability to plan relevant lessons accordingly– Professional and academic skills through the completion of a short set of tasks– Knowledge of essential educational theory– Awareness of appropriate teaching and assessment methods– Understanding of the national curriculum and ability to plan relevant lessons effectively– Excellent working knowledge of the latest ICT software used in schools/colleges– Greater awareness of your role within the teaching profession through study of professional values.

Full-time

Applied Art and Design (14-19) with QTS*

41

ENTRY REQUIREMENTS– GCSE English Language and Mathematics at grade C or above (or equivalent qualification) – A relevant first degree from a UK higher education institution or equivalent qualification– A degree classification usually at 2:2 or above– Satisfactory levels of Information and Communication Technology competence– A demonstrable interest in teaching within the curriculum area. You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.





Eleanor has a degree in Interior Design. She spent a year as a retailmanager in a large department store; however she had little jobsatisfaction so began some voluntary work on a play scheme. She thenworked as a teaching assistant in a secondary school – it was thisexperience that confirmed her desire to teach and she is looking to applyto study an Applied Art and Design PGCE.

Oliver has a degree in Fashion and Textiles. On graduation he did anMA then worked in the fashion industry for four years both here and inItaly. From his fashion experience in the industry he then became involvedin working with other artists to inspire young people and held a jointexhibition in a city gallery. It was through engaging with these youngpeople that he was inspired to pursue a career in teaching and intendsto apply for the Applied Art and Design PGCE.

Applied Art and Design (14-19) with QTS*

edgehill.ac.uk

“While on residency as part of my undergraduate degree I realisedthat my ambition was to become a teacher where I could share mypassion for the arts with others.

Since starting the secondary PGCE in Applied Art and Design I havelearnt how to become a confident teacher, while at the same timeenhanced my subject knowledge even further. Throughout mystudies everything at Edge Hill has been focused on giving traineesthe time to reflect on what they have studied, as well as theresources they need to continually develop their creative skills.

The PGCE has provided me with the perfect opportunities to makethe transition from artist to art teacher and included a variety ofpractical topics, such as behaviour management, voice projectionand safeguarding, which have been complemented by visits fromguest speakers who have discussed how these issues are managedin their own institutions.

From the outset you are fully supported by your tutors, includingduring your professional practices where you are able to apply allthe theory you have learnt. As part of this I have spent time in bothsecondary and post-16 institutions where I have been involved withpupil referrals and taken part in educational visits.

There’s no doubt that this course will act as the springboard for mywhole career and I have already secured my first teaching positionat Rainhill High School. Alongside this, I am planning to completea Masters qualification in Education here at Edge Hill.”

My PGCE: Sarah BamberPGCE Applied Art and Design Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For further information please contact:Course Leader – Rhonda Catterall On 01695 584457Or [email protected]




Applied Art and Design (14-19) w

ith QTS*

41

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Full-time, one year N1X1Flexible, up to three years N1X2

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The world of Business is extremely diverse, coveringareas such as finance, economics, human resourcemanagement, law, marketing and management. It alsotouches on topical issues such as e-commerce, creativityand enterprise, sustainability, globalisation and ethics– therefore Business teachers really do need to havetheir finger on the pulse.

This course will bring you right up-to-date with today’sBusiness Education environment and will address thekey approaches to providing a high quality learningenvironment for the managers, economists andmarketing professionals of tomorrow.

It will also equip you with the skills and knowledge youneed to teach across the 14-19 age range, coveringvocational programmes such as BTEC Business as wellas traditional GCSE, AS and A2 courses.


YOUR STUDY PROGRAMMEYou will initially undertake an extensive subject knowledge audit, toidentify your main strengths and areas for development, and enable yourtutor to focus on your individual development needs.


– Enhanced subject knowledge and professional and academic skills– Strategies to develop students’ enterprise skills, including the planning and delivery of an Enterprise Day for Key Stage 3 pupils in a Partnership School– Knowledge of essential educational theory– Ability to plan lessons effectively– Appropriate and innovative teaching and assessment methods– Your own professional voice enabling you to articulate the benefits of students studying Business at Key Stage 4 and Key Stage 5 and the impact on the wider school.

Full-time or Flexible

Business Education (14-19) with QTS*

43

ENTRY REQUIREMENTS– GCSE English Language and Mathematics at grade C or above (or equivalent qualification)– A relevant first degree from a UK higher education institution or equivalent qualification– A degree classification usually at 2:2 or above– Satisfactory levels of Information and Communication Technology competence– A demonstrable interest in teaching within the curriculum area. You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.





Paul completed his degree in Business Studies three years ago and hasbeen working in industry ever since. The lack of job satisfaction togetherwith positive experiences dealing with young people in sport made himre-think his career aspirations and he decided to enter the teachingprofession. He enrolled on the full-time PGCE Business Education courseand after having successfully completed this, has obtained a teaching post.

Alison has worked for a number of years within the telecoms industry duringwhich time she completed her Business Management degree part-time.She has completed the PGCE Business Education by way of the FlexiblePathway C whilst working part-time. She needed to enhance her subjectknowledge in certain key areas and therefore studied two modulesonline before undertaking any professional practice. Her professionalpractices have been arranged using the opportunities for flexible workingthat her employer has provided and her own holiday entitlement. Theprogramme has taken the full three years that a trainee is allowed to useon the flexible route.

Business Education (14-19) with QTS*

edgehill.ac.uk

“After a number of years in industry I became frustrated by spendingday after day sitting behind a desk at a computer. I realised that mypassion for business was not being served and quickly came torealise that a career in teaching was the best way to reignite thatenthusiasm.

On top of Edge Hill’s proven track record in teacher training, thecommunication I had with the course leaders and representativeswas fantastic prior to accepting my place on the course.

This course is certainly challenging and demanding, but for thosewith a desire to teach and a passion for the subject, the commitmentit requires is worth it. The support and encouragement you get aresecond to none and the experiences provided make sure that theskills needed are suitably developed.

I’ve been on two professional practices and both provided a fantasticbackdrop to my PGCE year. I was given a holistic teaching experienceand as each professional practice drew to an end I found it sad tobe leaving behind colleagues and students that I’d worked with overa sustained period. Although challenging, each day in school wasdifferent and only confirmed my desire to teach for a living.

I certainly feel that Edge Hill will help me realise my ambition tobe a great teacher. It’s a great course supported by excellent staffand this combination has made sure that I now feel equipped tobegin my career with confidence.”

My PGCE: Jonny Moffett PGCE Business Education Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For further information please contact:Course Leader – Helena KnaptonOn 01695 650873Or [email protected]




Business Education (14-19) w

ith QTS*

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44


Full-time, one year G5X1Flexible, up to three years G5XC

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Computer Science and Information Technology inschools is developing at a rapid rate in order to prepareyoung people for the demands of the modern world.What used to be a ‘desirable’ in job specifications isquickly becoming an ‘essential’ as advanced ITequipment and software are now commonplace in everywork environment. As such, today’s Computer Scienceand Information Technology teachers require a detailedknowledge of current trends and approaches that willprove most beneficial to school leavers.

This course will provide you with the opportunity tointeract with the latest specialist software and tools inorder to both increase your knowledge of technologyand support and enhance other aspects of teaching andlearning in secondary schools.




– Understanding of the curriculum, including Computer Science and Information Technology courseware from Key Stage 3 to post-16 qualifications– Excellent working knowledge of the latest ITC tools and software used in schools, and the ability to assist other teaching colleagues in the use of them– Enhanced subject knowledge in a range of areas, including programming, algorithms, data structures, data design, database design, spreadsheet modelling, web authoring, desktop publishing and aspects of computer control– Knowledge of essential educational theory– Awareness of appropriate and innovative teaching and assessment methods– Strategies to encourage students’ practical skills development– Ability to plan lessons effectively– Greater awareness of your role within the teaching profession through study of professional roles and responsibilities.


Computer Science and Information Technology Education (11-16) with QTS*

45

ENTRY REQUIREMENTS– GCSE English Language and Mathematics at grade C or above (or equivalent qualification)– A relevant first degree from a UK higher education institution or equivalent qualification– A degree classification usually at 2:2 or above – Satisfactory levels of Computing and Information and Communication Technology competence– A demonstrable interest in teaching within the curriculum area. You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.





Imran had an honours degree in computing and became an ITtechnician and then a Network Manager with a local school. He wasoften asked by IT teachers to demonstrate software, or to explain topupils how the school network operated. When he expressed an interestin teaching, the IT department at the school were particularly supportive.On completion of his PGCE, he returned to the school as a ComputerScience and Information Technology teacher.

Melissa started work as a teaching assistant in a secondary school anddecided that she wanted to train as a teacher. She investigated theSecondary Flexible programme Pathway C, which would enable her tocontinue working alongside her studies. She then gained support fromher school to pursue this route. Melissa was assessed as needing tocomplete all elements of the standard PGCE programme. Her schoolhas mentored her through the professional practices. Melissa expectsto complete her studies over three years.

Computer Science and Information Technology Education (11-16) with QTS*

edgehill.ac.uk

“After graduating from university I became a teaching assistant andwithin a short space of time had built up a really good relationshipwith the pupils. I enjoyed this experience so much that I decided toprogress my career further and undertake teacher training.

I’d heard lots of good things about Edge Hill University fromcolleagues and I liked how my Secondary PGCE could be studiedflexibly to fit around my existing work commitments. It hasdefinitely proven to be a good choice for me.

Throughout the course I have found that trainees are provided withall the resources they need to become effective teachers and thetutors are very supportive, both in class and on professionalpractice. Everyone does all they can to help you achieve your goals.

So far I have completed professional practices in two verycontrasting schools. The first involved spending 40 days traininghow to teach ICT, which built my confidence and subject knowledgein the classroom, while the second was a 50 day placement whereI could refine my practice and try out new ideas. During my secondprofessional practice I was also allocated 19 hours of teaching eachweek, working across all year groups.

Edge Hill University really has provided me with so manyopportunities and I am now looking forward to securing my firstteaching role and, in time, leading my own subject.”

My PGCE: Daniel BurgessPGCE Computer Science and Information Technology Education Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For further information please contact:Course Leader – Dawn Hewitson On 01695 650979Or [email protected]

Flexible Course Leader – Colette GiblinOn 01695 650990Or [email protected]




Computer Science and Inform

ation Technology Education (11-16) w

ith QTS*

45

46


Full-time, one year W9XDFlexible, up to three years W9X1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Design and Technology provides opportunities forpupils to engage in projects that are challenging,relevant and motivating and helps to develop a range ofskills across areas such as communications, creativityand project management. Efficient and intelligent teachingcan help to nurture and harness talent within theclassroom and set pupils on their way towards arewarding and fulfilling career in industry.

Expert tutoring, excellent placement support and a widerange of high quality on-campus facilities will enableyou to gain up-to-date expertise in both your subjectknowledge and teaching skills, to make you aninnovative and successful secondary Design andTechnology teacher. You can choose to specialise in oneof the following areas: Resistant Materials; FoodTechnology; Textiles Technology or Systems and Control.


YOUR STUDY PROGRAMMEYou will initially undertake an extensive subject knowledge andunderstanding audit, to identify your main strengths and weaknesses,and enable your tutor to focus on your individual development needs.You’ll also have the opportunity to develop your expertise in at least twoareas of Design and Technology, in line with Design and TechnologyAssociation recommendations.


– Strategies to develop students’ abilities to work with a wide range of equipment and materials, such as wood, metal, plastics, textiles, modelling materials, computers and electrical and mechanical components– Knowledge of essential educational theory– Awareness of appropriate and innovative teaching and assessment methods, including various practical activities– Understanding of the curriculum– Ability to plan lessons effectively– Excellent working knowledge of the latest ICT tools and software used in schools– Broader subject knowledge and professional and academic skills– Greater awareness of your role within the teaching profession through study of professional values.

If you wish to undertake the Food Technology specialism, you will followthe PGCE Design and Technology pathway and specialise in FoodTechnology teaching up to Key Stage 4.


Design and Technology (11-16) with QTS*

47

ENTRY REQUIREMENTS– GCSE English Language and Mathematics at grade C or above (or equivalent qualification)– A relevant first degree from a UK higher education institution or equivalent qualification – A degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence– A demonstrable interest in teaching within the curriculum area. You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.





Laura is a graduate of Furniture Design and Craftsmanship. She spentten years running her own business before deciding on a career inteaching. Prior to the start of her PGCE, Laura studied additional subjectknowledge modules in resistant materials. As part of her full-time PGCEin Design and Technology she undertook professional practices in twodifferent schools. These provided her with an abundance of practicalteaching skills. On completing her programme she took up a teachingposition in an inner city school in London, something that she hadalways set her sights on.

Daniel is a mature applicant with a wealth of engineering experience.He worked for many years in the Aerospace Industry for a largemultinational company. He completed his PGCE using the flexiblePathway C whilst working part-time. This involved him developing hissubject knowledge using the online modules available before heundertook his professional practices. He is now employed in a specialisttechnology college.

Design and Technology (11-16) with QTS*

edgehill.ac.uk

“After several years working in architecture, I decided to do avoluntary placement in a high school to see if my skills could betransferred to the classroom. Within the first week I knew itwas the profession for me and, once the head of departmentrecommended Edge Hill, I looked into the course and decided itwas an exciting and viable option.

The number of partnership schools in my local area was anotherfactor in why I chose Edge Hill and after looking around theoutstanding facilities in the Design and Technology department Iwas surprised to see the variety of resources and moderntechnologies available for trainees to use.

The PGCE has many excellent areas, but I particularly liked thetwo-week enhancement course that’s offered. It gave me a secureknowledge-base in woodwork, metalwork and plastics, andexplained the processes and machinery used to teach design andtechnology at all key stages.

I would also say that the relevant and up-to-date lectures that EdgeHill runs were fundamental to my professional development,covering areas such as legislation and duty of care to pupils as wellas techniques for behaviour and classroom management.

Everybody wants to pull together and help each other and I’vealways felt able to approach anybody within the Faculty for advice.My course leader has been extremely helpful and gone the extramile to make sure that my professional development progressedthe way it should. He’s been a brilliant asset.”

My PGCE: Lee Peachey PGCE Design and Technology Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For further information please contact:Course Leader – David Sergeant On 01695 584458 Or [email protected]

Flexible Course Leader – Justine SmithOn 01695 584303 Or [email protected]




Design and Technology (11-16) w

ith QTS*

47

48


Full-time, one year QXXXFlexible, up to three years QX31

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

There are many reasons why people choose to teachEnglish – a love of literature and language, a passion forpoetry and drama, or an interest in Media and ICT. Or,even more importantly perhaps, the belief that pupilsrequire good literacy skills in order to be able to succeedin life.

Whatever your reason, this course will challenge, extendand develop your understanding of teaching English. Itwill prepare you to teach students from 11-16, to addressthe National Curriculum and the literacy demands of theEnglish Framework. It will also introduce you to a widerange of exciting, innovative and interactive methods,including the use of Drama and ICT, to furthersecondary school students’ understanding and use ofEnglish as well as their literary knowledge.




– Awareness of appropriate and innovative teaching and assessment methods, including group work, role play and focused literacy sessions– Strategies to encourage students’ understanding and use of English, including using drama, film and ICT– Knowledge of essential educational theory– Understanding of the curriculum– Ability to plan lessons effectively, incorporating lively, interactive techniques to help students develop confidence and self-esteem– Excellent working knowledge of the latest ICT tools and software used in schools– Broader subject knowledge and professional and academic skills– Greater awareness of your role within the teaching profession through study of professional values.


English (11-16) with QTS*

49

ENTRY REQUIREMENTS– GCSE English Language and Mathematics at grade C or above (or equivalent qualification)– A relevant first degree from a UK higher education institution or equivalent qualification– A degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence– A demonstrable interest in teaching within the curriculum area. You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.





Joshua is a mature teacher with a PhD in English Literature andexperience of teaching adults on a part-time basis at Oxford University.He wanted a more permanent career in which he could continue to findjob satisfaction and intellectual stimulus and enrolled on a PGCEprogramme. He enjoyed discovering how educational theory and classroompractice linked together. Joshua completed professional practice in acomprehensive school, a special educational needs school and a sixthform college where he was offered, and accepted, an NQT post.

Teresa has a young child and had previously started a PGCEprogramme. Due to personal circumstances, she was unable tocomplete the PGCE, but continued to work in various educationsettings. The Secondary flexible PGCE programme allowed Teresa toproduce an endorsed portfolio to reflect her previous teachingexperience. Teresa completed the Secondary Flexible Pathway Bprogramme in two terms.

English (11-16) with QTS*

edgehill.ac.uk

“Apart from its excellent reputation for PGCE studies I chose EdgeHill as it provided the flexible route. I really needed this as I wantedto continue working part-time until the final synoptic placement.

Other things that greatly appealed were the beautiful surroundings,the facilities such as Blackboard (VLE) – which is a great supportwhen you are off-campus – and the Saturday workshops for themain lectures, as this fits in really well with my family life.

It’s my family that have been my inspiration to do this. I started myEnglish degree when my youngest son was just five months old, asI wanted a change of career after selling giftware for 21 years. Iwanted to do something that would stretch my academic skills whilefitting in with my young family and I feel that teaching English hasreally helped me to understand my son’s needs at school.

My relationship with the tutors is second to none and I have afantastic rapport with my tutors who have been amazing. I emailthem my lesson plans and resources each week which they gothrough and give me constructive feedback and advice.

Doing a PGCE is not easy, but the most reassuring thing is that mytutors are only an email away and they always make me feel goodabout my capabilities and myself. They offer fantastic and friendlyadvice and have given me some great starters that I have used a lotand which my classes have loved.”

My PGCE: Sarah Webb Flexible PGCE English Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For further information please contact:Course Leader – Phil RigbyOn 01695 584824Or [email protected]




English (11-16) w

ith QTS*

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50


Full-time, one year F8X1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Geography has an important role in educating youngpeople about the diverse society and changing worldwithin which we live. It also values knowledge andobjectivity, builds a vital awareness of places, culturesand issues and helps pupils appreciate the nature offacts: that they may be biased, selective and may change.Teachers must demonstrate a commitment to encouragingsuch a questioning mind-set.

This programme is acknowledged to be at the cuttingedge of new approaches to innovative Geographyeducation in the classroom as well as incorporating anexcellent fieldwork experience.




– Strategies to encourage students’ practical skills development, including organising outside field trips and fieldwork– Knowledge of essential educational theory– Awareness of appropriate and innovative teaching and assessment methods, including group work, role play and simulations– Understanding of the curriculum– Ability to plan lessons effectively– Excellent working knowledge of the latest ICT tools and software used in schools– Broader subject knowledge and professional and academic skills– Greater awareness of your role within the teaching profession through study of professional values.

You will also undertake a three-day residential trip to Castleton, learninghow to organise field trips and prepare field work for pupils.

Full-time

Geography (11-16) with QTS*

51

ENTRY REQUIREMENTS– GCSE English Language and Mathematics at grade C or above (or equivalent qualification)– A first degree from a UK higher education institution or equivalent qualification– A relevant degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence– A demonstrable interest in teaching within the curriculum area. You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.





Neil is a mature trainee who was a little daunted about starting a degree.But after completing an enjoyable three years studying for a Geographydegree, he decided to remain at Edge Hill and undertake the PGCEprogramme. Neil appreciated the great support from the tutors at EdgeHill, along with that received from the mentors in the partner schools,and he now has a full-time job in a partnership school.

Petra has a degree in Physical Geography and Geology. She workedin a secondary school for one year as a teaching assistant beforeapplying for a Secondary PGCE. She had a particular interest in specialeducational needs, so during her training she arranged to spend someof her professional practice in the Special Needs department in theschool working with specialist teachers. She gained a Secondary PGCEin Geography and is now working as a full-time Geography teacher.

Geography (11-16) with QTS*

edgehill.ac.uk

“Two things about Edge Hill stood out for me – its fantasticreputation for teaching and its location.

I’d definitely recommend this course because you really areprovided with all the support necessary to succeed and the teachingstaff are excellent. The course gives you the confidence to developyour own teaching style and provides opportunities to gain the bestpractical experiences during your professional practice.

There’s no doubt that the course has been extremely challenging,but then I did expect that. What I didn’t expect was to learn somuch about myself and about geography while on professionalpractice. The amount of satisfaction you get from the job is the mostimportant outcome of the PGCE, and teaching students about theworld and how it is constantly changing is crucial in a child’seducation. I strongly believe that this course has taught me the truevalue of education.

The course changes you, challenges you in every way possible andis a very intense year. However, you will become a teacher who canteach anywhere and anything by the end of it, the sense ofachievement is massive and you realise that being a teacher reallydoes make a difference to pupils’ lives on a daily basis.

I am now working in an Edge Hill University partnership school inCheshire where I also have the role of curriculum mentor forGeography.”

My PGCE: Helen Pugh PGCE Geography Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For further information please contact:Course Leader – Charles RawdingOn 01695 584207Or [email protected]




Geography (11-16) w

ith QTS*

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52


Full-time, one year V1X1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

History is not about dwelling on the past – it’s aboutbringing it to life and interpreting it intelligently inorder to seek explanation of the present and the future.By teaching pupils how to use historical sources, analyseinterpretations, construct arguments and conducthistorical enquiries, you can help them to rediscover thepast and bring History right up-to-date.

This long-established, popular programme incorporateshigh quality tutoring, excellent placement support andexciting fieldwork opportunities. You’ll be encouragedto develop innovative and modern approaches toteaching and learning, including the use of ICT, to makeyou a high quality and successful history teacher atsecondary school level.


YOUR STUDY PROGRAMMEWhen you have been offered a place you will be invited to an inductionevent. You will be required to explore the nature and extent of yourhistorical understanding and take part in a series of online seminars.These are designed to help you reflect on the nature of History subjectknowledge. This auditing process will then direct you to a series ofresources designed to extend your subject knowledge so that you beginthe programme with an informed understanding of its demands.


– Strategies to develop students’ historical understanding in creative and stimulating ways, including organising fieldwork, use of ICT and museum work– Develop an understanding of active teaching methods and the philosophy of ‘Learning to Learn’– Understanding the conceptual structure of the History curriculum– Knowledge of essential educational theory– Awareness of appropriate and innovative teaching and assessment methods, including simulations and role play– Ability to plan lessons effectively– Excellent working knowledge of the latest ICT tools and software used in schools– Broader subject knowledge and professional and academic skills– Greater awareness of your role within the teaching profession through study of professional values.

You will also develop your subject knowledge by participating in fieldvisits to a wide range of sites: the Edwardian Castles of North Wales;developing urban history trails in Liverpool; working in Nationalmuseums with museum educators.

Full-time

History (11-16) with QTS*

53






Emma has a First Class honours degree in History and was a very astutePGCE trainee. She enjoyed the challenge of the taught element of theEdge Hill programme which highlighted the real connections betweenuniversity History and the History that would be taught as part of thenational curriculum. Emma completed both professional practices inLiverpool schools and proved to be an innovative teacher.

Philip worked for a number of years as a learning support assistant in acentre for pupils with learning difficulties. He came to the programmewith a real understanding of the needs of these pupils and an awarenessof the challenges that teaching can present. He was a very activeparticipant in the University sessions and keen to gain a deeperunderstanding of the secondary classroom and develop a moreextensive range of teaching approaches.

History (11-16) with QTS*

edgehill.ac.uk

“I had already completed my degree at Edge Hill, so once I realisedthat teaching was what I wanted to do, it was an easy choice to studymy PGCE here because of the University’s great reputation.

Edge Hill is somewhere I’d definitely recommend; not only is it wellorganised with supportive tutors, but everyone is made to feel likethey are part of one big family.

The course has included a variety of educational visits to findout how certain locations can be used for school visits and I’veexperienced two very good schools for my professional practices.This has enabled me to put my teaching skills and behaviourmanagement techniques into practice, something I know I’ll findinvaluable in the future.

My studies have provided me with a great support network that I’mnot sure I’d have encountered anywhere else and I think the factthat I’ve completed my PGCE at Edge Hill will be of great advantagewhen starting my career as a teacher. I’ve found that the tutors arealways looking out for you and they are now helping me with myjob searches, which can only be of benefit.”

My PGCE: Claire Studdart PGCE History Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For further information please contact:PGCE Secondary Programme Leader – Lynne WarhamOn 01695 584732Or [email protected]




History (11-16) w

ith QTS*

53

54


Full-time, one year GX11Flexible, up to three years G1X1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Mathematics is a vibrant and challenging subject that ishighly relevant to everyday life. It is required for theanalysis of problems within a number of areas such asscience, technology, management and commerce, andhas a major impact on decision-making in the modernworld. It also helps to develop clear and logical thought– a real asset for anyone, whichever career they chooseto pursue.

As such, it is vitally important for teachers to ensure thatschool leavers possess enough skill in Mathematics to beable to make a positive contribution to not only theirchosen occupation, but to society in general.

This comprehensive course incorporates the very latestcurriculum requirements and offers you the chance tolearn from leading experts in Mathematics teachertraining. You will strengthen your subject knowledgeand boost your personal and professional ICT skills,ensuring you are at the cutting edge of teaching andlearning.




– Awareness of appropriate and innovative teaching and assessment methods, including whole-class teaching, group work, practical work and the use of computers and calculators– Strategies to encourage trainees’ numeric development, including oral and mental Mathematics, and the importance of correct numeric terminology– Knowledge of essential educational theory– Understanding of the curriculum and current teaching practice– Ability to plan lessons effectively– Excellent working knowledge of the latest ICT tools and software used for both personal benefit and as a teaching tool– Stronger subject knowledge– Greater awareness of your role within the teaching profession through study of professional values.


Mathematics (11-16) with QTS*

55

ENTRY REQUIREMENTS– GCSE English Language and Mathematics at grade C or above (or equivalent qualification)– A relevant first degree from a UK higher education institution or equivalent qualification– A degree classification usually at 2:2 or above– An A level in Mathematics (or equivalent level 3 qualification)– Satisfactory levels of Information and Communication Technology competence– A demonstrable interest in teaching within the curriculum area. You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.





Charlotte graduated with a Mathematics degree and, despite beinginterested in the profession, was unsure whether a career in teachingwas really for her. She decided to sample life in a school classroomgaining some experience which assured her that she did want tobecome a teacher. Safe in the knowledge that she was well preparedfor what the future held, Charlotte signed up to study a PGCE at EdgeHill University.

Gordon was a non-qualified Mathematics teacher, with a degree in thesubject, who had substantial experience teaching in a school. He wantedto obtain Qualified Teacher Status and after a successful interview hecompleted his needs assessment which established his trainingplan placing him on the Flexible route Pathway A. Gordon successfullycompleted all elements of his training plan in a 13 week period and isnow a qualified Mathematics teacher.


edgehill.ac.uk

“After spending the last 16 years working in the music industry, Iwanted a complete change in career and decided to become ateacher.

A couple of places offered the route into teaching that I wasinterested in but, after talking to some of my friends who work ineducation, the overwhelming advice was that I should choose EdgeHill University.

My feelings were that schools placed a high value on trainees whohad studied there and as well as this the PGCE route is one thatsome of my friends had taken and I liked and felt comfortable withthe timetable.

My two professional practices so far have been real contrasts – firsta grammar school and the second a comprehensive where I had areally full timetable to cover. This, however, gave me theopportunity to experience some areas not available in my firstprofessional practice, such as working with Special EducationalNeeds pupils and teaching assistants.

The course, in short, has given me the opportunity to teach mysubject for a living. I’ve now secured my first post at an excellentlocal school, thanks in no small part to the terrific support EdgeHill provided.

Time really has flown since I began the course, but when I thinkabout how much I’ve learnt it really does strike me how far I’ve come.”

My PGCE: Rob Hosker PGCE Mathematics Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For further information please contact:Course Leader – Martin Pickett On 01695 584402 Or [email protected]

Flexible Course Leader – Felix ObadanOn 01695 584073 Or [email protected]





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French, Full-time, one year R1X9Flexible, up to three years R1X1

German, Full-time, one year R2X9Flexible, up to three years R2X1

Mandarin, Full-time, one year T1XXFlexible, up to three years T1X1

Spanish, Full-time, one year R4XXFlexible, up to three years R4X1

Urdu, Full-time, one year T55XFlexible, up to three years T5X1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Teaching a language is an intellectual challenge thatgives pupils access to another culture and way of life,and helps to enhance their job prospects in the future.It also promotes a sense of understanding andappreciation of how countries interact and how workingand social relationships can be vastly improved througha shared dialogue.

This comprehensive course enables you to learninnovative teaching methods whilst developing yourown language knowledge and skills. You will also receivesupport to develop a second (or third if appropriate)language to ensure you have more to offer prospectiveemployers.




– Stronger knowledge of your specialist language(s) – Awareness of appropriate and innovative teaching and assessment methods, such as the use of interactive whiteboards, podcasts and computer-based resources– Strategies to encourage trainees’ holistic language development in the four skill areas of listening, speaking, reading and writing, as well as knowledge about the country and culture– Understanding of the curriculum and current teaching practice– Ability to plan lessons effectively– Excellent working knowledge of the latest ICT tools and software used in schools– Greater awareness of your role within the teaching profession through study of professional values– Knowledge of essential educational theory.


Modern Languages (11-16) with QTS*

57

ENTRY REQUIREMENTS– GCSE English Language and Mathematics at grade C or above (or equivalent qualification)– A relevant first degree from a UK higher education institution or equivalent qualification– A degree classification at 2:2 or above – Satisfactory levels of Information and Communication Technology competence– A demonstrable interest in teaching within the curriculum area. You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.





Throughout his time at university studying languages, Andrew workedon a voluntary basis with children. This experience and his love forlanguages have inspired him to apply for the Secondary PGCE inModern Languages programme, following the full-time route. Andrew iscurrently on professional practice in schools and it is this ‘hands-on’element of the programme he enjoys the most. On completion of hisPGCE, Andrew intends to make a positive impact on children’s lives,aiming to work in a teaching role that focuses on pupils with specialeducational needs.

Caring for a child and an infirm parent, Anne was unable to contemplatea full-time course. She had completed her languages degree on apart-time basis with the Open University but had no previous teachingexperience. She was accepted onto Pathway C to do the full FlexiblePGCE programme. She attended university alongside full-time routePGCE trainees and is now on her second professional practice.


edgehill.ac.uk

“I found out about my course through friends who are teachers andthen did my own research online. I actually read a profile of a careerchanger whose story sounded identical to mine, which reallyinspired me to go for it, so hopefully my thoughts will do the samefor someone else.

Edge Hill’s absolute support through what can only be describedas an intense year is what makes the place so special. As anexample, I applied to do this course a few years ago, but had towithdraw due to a family bereavement. The staff here were brilliantabout it and, even though I wasn’t even a student at that point, theymade me feel extremely well looked after.

I’d say the course has definitely met my expectations. It’s made veryclear what is involved and how tough it is going to be so you areprepared for what’s ahead. The subject-specific seminars give youall the theory behind the profession, but then it is even better whenyou actually get out there and teach it, test it and mould it to yourown personality and teaching style.

The people you meet really make it too and with the mentors havingsuch a wealth of experience it’s impossible not to pick up tips anduseful information.

After ten years working in the insurance industry I’d got to a stagewhere it wasn’t rewarding anymore and, more importantly, I wasn’tusing my languages at all. I thought what’s the point in learning alanguage to then not use it, so did the PGCE and it’s the bestdecision I ever made.”

My PGCE: Sara Bowdler PGCE Modern Languages Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For further information please contact:Course Leader – Monika ReeceOn 01695 650962Or [email protected]

Flexible Course Leader – Helen ThomasOn 01695 650962Or [email protected]





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Full-time, one year WX31Flexible, up to three years W3X1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Music combines personal experience, knowledge, skillsand understanding in a creative and cultural contextthat enriches and energises life. Through a fine balanceof imagination and practicality, teachers can use Musicto both develop a pupil’s playing skills and allow themto enjoy a liberating freedom of expression.

This popular and highly regarded course encouragesyou to continue with your own performing skills duringthe year and to share your music making andknowledge. It also incorporates exciting and innovative‘active learning’ and fieldwork opportunities as well asextensive educational theory and hands-on practicalexperience.

Facilities in the Music Department include a digitalsound studio, technology labs, a design suite and apost-production room and there are a wide range ofinstruments available, from guiros to African drums.The building is wireless enabled and software availableto use includes Cubase, Adobe Audition, ProTools,Reason and Sibelius.

Throughout the course there is input from leadingprofessionals from a range of backgrounds who deliverlectures, seminars and practical performance workshops.




– Awareness of appropriate and innovative teaching and assessment methods, including composition, performance and appraising– Strategies to introduce trainees to a range of live and recorded music from different times and cultures, including from the British Isles, Western, classical, folk, jazz and popular genres– Knowledge of essential educational theory– Understanding of the curriculum and current teaching practice– Ability to plan lessons effectively– Excellent working knowledge of the latest ICT hardware and software used in schools– Broader subject knowledge – Greater awareness of your role within the teaching profession through study of professional values.


Music (11-16) with QTS*

59






Sarah started her PGCE directly after graduating with a BA (Hons) inMusic. She undertook training in an 11-16 Roman Catholic High Schooland an 11-18 Technology College over the course of the year and thesecontrasting professional practices allowed her to develop a roundedteaching competence. Sarah felt so confident after completing hertraining that she was appointed to the post of Head of Music in a largeand successful secondary school.

Winston had worked in the music industry as a producer and frustratedmusician for 20 years. He had gained a degree in management but reallywanted to share his love of music with others. He contacted Edge Hill andan appropriate training plan was agreed that would allow him to completesome formal Level 6 accredited modules as part of a Flexible PGCE. Whileon the programme Winston undertook teaching both in a specialist ArtsCollege and a single sex comprehensive school. The mentors supportinghim on his final professional practice were so impressed that they offeredhim a position within the department before he had completed his training.

Music (11-16) with QTS*

edgehill.ac.uk

My PGCE: Roisin O’Donnell PGCE Music Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For further information please contact:Course Leader – Donna CumminsOn 01695 650993 Or [email protected]




Music (11-16) w

ith QTS*

59

“I was attracted to studying at Edge Hill after reading that theUniversity had achieved Grade 1 ‘Outstanding’ in its most recentOfsted inspection. In addition to this I liked how the PGCE SecondaryMusic course is structured and how, through the excellent relationshipsEdge Hill has with its partner schools and colleges, your professionalpractice is matched to your training needs.

On my first professional practice I spent four days per week in aschool. Initially I observed lessons until I became familiar with thepupils and school and by the second term I was teaching a 50percent timetable. I am now undertaking my second professionalpractice where I am teaching a 75 percent timetable, approximately15 lessons per week.

Throughout both professional practices I have been assigned to aclass where I am responsible for taking registration and teachingPersonal, Social and Health Education (PSHE). I also meet regularlywith my Curriculum Mentor to discuss my progress and targets, aswell as meet with my Professional Mentor and trainees from othersubjects to receive broader professional development advice.

During the PGCE I have gained a wide range of experiences in avariety of settings, including special educational needs schools,primary schools and sixth form colleges, while the assignmentshave been planned in such a way that I have never felt swamped bythe workload.

I would say that this course has made me a much more confidentand organised person who is ambitious and eager to succeed. I amnow looking forward to securing my first teaching role andcontinuing my professional development.”

60


Full-time, one year X9C6

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Thanks to high profile Government campaigns, teachingchildren ways to stay fit and healthy has never been soimportant. In addition to physical benefits, teaching PEalso helps pupils to become skilful and intelligentperformers, boosts their self-esteem and allows them togain other worthy attributes such as the ability to workselflessly and as part of a team, humility and adetermination to succeed.

As a secondary school teacher in Physical Educationyou’ll face heavy demands on your mind, body and time.This course is carefully designed to prepare you fully forthe physical and mental challenges you will face, givingyou the skills and stamina necessary to become anassured and high quality teacher of this subject.




– Awareness of appropriate and innovative teaching and assessment methods, including theoretical and physical challenges and games– Strategies to develop trainees’ abilities in a wide range of sports, including dance, gymnastics, athletics, swimming and various outdoor and adventurous activities– Knowledge of essential educational theory– Understanding of the curriculum– Ability to plan lessons effectively– Good working knowledge of the latest ICT tools and software used in schools– Broader subject knowledge and professional and academic skills– Greater awareness of your role within the teaching profession through study of professional values.

Full-time

Physical Education (11-16) with QTS*

61






Stephen qualified as a physiotherapist and has been working in theNHS. He now feels that he would like to teach PE as he has always hadan interest in physical activity. As his first degree is not in the subject hehas helped out in a number of schools on a voluntary basis and nowfeels that this is the right career move to make. He intends to apply toEdge Hill University to complete a PGCE in Physical Education.

Liz, who has a sports degree from Edge Hill, had thought aboutbecoming a PE teacher but wasn’t certain it would be the right choicefor her. To see if teaching suited her she gained employment as ateaching assistant in a secondary school where she worked with avariety of children. This experience has made her realise that teachingis the right career move to make and she now hopes to secure a placeon the PGCE at Edge Hill.

Physical Education (11-16) with QTS*

edgehill.ac.uk

“One of Edge Hill’s special points is its stimulating learningenvironment – it’s a unique and amazing place to study with a vastamount of resources and facilities.

I chose the secondary Physical Education PGCE because it offeredthe development of practical, reflective and analytical skills.Coming from a dance background I was worried that I might belimited in the various skills needed to teach PE, but the way thecourse is designed enables those with a mutual passion for teachingto come together and share their knowledge, helping everyone tobe the best possible teachers they can be.

I’ve particularly enjoyed the practical side of the course, taking partin different workshops and focusing on individual sports. This hasenabled me to experience first-hand the learning of a skill and howit is broken down, really developing my understanding.

The course has given me the chance to meet new people fromvarious backgrounds and has allowed me to learn a lot aboutmyself, such as how I react in different situations, how I work underpressure and how I learn from my triumphs and mistakes – mostimportantly – it has helped me to become a better teacher.”

My PGCE: Erin Dixon PGCE Physical Education Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For further information please contact:Course Leader – Rob BurgessOn 01695 584807Or [email protected]




Physical Education (11-16) w

ith QTS*

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62


Full-time, one year F311

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

This PGCE combines the two shortage subject areas ofphysics and mathematics to provide teacher training inthese distinct subjects, whilst also giving the opportunityto observe and teach physics at sixth form level.

Providing a strong focus on subject knowledge, theprogramme combines intensive subject-study sessionswith research-informed pedagogy, whilst enabling youto gain relevant experience through four days per weekof school-based training.

Whether you are a recent graduate or seeking a careerchange, perhaps from a background of physics orengineering, the programme will prepare you to take upyour first teaching post with confidence, equipped withthe academic and vocational skills, knowledge, valuesand understanding that will greatly enhance youremployability opportunities.




– Awareness of appropriate and innovative teaching and assessment methods, including experiments and investigative work, group discussions, role play, project work, presentations and examinations– Knowledge of health and safety requirements and strategies for maintaining a quality laboratory work environment– Knowledge of essential educational theory– Understanding of the curriculum– Ability to plan lessons effectively– Excellent working knowledge of the latest ICT tools and software used in schools– Broader subject knowledge and professional and academic skills– Greater awareness of your role within the teaching profession through study of professional values.

Full-time

Physics with Mathematics (11-19) with QTS*

63

ENTRY REQUIREMENTS– GCSE English Language and Mathematics at grade C or above (or equivalent qualification)– A relevant first degree from a UK higher education institution or equivalent qualification (this should be in a Physics, Engineering, Mathematical Sciences or closely related subject such as Energy Science and Technology, Astronomy and Space Science or Chemical Physics)– A degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence– A demonstrable interest in teaching within the curriculum area. You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.





Peter has a physics degree and has a wealth of experience from workingwithin the engineering industry for a large multi-national company. Thishas enabled him to develop many skills including problem solving andmathematical modelling and analysis, as well as providing him with asolution driven approach and the ability to remain positive when workingin pressurised situations. Wanting a career change and to discoverwhether teaching would be for him, Peter participated in school-basedobservations to develop his awareness of the role. Now certain of hiscareer aspirations, he is planning to begin a physics subject knowledgeenhancement course at Edge Hill University to prepare him further forthe Physics with Mathematics PGCE. Peter is aware that physics andmathematics are shortage subjects and believes the ability to teach bothdisciplines will greatly enhance his employment opportunities.

Physics with Mathematics (11-19) with QTS*

edgehill.ac.uk

My PGCE: Nicholas Long PGCE Physics with Mathematics Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For further information please contact:Course Leader – Ben PorterOn 01695 650968Or [email protected]




“Since graduating from my physics degree I have continuouslyworked in schools and thought a lot about becoming a teacher.

Choosing to study the secondary Physics with Mathematics PGCEat Edge Hill University has been one of the best decisions I’ve evermade. By learning about both science and mathematics I’veencountered a huge range of ideas and philosophies that have mademy teaching more thoughtful and imaginative.

My professional practices, which are a key part of the course, havebeen really varied too and have enabled me to apply everything Ihave learnt in the classroom. I found everyone at the schools I wasbased at to be hugely encouraging and they provided me with lotsof valuable and constructive advice.

The support we receive from our tutors is another great feature ofthis PGCE. They do all they can to help and go above and beyondwhat you might expect, which has made a big difference to myconfidence.

Without doubt this course has definitely helped me to achieve mygoals and I am now looking forward to starting my first teachingpost in September.”

Physics w

ith Mathematics (11-19) with QTS*

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64


Full-time, one year V6X9

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Religious Education makes an essential contribution topupils’ knowledge and understanding of the communities,cultures and truth claims that shape the world aroundthem. Through Religious Education pupils developknowledge of the beliefs and practices of the majorworld religions as well as begin to develop the skills tomake sense of the impact of these beliefs and values onpeoples’ lives.

Teaching Religious Education gives pupils the opportunityto learn about and reflect upon the religious experiencesof people around the world and through time. It alsoprovides a forum for them to develop their own personalresponse to questions of meaning and value such as“Does God exist?” and “Is there life after death?”

The course aims to develop reflective and analyticalskills as well as providing practical experience inplanning effective lessons and learning strategies,hands-on classroom experience, and opportunities tofurther your own subject knowledge. It also enables youto develop useful contacts for the future, throughmeeting and talking with faith practitioners from avariety of world religions.




– Strategies to develop students’ understanding of various religious and ethical issues through discussion and debate, research, and field trips to faith communities– Understanding of the curriculum and Local Agreed Syllabi, which influence the teaching of Religious Education according to the concerns and values of the faith communities within a particular area– Knowledge of essential educational theory– Awareness of appropriate and innovative teaching and assessment methods, including collage and display work, ICT research and presentations, videos, coursework and examination– Ability to plan lessons effectively– Excellent working knowledge of the latest ICT tools and software used in schools– Knowledge and understanding of RE at Key Stage 3 and Religious Studies at Key Stage 4 and post-16– Understanding of the role RE can play in promoting citizenship and community cohesion.

You will also develop your subject knowledge and gain useful contactswith religious communities that could help you during your teachingcareer, by visiting places of worship and meeting faith practitioners fromthe six main world religions represented in the Local Agreed Syllabi.

Full-time

Religious Education (11-16) with QTS*

65

ENTRY REQUIREMENTS– GCSE English Language and Mathematics at grade C or above (or equivalent qualification)– A relevant first degree from a UK higher education institution or equivalent qualification– A degree classification usually at 2:2 or above– Satisfactory levels of Information and Communication Technology competence– A demonstrable interest in teaching within the curriculum area. You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.





Ashifa has an MA in Theology from an American Institution. She taughtRE in an elementary school in the USA and has also been employed ata sixth form college as a general RE teacher, been Head of RE, and hasexperience of teaching A level. She would like to gain QTS and intendsto apply to study the PGCE in Religious Education at Edge Hill.

Suzanne has a background in retail management and has a degree inPhilosophy. She has wide experience of training adults, but limitedschool-based experience. Her subject knowledge was enhanced bycompleting a range of online subject knowledge enhancement modulesin RE before she joined the Religious Education PGCE, where she hasparticularly enjoyed her professional practices. Suzanne is now in theprocess of applying for her first school-based teaching position.

Religious Education (11-16) with QTS*

edgehill.ac.uk

“The course content in Edge Hill’s Religious Education PGCElooked excellent and I thought it would suit me well. The chance todo an enhancement course in the subject before I started teachertraining was also very appealing and gave me the chance to developmy knowledge further.

The course has really met my expectations and I’ve had exceptionalsupport from my course leader all the way through. I have workedreally hard throughout because I wanted to achieve the level my tutorsaid I could, and I genuinely feel that I have.

The way the course is structured has allowed me to develop at myown pace, but still meet the deadlines and deliver all my lessons. Ican only emphasise how important it is that PGCE trainees receivestrong support in an encouraging atmosphere and the staff at EdgeHill provide that in abundance.

There are times when you’re tested to your limits and situationswhere, as a trainee, you could be undermined and your professionalmanner tested, but the superb tutors give you the tools to handleall those situations and still deliver all your planning andassignments.

I certainly have become the confident and able teacher that, at onetime, I never imagined I could be.”

My PGCE: Asha Musa PGCE Religious Education Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For further information please contact:Course Leader – Francis FarrellOn 01695 584220 Or [email protected]

Flexible Course Leader – Mike AshtonOn 01695 584220Or [email protected]




Religious Education (11-16) w

ith QTS*

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66


Full-time, one year C1X1Flexible, up to three years CAX1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Biology is a natural science and covers many topics anddisciplines related to the study of life and livingorganisms, including their structure, function, growthorigin and evolution. To prepare you to teach thisexciting subject, this PGCE has been designed to beactivity-led and meet the latest Biology curriculumrequirements.

As such, the course aims to develop your reflective andcritical skills and equip you with the expertise andknowledge required to become a competent and assuredsecondary school teacher of Biology, with sufficientsubject knowledge to not only teach across the Biologydisciplines at Key Stage 3, but also contribute outsideyour specialist subject at Key Stage 4.




– An awareness of appropriate and innovative teaching and assessment methods, including experiments and investigative work, group discussions, role play, project work, presentations and examinations– A knowledge of the health and safety requirements and strategies for maintaining a safe laboratory working environment– An understanding of essential educational theory– An understanding of the science curriculum– The ability to plan outstanding lessons and deliver them effectively– Excellent working knowledge of the latest ICT tools and software used in schools– Broader subject knowledge in Biology and also in your non specialist science disciplines (i.e. Chemistry and Physics)– Professional and academic skills including Educational Research methodology– An awareness of your role within the teaching profession through an increasing awareness of professional values– An awareness and expertise that will allow you to form positive relationships with both pupils and colleagues– A knowledge of a range of classroom management techniques and the awareness to implement them.

You will also develop your subject knowledge by participating innumerous activities, which have in the past included visits to places ofscientific and fieldwork interest, guest speakers and Science,Technology, Engineering and Mathematics (STEM) Challenge days in theNorth West.


Science (Biology) (11-16) with QTS*

67

ENTRY REQUIREMENTS– GCSE English Language and Mathematics at grade C or above (or equivalent qualification)– A relevant first degree from a UK higher education institution or equivalent qualification.The subject of the degree should be relevant to the Biology discipline– A degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence– A demonstrable interest in teaching within the curriculum area. You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.





After completing a degree in Environmental Science, Nazira gained aposition in a local sixth form college teaching GCSE and A level Biology.She then began a PGCE in Post-Compulsory Education and Trainingand continued to teach three days a week at the college as well asundertaking maternity cover in schools. With the offer of full-timeemployment at one of these schools, she wanted to achieve QualifiedTeacher Status. Nazira was inducted onto the flexible Science (Biology)programme and chose to follow Pathway A, which requires assessmenton one professional practice only.

Owen worked in a variety of jobs after leaving school. He studied for hisScience A levels on a part-time basis and then embarked on a degreein Genetics, gaining a 2:1. After working with his own secondaryschool-aged children Owen decided to become a teacher. He completedten days voluntary observation and assisting in a school whichconfirmed his choice of profession and he began the full-time PGCEScience (Biology) course.


edgehill.ac.uk

“I was working towards my PhD when I realised that the only thingthat I enjoyed about the course was the time I spent teaching andcarrying out practical work. As I wanted to work in an environmentthat was continuously challenging, yet also enjoyable, I began tostudy for my PGCE.

I chose Edge Hill University because I was aware of its excellentreputation for initial teacher training, particularly with respect tothe support it provides to trainees. I found this support and the easeof access that I had to my tutors, as well as other teaching experts,was vital in helping me through what was an extremely challengingand demanding year. Their knowledge, passion and encouragementwere paramount in helping me to succeed and to attain the skillsnecessary to develop into an outstanding teacher.

The professional practices offered as part of the course provided afantastic setting for my PGCE year and I had the opportunity todevelop relationships with the staff and pupils at a variety ofschools. It is true that every lesson is different, but it was the diversechallenges I faced daily in school that confirmed my desire tobecome a teacher.

Edge Hill has provided a great experience on my journey tobecoming a teacher, from initially providing me with theopportunity to enhance my subject knowledge right through mytraining. Having now secured a teaching post in London I feel readyto face the challenges ahead, knowing that the University willcontinue to support me throughout my career.”

My PGCE: Chris ReesPGCE Science (Biology) Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For further information please contact:Course Leader – Bernard KerfootOn 01695 584640 Or [email protected]

Flexible Course Leader – Dee WyattOn 01695 584279 Or [email protected]





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Full-time, one year F2X1Flexible, up to three years F1X1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

By training to become a teacher of Chemistry, thescience of matter and chemical reactions, you willbe ideally placed to progress in your career.

The Government has placed a focus on training teachersof Chemistry to raise educational standards and helptoday’s young people acquire appropriate knowledge,skills and values. Once qualified, you will be ideallyplaced to use your expertise to meet this demand andembark upon a rewarding and satisfying teaching career.

As such, this PGCE has been designed to develop yourreflective and critical skills and equip you with theexpertise and knowledge required to become acompetent and assured secondary school teacher ofChemistry, with sufficient subject knowledge to not onlyteach across the Chemistry disciplines at Key Stage 3,but also contribute outside your specialist subject at KeyStage 4.




– An awareness of appropriate and innovative teaching and assessment methods, including experiments and investigative work, group discussions, role play, project work, presentations and examinations– A knowledge of the health and safety requirements and strategies for maintaining a safe laboratory working environment– An understanding of essential educational theory– An understanding of the science curriculum– The ability to plan outstanding lessons and deliver them effectively– Excellent working knowledge of the latest ICT tools and software used in schools– Broader subject knowledge in Chemistry and also in your non specialist science disciplines (i.e. Biology and Physics)– Professional and academic skills including Educational Research methodology– An awareness of your role within the teaching profession through an increasing awareness of professional values– An awareness and expertise that will allow you to form positive relationships with both pupils and colleagues– A knowledge of a range of classroom management techniques and the awareness to implement them.

You will also develop your subject knowledge by participating innumerous activities, which have in the past included visits to places ofscientific and fieldwork interest, guest speakers and GET SET Challengedays in the North West.


Science (Chemistry) (11-16) with QTS*

69

ENTRY REQUIREMENTS– GCSE English Language and Mathematics at grade C or above (or equivalent qualification)– A relevant first degree from a UK higher education institution or equivalent qualification. The subject of the degree should be in a Chemistry-based discipline – A degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence– A demonstrable interest in teaching within the curriculum area. You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.





Navid achieved a degree in Forensic Science which encompassedmodules across all of the science disciplines and he recognised thesecould be valuable in teaching science at secondary level. His ambitionfor this was strengthened during the final year of his degree when heundertook some observation in a local secondary school. Navid appliedfor the Chemistry strand of the PGCE Science programme at Edge HillUniversity and was offered a place on the condition that he studied 12modules of Chemistry Subject Knowledge Enhancement (SKE). Thisreinforced his knowledge and allowed him more time to extend hisschool experience. It also allowed him time to get to know Edge Hill andthe Science Team. Following completion of the SKE modules Navidbegan the PGCE programme which he has now successfully completed.

Science (Chemistry) (11-16) with QTS*

edgehill.ac.uk

“When choosing a University to train at Edge Hill really stood outto me, both for its reputation amongst teachers and for itscampus location.

Recommending this PGCE is easy because the teaching staff arefantastic and the support they give you is excellent. Right from thestart they are building your confidence and preparing you foryour first time in front of a class. Throughout the course theopportunities to gain the best experiences are wide and varied, withstaff able to draw upon and provide examples from their ownteaching careers. They are always willing to help, from generatingideas for the classroom to support with writing job applications.

Although the course is very challenging it is also extremelyrewarding and you learn a great deal along the way. It is satisfyingseeing pupils develop and there’s a great sense of achievement thatgoes with seeing first-hand the progress they make. It really showsyou how valuable a good and engaging education is.

The PGCE is an intensive year but it is worth every minute. Youemerge from it as a teacher with confidence and experience to teachanywhere and deal with anything. You also witness what a positivedifference you can make to the lives of pupils each day.”

My PGCE: Chris HarrisonPGCE Science (Chemistry) Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .






Science (Chemistry) (11-16) w

ith QTS*

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Full-time, one year F3X2Flexible, up to three years F3X1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Physics is a fascinating subject that covers a wide rangeof areas, not least those of matter and energy andhow they react with each other. If you have a passionfor physics and would like to inspire young people,while helping to raise educational standards in thissubject, then there has never been a better time. TheGovernment has classified physics as a shortage subjectand is looking to increase the number of specialistphysics teachers in the country, meaning that oncequalified you would be ideally placed to meet thisdemand and take advantage of excellent careeropportunities.

This course aims to develop your reflective and criticalskills as well as equip you with the expertise andknowledge required to become a competent and assuredsecondary school teacher of Physics, with sufficientsubject knowledge to not only teach across the Physicsdisciplines at Key Stage 3, but also contribute outsideyour specialist subject at Key Stage 4.




– An awareness of appropriate and innovative teaching and assessment methods, including experiments and investigative work, group discussions, role play, project work, presentations and examinations– A knowledge of the health and safety requirements and strategies for maintaining a safe laboratory working environment– An understanding of essential educational theory– An understanding of the science curriculum– The ability to plan outstanding lessons and deliver them effectively– Excellent working knowledge of the latest ICT tools and software used in schools– Broader subject knowledge in Physics and also in your non specialist science disciplines (i.e. Biology and Chemistry)– Professional and academic skills including Educational Research methodology– An awareness of your role within the teaching profession through an increasing awareness of professional values– An awareness and expertise that will allow you to form positive relationships with both pupils and colleagues– A knowledge of a range of classroom management techniques and the awareness to implement them in the classroom.

You will also develop your subject knowledge by participating innumerous activities, which have in the past included visits to places ofscientific and fieldwork interest, guest speakers and GET SET Challengedays in the North West.


Science (Physics) (11-16) with QTS*

71

ENTRY REQUIREMENTS– GCSE English Language and Mathematics at grade C or above (or equivalent qualification)– A relevant first degree from a UK higher education institution or equivalent qualification. The subject of the degree should be in a Physics-based discipline – A degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence– A demonstrable interest in teaching within the curriculum area. You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.





Humayun had a degree in Civil Engineering and so undertook a SubjectKnowledge Enhancement course to enable him to prepare to join theScience (Physics) PGCE. He opted for units not relating to hisengineering experience, yet which complemented his degree, includingthe topics of Electricity, Magnetism and the Earth and Space.


edgehill.ac.uk

“As a graduate with a 2:1 in Physics I decided to explore becominga teacher as it had always appealed to me. As part of this I spenttime working voluntarily in local schools and found that I reallyenjoyed the environment as well as the enthusiasm of young people.

I then chose to visit an Edge Hill University open day due to itsoutstanding reputation for initial teacher training and wasthoroughly impressed by the campus, the facilities and theresources. I found it was also a good opportunity to speak to tutorsand gain an understanding of what a PGCE entailed.

The guidance and support on this course has been excellent fromstart to finish and I received valuable advice, feedback andmentoring throughout my professional practices. Lecturers at EdgeHill gave me a confident understanding of all aspects of teaching,ranging from the legal responsibilities and Ofsted guidelines, todifferentiation strategies and behaviour management techniques.

In my experience the tutors were always there for every PGCEstudent, whether it was to provide help with written assignments,guidance on a particular aspect of teaching, or just advice on howto teach a certain topic.

I feel that Edge Hill has a real commitment to ensuring that itsstudents find employment after their course has finished too.Throughout my training I was able to attend a number of lectures,seminars and workshops about composing an outstanding CV,writing the perfect application letter, as well as how to prepare forteaching interviews. This was certainly of benefit to me and oncompletion of my PGCE I immediately secured a permanentteaching position at an independent school.”

My PGCE: Michael Willshire PGCE Science (Physics) Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .







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Edge Hill University currently worksclosely with a selected range of School-Centred Initial TeacherTraining (SCITT) providers whichinclude Merseyside, Manchester and Lancashire (MML), PennineLancashire (PL) and Three Counties Alliance (TCA).

The University has worked closely with these SCITTproviders to ensure that the programmes they havedesigned further enhance the quality of teachersentering the profession, and the quality of the designand delivery of teacher training, as well as drivingforward an enhanced model of school improvementthat has real impact on the schools within each Partnership.

Each SCITT partnership comprises Ofsted-graded‘outstanding’ schools and settings, ‘good’ schools withoutstanding features, and Edge Hill as the Universityprovider offering accreditation of a trainee’s MastersLevel work. The schools, school leaders, and teachersare very much the drivers of this innovative InitialTeacher Training programme, which currently offersQualified Teacher Status (QTS) with a PostgraduateCertificate in Education, plus an additional 60 creditsat M level, accredited by Edge Hill University.

To join this Initial Teacher Training programme inone of the SCITTs we work with you should applythrough UCAS to your chosen SCITT. You would thenundertake your training within a cluster of identifiedschools where you will be able to learn and developthe skills required to become an outstanding teacher.

Each SCITT recruits, trains and then supports traineesto secure employment, enabling new teachersto have the best possible start to their teaching career.

The trainees within each SCITT will learn and train ina diverse range of schools and work with the besteducators to build on their outstanding potential fromthe start of their programme. They will have access toExpert Practitioners across the cluster and be able toput all their learning into practice from day one.

For further information about applying to a SCITTplease visit the website of their lead school:

Merseyside, Manchester and Lancashire (MML)SCITT which is led by Tarleton Academywww.tarletonacademy.org

Pennine Lancashire (PL) SCITT which is led by AlderGrange Community and Technology Schoolwww.aldergrange.com

Three Counties Alliance (TCA) SCITT which is led byMinsthorpe Academywww.minsthorpe.wakefield.sch.uk

School-Centred Initial Teacher Training (SCITT)

73edgehill.ac.uk

Primary PGCEUndertaking a Primary Initial Teacher Training (ITT)programme with School Direct via Edge HillUniversity will enable you to achieve a specific PGCEaward linked to a specialist area. These are:

- PGCE Primary English Education with QTS*- PGCE Primary Mathematics Education with QTS*- PGCE Primary Modern Languages Education

with QTS*- PGCE Primary Science Education with QTS*.

Your specialism will be confirmed once you are madean offer however you should indicate on yourapplication which specialism(s) you would like to beconsidered for.

Training for a Primary PGCE would involve thecompletion of at least 120 days in school which wouldbe undertaken in schools linked to the designated leadschool. It also involves attending taught sessions atEdge Hill University’s Ormskirk campus for two daysper week, during seventeen weeks of the programme.

The entry requirements needed to join the primaryprogramme include: demonstrating a commitment to,and understanding of, primary education, normallyfounded on at least 10 days of experience in primaryclassrooms in the two years prior to your application;GCSE at grade C (or equivalent qualification) inEnglish Language and Mathematics; suitable personaland presentational qualities; a good standard ofwritten English.

In addition, before the programme commences youmust have: a first or second class Honours degreefrom a UK university; an A level in your chosenspecialism, or evidence of significant coverage of yourchoice of specialism within your first degree/higherdegree; GCSE at grade C (or equivalent qualification) inCombined Science/Physics/Chemistry/Biology, as wellas two additional National Curriculum subjects (astaught in Key Stages 1 and 2).

School Direct is a programme whereschools, or partnerships of schools,apply for trainee teacher places.

The School Direct schools choose which accreditedprovider to work with, negotiate how the training isstructured and agree how the funding will be dividedbetween the school and the provider. The provider isaccountable and responsible for the recommendationof the award of Qualified Teacher Status (QTS).

Two types of School Direct training places are available:

- The School Direct Training Programmewhichis open to all graduates and funded by tuition fees thatare paid by the trainee, who may receive a bursaryfrom the Teaching Agency (TA).

- The School Direct Training Programme(salaried) which is an employment-based route intoteaching for high quality graduates with three or moreyears’ career experience. The trainee is employed asan unqualified teacher by a school and the TeachingAgency (TA) provides funding, which the school canuse to subsidise the trainee’s salary and/or training.

As an accredited provider, Edge Hill Universitycurrently works with the following lead Primary andSecondary schools:

Primary Schools- Burscough Priory Science College- Ladywood School and Outreach Centre, Bolton- Mawdesley St Peter’s C of E Primary School- Roundthorn Primary School, Oldham- St Peter’s C of E Primary School, Shropshire- The Bridge School, Islington, London- The Marches School, Shropshire

Secondary Schools- Alder Grange, Rawtenstalle- Blackrod and Rivington, Rivington, Horwich- Burscough Priory Science College, Burscough- Byrchall High, Ashton in Makerfield- Childwall High, part of the Enterprise Trust, Liverpool- Deyes High, Maghull- Lymm High, Cheshire- Minsthorpe, Yorkshire- The Marches, Shropshire- The Sutton Academy, St. Helens

74 *Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)


Secondary PGCESecondary PGCE trainees will study their SchoolDirect programme jointly between the cluster ofschools and Edge Hill University. They will receive acomprehensive training with the schools on a numberof priority areas which include assessment, reading,cross curricular literacy, phonics, English as a SecondLanguage, behaviour management and Special Needs(SEND). This comprehensive training will involveworking with the lead partnership schools and attendingtaught sessions at Edge Hill’s Ormskirk Campus.

The course takes one year to complete and is forgraduates wishing to achieve a PostgraduateCertificate in Education with Qualified Teacher Status(QTS). The PGCE will provide 120 credits towards anMA, which is equivalent to two thirds of an MA.Qualified Teacher Status gives you license to teach inany 11-18 Secondary school.

Trainees applying for a Secondary PGCE should beable to demonstrate: a commitment to, andunderstanding of, secondary education, normallyfounded on at least 5 days of experience in asecondary school; GCSE at grade C (or equivalent) inEnglish Language and Mathematics; Grade B at A level in a relevant subject (or equivalent).

In addition, applicants must have, or be in the processof obtaining, a first or second class honours degree(or equivalent) from a UK university. All subjects areacceptable, but should be relevant to the subject beingstudied. Where an applicant is in their final year, thena successful outcome should be predicted by the referee.

Applying for School Direct PGCE TrainingApplications for School Direct programmes can bemade through the ‘Get into Teaching’ section of theDepartment for Education’s website. These can bemade once allocations have been confirmed, which isusually at the end of October. Applicants will be ableto search for places by lead school name, subject orlocation.

Please note that:- For the purposes of initial teacher training, level 2

numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English

- Applicants are required to undertake national Professional Skills Tests in Literacy and Numeracy prior to entry to these programmes. Successful completion of the Professional Skills Tests will form part of the conditions of any offer of a place. Further details can be found at edgehill.ac.uk/skillstests

- An academic reference is required for all students who have graduated in the last five years.

School Direct – Primary and Secondary PGCE Training Programme

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If you want a career that providesvariety and opportunity, combinedwith the ability to help people achievetheir potential, then teaching in thePost-Compulsory Education andTraining (PCET)/Lifelong LearningSector (LLS) could be for you.

Teachers and trainers working within the Post-Compulsory Education and Training sectordeliver learning sessions to individuals from the age of16 upwards, although many settings now also cater forlearners from the age of 14.

The PCET sector, which used to focus mainly on FurtherEducation (FE), now encompasses colleges, adult andcommunity learning centres, library and archives,public service sector, armed forces, prison education,health service and private training organisations.

Teaching and working with learners from across thePCET sector is quite different from teaching in a schooland it offers many rewards and challenges. Many learnerswithin the sector arrive with a wealth of experience –both academic and skills-based. Teaching within thesector enables trainee teachers to develop and enhanceeffective approaches to teaching and learning, whichboth connect and celebrate the experience and diversityof the learners they work with.

As learners in the sector often bring with them anexisting knowledge base, PCET teachers can findthemselves in a class full of lively debate anddiscussion. This can enable them to create anenvironment where learners are able to discuss theirviews and opinions openly and freely in an atmosphereof mutual trust and respect. This can be a stimulatingexperience for both learner and teacher and it is oftenfrom such dialogue that mutual learning occurs.

Another aspect of teaching in the PCET sector is theopportunity to help learners take a second chance inachieving their ambitions. People returning toeducation are often ready to seize opportunities andmeet new challenges, and they can often makeexceptional students who are highly committed toachieving their goals. To be part of this process can beexhilarating, rewarding and extremely fulfilling.

There are many areas in which a qualified PCETteacher can teach, including:

• Academic subjects (like Mathematics, English and Science) often leading to qualifications such as GCSEs and A levels

• Vocational courses which train students for careers such as catering, construction, childcare, photography and woodwork, often leading to vocationally linked qualifications such as NVQs

• The 14 - 19 vocational routes delivered in colleges, schools and settings.

Once you become a qualified and experienced teacherin the PCET sector you will find there are manyopportunities to enable you to progress in your career.These include becoming an advanced practitioner, alearning coach, a senior lecturer, a programme leader,course manager or head of division. In these roles youcan continue to teach while gaining additionalresponsibilities.

When qualified, teachers in the PCET sector can alsogain Qualified Teacher Learning and Skills (QLTS)status which places them on a national register ofqualified teachers for the sector. This process isusually undertaken during the first year of teaching,following achievement of the PCET teaching award,Diploma in Teaching in the Lifelong Learning Sector,via a process known as ‘professional formation’.

Teaching in the Post-Compulsory Educationand Training/Lifelong Learning Sector

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Full-time, one year X341Part-time, two years X342

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Being able to make a difference to people’s lives in thelearning environment is not exclusive to teaching thosein their formative years. In the Lifelong Learning Sector(LLS), young people are on the cusp of making importantdecisions about their future, and the teachers who workwith them are important influences on their choices.The adult learner participating in a training programmecan be inspired into forming new ideas, taking differentapproaches to their job or even changing career.

This PGCE is a Learning and Skills Improvement Service(LSIS) endorsed qualification that is ideal for graduatesseeking to specialise in teaching their subject within thePost-Compulsory Sector, or those wishing for a careerchange. Please note that successful completion of thisprogramme leads to a recommendation for QualifiedTeacher Learning and Skills status (QTLS).

YOUR STUDY PROGRAMMEThe award is offered as a professional graduate level (Level 6) or as apostgraduate level (Level 7) award. The award is offered on either afull-time or part-time basis.

The programme has six modules which combine to give you a range ofskills and knowledge from preparing for teaching, learning andassessment to subject specific teaching and learning. Having formedsome essential knowledge and skills to establish your professionalpractice in the classroom, the subsequent modules cover broader topicsthat are relevant to Post-Compulsory Education and Training.

HOW YOU ARE ASSESSEDThere is a range of assessment, including coursework, observations ofteaching, presentations and reflection, which have a focus ondeveloping the knowledge, skills and understanding that will be usefulin the learning setting.

A number of modules are assessed through portfolios of evidence drawnfrom your practice and thus encourage the development of innovationin teaching and learning activities. During the programme you will beobserved formally eight times. These observations will be shared acrossthe Edge Hill University partnership by tutors and subject specificmentors. This approach offers you feedback, not only on generic aspectsof teaching but also the teaching and development of your subjectspecialism.

Three accredited awards are available within the overall programme:

– University Certificate of Credit – Level 6 (Module 1)

– University Advanced Certificate – Level 7 (Modules 1-3)

– Professional Graduate Certificate - Level 7 (Modules 1-6).

The 90 Level 7 credits form an exciting progression to the Masters inEducation programme, offering half of the total 180 credits.

Full-time and Part-time

PGCE Post-Compulsory Education and Training (Diploma in Teaching in the Lifelong Learning Sector)

79

ENTRY REQUIREMENTS– Good Honours degree (2:2 or above) in an appropriate subject, that is a subject clearly part of the Post-Compulsory curriculum – GCSE Grade C or equivalent in Mathematics and English Language preferred. If not held on entry they must be achieved by exit in order to achieve eligibility for QTLS status.

If you do not have the GCSEs required, we offer Equivalency Programmes(see page 82).


After a career in the health service Tom wanted to use the many skillshe had acquired to teach in the Lifelong Learning Sector. As he wantedto remain in employment while he gained his teaching qualification hefound the PGCE in Post-Compulsory Education and Training at EdgeHill University ideal as it allowed him to study on a part-time basis andundertake the required modules around his shifts. Tom has nowsuccessfully achieved his PGCE and has secured a teaching position ata local college.

PGCE Post-Compulsory Education and Training (Diploma in Teaching in the Lifelong Learning Sector)

edgehill.ac.uk

My PGCE: Susan BonePGCE Post-Compulsory Education and Training (PCET) Trainee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For further information please contact:Course Leader – Lindsey MarshOn 01695 657289Or [email protected]

Part-time Course Leader – John DickinsonOn 01695 650830Or [email protected]




“I had always wanted to enter the teaching profession and, feelingthe time was right, joined the PGCE in Post-Compulsory Educationand Training at Edge Hill University.

During my studies I have found that although the course comprisesa lot of hard work, it does provide you with the high quality trainingand essential experience to become a professional teacher.

Whilst on the course, my personal tutor advised me to complete anacademic psychological profile through Student Services, theresults identifying dyslexia and problems with my processing ofinformation. This knowledge will now help me to furtherunderstand the individual, sometimes complex, needs of mystudents and enable me to develop techniques that will help them.

As part of my professional practice I have been teaching an all-malecohort. As a group they have mostly failed at school and admit todisliking education, so I am using the skills I have gained at EdgeHill to change their outlook and provide them with a positive andenjoyable experience, while also teaching my specialist subject. I’venow witnessed results and watched them acquire confidence andgain a mutual trust and respect for each other. They all admit to nowenjoying college and are achieving, which I am very proud about.

It is with thanks to Edge Hill that I have accomplished what I setout to do, whilst also having some great experiences and makingseveral new friends. More importantly, I have also developed a realpassion for my work and am currently in the process of discussinga full-time opportunity for when I graduate.”

PGCE

Post-Compulsory Education and Training (D

iploma in Teaching in the Lifelong Learning Sector)

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More information at ehu.ac.uk/pgceapply

If you have the necessary entryrequirements to study on a full-timeor flexible PGCE programme, youmust apply through UCAS TeacherTraining via the UCAS website –www.ucas.com. This service replacesthe Graduate Teacher Training Registry(GTTR) from previous years.

When applying, please remember to use the coursecode specified on each course page.

The Teacher Training cycle normally opens on 1st

November each year. When you make yourapplication through Apply 1, you will be asked toprovide up to three choices. Each of these choices willbe considered at the same time.

When a course opens, it must stay open for aminimum of two weeks. However there are noapplication deadlines after this period, so it isrecommended that you submit your application early.

If you are unsuccessful with your applications throughApply 1, you will be entered into Apply 2. You will thenbe able to apply for any courses still with vacancies.However in Apply 2 you can only apply for one courseat a time.

Admissions Tutors receive large numbers ofapplications every year and as such it is vital to make agood first impression by submitting a strongapplication. One of the best ways to do this is throughyour Personal Statement which allows you to conveyyour qualities, experience and desire for teaching.Advice about writing a strong personal statement canbe found at edgehill.ac.uk/pgceapply

For information about applying for School-CentredInitial Teacher Training please see page 72.

For information about applying for a School DirectPGCE Training programme please see page 74.

Application RequirementsIf you make an application within five years ofgraduating, or are still to complete your degree, it isnormally a requirement that the principal referenceshould be provided by a university tutor.

Applicants are also encouraged to complete at least 10 days experience in a school, college or setting priorto applying.

Successful applicants will undergo a personal and/orgroup interview and practising teachers from thesector will normally be involved in the interviewingprocess.

If you do not have the necessary entry requirements tostudy on a full-time or flexible Secondary PGCEprogramme and wish to embark on one of our subjectknowledge enhancement routes (see page 38), youshould make an application for the PGCE. You canthen be considered for a place on one of the subjectknowledge enhancement courses.

Those applying to start Initial Teacher Training will be required to undertake Professional Skills Tests inLiteracy and Numeracy prior to entry. Further detailscan be found on our website: edgehill.ac.uk/skillstests

If you accept a formal offer from Edge Hill University,you will be required to meet the requirements forInitial Teacher Training (ITT), including therequirements for health and physical capacity toteach and clearance to work with children.

The above requirements are correct at the time ofgoing to print. You should note that the nationalregulatory requirements are subject to change,sometimes at short notice. Potential trainees must beable to comply with all such changes that are notifiedto you by Edge Hill University.

How to Apply

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More information at ehu.ac.uk/tests

If you are applying to Edge HillUniversity and don’t possess therequired GCSEs or appropriate Level 2award, you can gain the equivalentqualification by enrolling on, andcompleting, one or more of thefollowing programmes:

GCSE Equivalence:- English- Mathematics- Science

Level 2*- Literacy- Numeracy

* Please note these Level 2 qualifications are onlysuitable for those applying for Post-CompulsoryEducation and Training.

These modules allow you to gain the requiredqualifications and while on these programmes you will take part in a range of activities to aid yourprogress and equip you for the examination in therelevant subject area.

For further information, including dates, fees, venues andtimes, please visit our website edgehill.ac.uk/testsor email us at [email protected]

You can also telephone 01695 657148 if you wouldlike to discuss your options with a member of the team.

Please note that when applying to UCAS TeacherTraining, you must remember to note that you arecurrently working towards achieving the desiredGCSE qualification, however Mathematics andEnglish must be taken before applying for aPrimary PGCE.

Equivalency Programmes – Meeting GCSE/Level 2 requirements

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Full-time and Flexible PGCEs and PCETEligible trainees will be able to borrow the full cost of theirtuition fee from the Government in the form of a loan.

• You do not have to pay for your course upfront• You can get a loan to cover the cost of your

tuition which you start to repay once you have left university and are earning over £21,000 per year

• Any monies still owed after 30 years will be written off.

Subject to household income, full-time PGCE andPCET trainees may also apply for a maintenance loanand qualify for a maintenance grant to help with livingexpenses.

For further information, including tuition fees, pleasevisit edgehill.ac.uk/postgraduate/fees

You may also wish to visit the Teaching Agencywebsite for details on teaching bursaries atwww.education.gov.uk/get-into-teaching/funding/postgraduate-funding

Contacting Student FinanceAll assessment for fee loans, maintenance grants and maintenance loans are made online atdirect.gov.uk/studentfinance

Early application is advised to ensure funding isavailable at the start of term. Financial support forliving costs, available only to full-time students, isbased on household income. All payments are madevia the Student Loans Company.

If you apply for a tuition fee loan your tuition fees willbe paid directly to the University.

A ‘recognised student’ must normally have resided inthe UK for three years prior to commencement of theprogramme. Please note that this residence could havebeen for the purpose of receiving full-time education(EU nationals or children of such a person).

Additionally, students must meet certain immigrationconditions. If you are unsure about your status pleasecontact the Admissions Unit on 01695 650950.

Fees and FinanceInformation for UK and EU students only

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More information at edgehill.ac.uk/postgraduate/fees

Financial assessments are subject to means testingmade against a student’s parental household income,except where:

– A student has reached the age of 25 before the start of the academic year in which he/she begins his/her course

– A student has regularly supported him/herself out of his/her own earnings for three consecutive years

– A student is under 25 and is married before the start of the course. In such circumstances their spouse’s income will be taken into account when the financial assessment is carried out

– A student meets the criteria of ‘estrangement’ from parents

– A student has the care of a person under the age of 18 on the first day of the academic year.

If a student is over 25 and cohabiting, or married,their partner’s income will be taken into account whenthe means test is carried out for financial support.

There have been a number of changesto the entry criteria for PGCEprogrammes and as such it may not bepossible for all international studentsto apply to the programme.

We recommend that international students interestedin studying one of our PGCE programmes contact theInternational Office in advance of submitting anapplication to Edge Hill University to see if they areeligible. International students should also note thaton completion of the PGCE, Qualified Teacher Statusis not confirmed until completion of an Induction Year within an English school that holds a tier 2sponsor licence.

For further information please [email protected], or visitedgehill.ac.uk/international

International Students

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Careers ServiceEdge Hill University’s Careers Centre is based on theground floor of the Student Information Centre (SIC)and provides a comprehensive and up-to-date careersinformation and guidance service for all PGCEtrainees.

Our award-winning Careers website provides PGCEtrainees with all the information they need to applysuccessfully for teaching posts. It is widely used andextremely popular with PGCE trainees who can usethe e-guidance service to check over draft letters ofapplication.

PGCE trainees benefit from our excellent teachingvacancy service which provides links to schools, localauthorities and other organisations who recruitteachers, both in the UK and overseas. Workshops areorganised with course tutors to help trainees securetheir first teaching post by offering help withapplication and interview techniques. Careers eventsare also organised with the Faculty of Education sothat trainees can meet with possible future employersand professional bodies for their on-going careerdevelopment.

Edge Hill University has an excellent record ingraduate employment and recent statistics show that95.8% of PGCE trainees (2011/2012) were inemployment or further study six months aftergraduation. Trainees benefit from the high reputationthat Edge Hill University has in the training ofteachers and find that they are very much sought afterby schools and Local Authorities throughout the UK.

For more information, visit edgehill.ac.uk/careers

Finance and Welfare Rights Prospective PGCE trainees can take advantage of ourfree ‘financial health-check’ where you can discussyour financial situation, in complete confidence, withan adviser from Student Services. Our advisers will beable to inform you what funding and financial helpyou are entitled to, such as maintenance loans, grants,bursaries and any discretionary funds and what theassociated costs of studying, such as tuition fees, will amount to.

AccommodationTo help you in your search for accommodation, theAccommodation Office provides general informationabout private sector properties in the local area,including purpose built student accommodation inLiverpool City Centre.

Please note that if you sign a contract with a propertyowner it is independent of Edge Hill University andstrictly between yourself and the landlord. Anycontract entered into with a private landlord is alegally binding contract for a fixed term. This meansthat you are financially liable for the whole term of thecontract once you have signed it.

Non-resident students are welcome to use the social,health care, laundry and all other on-campus facilitiesincluding the car park, subject to availability.

HealthEstablished links with a local practice enable us tooffer extensive health care provision. Doctor’ssurgeries are held at our Health and Wellbeing Centre,Milton House, and the Nursing Sister in charge isavailable for drop-in enquiries and treatment onweekdays from 8:30am to 4:30pm.

Care Leavers Edge Hill University has received the Buttle UK QualityAward for the specific support we provide for studentswho have been in the care of their Local Authority.There is a dedicated member of the Student ServicesTeam available to offer guidance and support to CareLeavers. For more information contact the StudentInformation Centre Information Desk.

Childcare SupportEdge Hill University is committed to students who areparents in meeting their individual childcare needs.We offer a guidance and support service includinginformation on financial help for childcare, as well asadvice on where to find childcare places.

Student Support

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Inclusive ServicesOur Inclusive Services Team provides information,guidance and support including:

• Reasonable adjustments to learning, teaching and assessment including placements, due to dyslexia; physical or sensory impairments; mental wellbeingor health issues; autism

• Help with accessing facilities and equipment • Applying for Disabled Students’ Allowances (DSA) • Dyslexia assessment and support • Study skills and technology support.

We are friendly and professional and you can discussyour requirements in complete confidence bycontacting us using one of the following methods:

In person: ASK Desk, 1st Floor, University Library, or Student Information Centre, Ormskirk campus

By telephone: 01695 584372/584190

By e-mail: [email protected]

You can also visit our Inclusive Services webpage for further information at:edgehill.ac.uk/ls/support/inclusiveservices

Counselling ServiceThe Counselling Service, part of the University StudentServices Department, is located within the Health andWellbeing Centre, Milton House. The Service providesone to one counselling and a range of group work,workshops and training. Any PGCE trainee who wouldlike to use this service can self-refer at any time.

Workshops cover a range of issues to support traineessuch as learning to relax and confidence building. Inaddition, the Service also runs a Social Support Groupfor students who want to be part of a social networkthat helps them to get the best out of their time atUniversity. All groups and workshops are advertisedthroughout the year.

Regular drop-in sessions are held daily within theHealth and Wellbeing Centre. These are short 20minute sessions where students can speak to a trainedcounsellor, access sources of information or besignposted to an alternative source of help. Noappointment is needed for the drop-in which isusually held between 2:00pm and 3:00pm daily. Theservice opens until 7:00pm one evening per week toprovide flexibility for students on professional practice.

Appointments can be made by telephone on 01695650988, by email at [email protected],or by using the online form on our website atedgehill.ac.uk/counselling

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How to Find Us

88 How to Find Us

14 Liverpool

10 Aintree Hospital18 Preston

34 Manchester

73 Leeds

98 Birmingham

81 Sheffield

110 Nottingham

114 Carlisle

175 Newcastle180 Bristol

194 Cambridge199 Cardiff

212 London

251 Exeter253 Norwich254 Portsmouth

.25 Ormskirk

Distance (in miles)

Edge Hill University is located close to the cities of Liverpool, Manchester and Preston.

The University is easily accessible via the A59 and A570 and has good motorway links including theM58 and M6. National bus and rail links combine with a local dedicated bus service which operates throughout the day from the campus to Ormskirk town centre.

edgehill.ac.uk/location 89

EDGE HILL PROGRAMMES ARE ALSO AVAILABLE AT:

Holy Cross CollegeManchester RoadBuryLancashire BL9 9BBTel: 0161 762 4500

Hopwood Hall CollegeMiddleton CampusRochdale RoadMiddletonManchesterM24 6XHTel: 0161 886 7070

Minsthorpe CommunityCollegeMinsthorpe LaneSouth ElmsallWest YorkshireWF9 2UJTel: 01977 657600

Preston CollegeFulwood CampusSt. Vincent’s RoadPrestonPR1 6ASTel: 01772 225000

OTHER CENTRESINCLUDE:

Woodlands CentreSouthport RoadChorleyLancashirePR7 1QRTel: 01257 517126/7Fax: 01257 517139

Shrewsbury College of Art and TechnologyEdge Hill University OfficeRadbrook CampusRadbrook RoadShrewsburyShropshireSY3 9BLTel: 01743 342496

Finding Out More

Education Open EveningsWe also hold Open Evenings specifically for those who areinterested in our range of courses delivered by the Faculty ofEducation, including PGCEs. You will have the opportunityto listen to presentations, receive advice and guidance,familiarise yourself with the application process and learnwhat financial support may be available.

Further details about Faculty of Education open events canbe accessed by visiting edgehill.ac.uk/educationevents

Further details of our PGCE provision and Edge HillUniversity in general can be found on our website atedgehill.ac.uk/education

Finding Out More

Open DaysOur popular Open Days present the ideal opportunity foryou to see our high quality facilities and discuss yourrequirements face-to-face with a subject tutor.

At one of these days you can:• Take a guided tour of the campus• Look around the buildings and facilities related to specific courses• Speak to tutors or attend a talk about a particular subject• Explore cafés, social spaces and sports facilities• Find out about fees and student finance• Get advice about potential career prospects• Find out about the support available for students with additional needs.

For open day dates, to view event programmes and to book aplace online visit our website atedgehill.ac.uk/postgradopendays

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ManchesterLiverpool

Birmingham

London

Edge Hill UniversitySt Helens Road, Ormskirk,Lancashire,L39 4QP United Kingdom

w edgehill.ac.uk

t twitter.com/edgehill

f facebook.com/edgehilluniversity

Documents

Cs 1243 pgce prospectus 2014