EXPERIMENT, INSPIRE, NURTURE, CHALLENGE, SHARE, LEARN ... · teaching skills and help you develop your insights concerning the learning process. Placement experiences across several

EXPERIMENT,INSPIRE,NURTURE,CHALLENGE,SHARE,LEARN, TEACH,IT’S ALL IN THE DETAIL

POSTGRADUATE CERTIFICATE IN EDUCATION – MASTER’S LEVEL (90 CREDITS)2016-17

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CONTENTS www.uea.ac.uk/edu/pgce

3 WELCOME4 WHY STUDY WITH UEA?6 TEACHER TRAINING: PGCE7 FREQUENTLY ASKED QUESTIONS8 PGCE (M): PRIMARY

– FOUNDATION STAGE AND KEY STAGE 1

– KEY STAGE 1 AND KEY STAGE 2 – KEY STAGE 2 – GENERAL CLASS TEACHER

WITH PRIMARY LANGUAGES – GENERAL PRIMARY

WITH MATHEMATICS

12 PGCE (M): SECONDARY14 SECONDARY: ENGLISH15 SECONDARY: GEOGRAPHY16 SECONDARY: HISTORY17 SECONDARY: MATHEMATICS18 SECONDARY: MODERN

FOREIGN LANGUAGES19 SECONDARY:

PHYSICAL EDUCATION20 SECONDARY: BIOLOGY,

CHEMISTRY, PHYSICS AND PHYSICS WITH MATHEMATICS

22 MA EDUCATIONAL PRACTICE AND RESEARCH

24 LIFE AT UEA26 NORWICH AND THE REGION28 APPLYING TO UEA31 USEFUL CONTACTS

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WELCOME TO THE SCHOOL OF EDUCATION AND

LIFELONG LEARNING

When you study for a PGCE at UEA, you will master those details. You will choose your own path to becoming the kind of teacher you want to be. You will work with a range of schools and mentors, building and reflecting on your own work all the time, developing a style and ability that is uniquely yours.

Come to UEA, become a great teacher and know that pupils will remember your lessons for the details that matter.

GET READY FOR YOUR MASTER’S LEVEL INITIAL TEACHER TRAINING (PGCE) PROGRAMME

The School of Education and Lifelong Learning at UEA is renowned as a centre for excellence for initial teacher education. We have one of the best and most consistent track records in the country in Ofsted inspections of teacher education, with success sustained for well over a decade. We work in very close partnership with schools across the region to develop the skills and competencies which underpin outstanding classroom teaching. This partnership also includes collaboration with primary and secondary schools to deliver the School Direct route.

You will be guided through your professional development in school and on campus by experienced lecturers whose practice is informed by research and by practising teachers who work in close partnership with the tutor team. Whether you choose a University or School Direct place, you will follow a programme that provides you with a solid grounding in practice-based research, which will underpin the development of your practice in the classroom. The majority of your time, for both routes, will be spent on school placements.

Get the combination of knowledge, understanding and competence you need to succeed as a newly qualified teacher. Learn in a stimulating and thought-provoking environment. Prepare to meet the challenges of changing educational settings.

As the PGCE courses are offered at Master’s level, we aim to open opportunities to extend your professional and personal development through further study towards an MA.

We look forward to welcoming you at the beginning of the academic year and helping you develop the skills and knowledge you need for the teaching profession.

Dr Nalini Boodhoo, Head of School

“ THE COURSE IS A VERY GOOD MIX AND EVERYTHING IS WELL TIMED SO THAT YOU HAVE THE INFORMATION YOU NEED TO DRAW UPON IN PLACEMENTS. IT’S A REALLY GOOD UNIVERSITY WHERE YOU ARE TREATED LIKE A PROFESSIONAL DURING THE COURSE BUT AT THE SAME TIME GIVEN THE SUPPORT YOU WOULD EXPECT AS A STUDENT”

JENNY KING, PGCE GRADUATE

GREAT TEACHERS KNOW THAT INSPIRING PUPILS IS ABOUT MORE THAN JUST TICKING THE RIGHT BOXES. WHAT REALLY MATTERS ARE THE DETAILS – THE MANY WAYS YOU CAN GIVE CONFIDENCE AND KNOWLEDGE TO CHILDREN AS THEY GROW AND LEARN.

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WHY STUDY WITH UEA?

YOU’LL BE JOINING ONE OF THE UK’S PREMIER CENTRES FOR PROFESSIONAL

EDUCATION AND TRAINING. OFSTED CELEBRATED THE HIGH QUALITY OF OUR UNIVERSITY TRAINING

“…VERY STRONG IN BOTH PRIMARY AND SECONDARY EDUCATION.”

AND WE WILL KEEP GETTING BETTER. WE ARE A PARTNERSHIP LOOKING TO THE FUTURE, WITH VAST EXPERIENCE

IN THE FIELD OF EDUCATION.

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We are proud of both our local roots and our international links. We value our partnerships with East Anglian schools and colleges just as much as with councils, governments and universities worldwide.

You will be part of an inspirational group of undergraduate, master’s and doctoral students from across the United Kingdom and all over the world.

We work as a community of students, teachers and researchers who want to make sure pupils and schools excel. Our programmes aim to be practical and realistic, with a focus on a ‘hands on’ approach to teaching.

OUR PGCE PROGRAMMESOur Primary and Secondary PGCE programmes have been developed in close partnership with East Anglian schools and are informed by professional practice and academic excellence.

Your UEA and school experience gives you the opportunity to join a strong community of student teachers, tutors and school-based professionals. You’ll be working alongside teachers who have substantial expertise in the classroom and experience of supporting the training and development of student teachers.

All UEA tutors have experience as teachers and senior managers, and all are specialists in particular areas of the curriculum. You will be well supported throughout your PGCE year and gain guidance both on placement and at UEA. All this means you will get extensive access to the classroom and all the resources and expertise that comes with a university.

AFTER YOU GRADUATEAfter you graduate, you can keep developing your career with us via our Master’s and Continuing Professional Development (CPD) programmes. Your PGCE counts towards the MA in Educational Practice and Research. We are always talking to local schools and teachers to identify new opportunities for professional development. This means you’ll get the best chance to reach your full professional potential. UEA tutors work alongside schools on a range of professional development projects, including, amongst others, the Writing Teachers group, which plays a leading role in the National Writing Project bringing innovative teaching to primary and secondary classrooms.

INTERNATIONALLY RECOGNISED RESEARCHWe are internationally recognised for our educational research. Our focus is on applied research in:– Literacy and Development– Mathematics Education– Physical Education and Sports Pedagogy– Higher Education and Society– Cultural Studies in Education.

Our recent work has an impact on many aspects of teaching and learning, and on professional development for teachers beyond training. UEA research has had a leading impact in schools across the country, for example on approaches to managing classroom behaviour, understanding students’ motivation and creating effective communities for learning. Each tutor is an expert in the curriculum for their subject and phase, and many have written highly-regarded handbooks and articles that teachers and trainees feel support excellent practice.

“ THE EXPERIENCE I HAVE GAINED FROM MY TIME BOTH AT UEA AND WHEN IN SCHOOL PLACEMENTS HAS BEEN INVALUABLE. I BELIEVE THIS WAS DUE TO ONE OF THE MAIN STRENGTHS OF THE PGCE COURSE, WHICH IS THE COURSE’S ABILITY TO CATER FOR EACH INDIVIDUAL”

SARAH TINLEY, PGCE GRADUATE

UEA PGCE HAS AN ENVIABLE 99% EMPLOYMENT RATE.Source: National College for Teaching and Leadership (NCTL)

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TEACHER TRAINING: POSTGRADUATE CERTIFICATE IN EDUCATION

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If you already have a degree, and you want to teach in primary or secondary schools, you can take our Postgraduate Certificate in Education PGCE (M). This is a one-year, full-time programme which will help you become the kind of teacher you’d like to be.

Our PGCE programmes are highly regarded, and always excel in national surveys and through student feedback. You can choose to study through a university place or through the School Direct training route, which is offered in partnership with regional schools. Whichever route you choose, you will still get the same balance of school-based and campus-based training. As a student teacher, you will be assigned a UEA-based adviser to help with any academic, professional and personal concerns. You will also be supported in your school placements by a UEA tutor and dedicated school-based staff.

You’ll be assessed against the Teachers’ Standards and Master’s level criteria – leading to Qualified Teacher Status (QTS) and 90 credits at Master’s level. Graduates will have the opportunity to continue to study, part-time, for an MA degree following the completion of the PGCE.

The Postgraduate Certificate in Education is an intensive programme, with the majority of your time spent in the classroom on placements in two different schools. We will help you develop the classroom skills you need in order to become an inspiring, effective and reflective teacher. You will gain the skills you need to keep reflecting on your practice and developing as a teacher throughout your whole career.

The PGCE (M) Primary and Secondary programmes run for 38 full weeks. In both routes, your developing practice will be informed by the contributions of excellent teachers, by consideration of the psychology of learning, and by new and seminal research. These elements combine across both UEA sessions and substantial school placements to provide you with a coherent and robust teacher education.

From the start of the course, you’ll get to know your fellow student teachers and tutors quickly. Your training at the University will involve lectures and seminars, often characterised by group work activities and peer collaboration. Meanwhile, your school-based experiences will provide the opportunity to develop practice with the support and guidance of experienced teachers acting as mentors. They will support your refinement of teaching skills and help you develop your insights concerning the learning process.

Placement experiences across several schools and working alongside teaching colleagues will also support your appreciation of the diverse nature of schools, their distinctive character and ethos, and help you foster a repertoire of teaching approaches.

All these components combine to help you develop the critical and analytically open mind you need to become an outstanding teacher.

Throughout the course, your abilities as a teacher will be assessed against the Teachers’ Standards and on the quality of your written coursework. There are no end of year exams. All assessment is carried out by the placement school and university tutors and is moderated by external examiners from other universities.

CAREER OPPORTUNITIESCareer opportunities within the teaching profession are now far wider and more diverse than ever before. Within a few years of beginning teaching many teachers are able to gain promotion to leadership positions within their phase, subject, or for pastoral responsibilities, with the prospect of further subsequent progression to senior management or expert teacher status.

Our employment rates are excellent and were identified as one of our key strengths by Ofsted (Nov 2014).

You will graduate ready to teach and love teaching for many years to come, but if you choose a different path, you will be well prepared. Many of the skills learnt on the PGCE course are transferable to other career opportunities. You will complete the course with experience in communicating well with others, managing large groups of diverse people and organising yourself and others in working towards goals. You will also have learnt how to reflect and assess, essential for developing and improving your practice.

www.uea.ac.uk/careers

UEA’S PGCE PROGRAMME RUNS FOR 38 WEEKS INCLUDING 120 DAYS BASED IN OUR PARTNERSHIP SCHOOLS.

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How should I decide between primary or secondary level teaching?Try to spend some time in both primary and secondary schools. You will find that teaching in each age phase is quite different and distinctive. Observation in both phases can challenge the expectations you bring from your own experience of schools as a pupil and will help to confirm your preference.

How much school experience should I gain?Aim to gain at least five days’ observational experience in the classroom environment. Find out more on page 28.

What does full-time mean?Teacher training programmes are intensive professional training courses. In order to cover all of the Teachers’ Standards required, the hours involved are longer than undergraduate programmes. When undertaking the University elements of your programme you will be on campus most weekdays, 9am-5pm. When undertaking practical school placements full attendance is expected, often this means arriving by 8am and attending meetings and parents’ evenings after school as required.

There are many teacher training options to choose from, which course do you offer?You can study for a Postgraduate Certificate in Education (PGCE) qualification, which is assessed against Master’s level criteria – leading to Qualified Teacher Status and 90 credits at Master’s level. You can choose to study the PGCE (M) through direct placements (university-based) and through a number of School Direct partnerships. The PGCE Master’s level programme will provide you with a sound basis for career progression and further study at postgraduate level.

Am I eligible for a training bursary?The majority of our students are eligible for bursaries. Bursaries of up to £25k are available in shortage subjects. Find out more at:

www.education.gov.uk/get-into-teaching

As an international student, am I entitled to any financial support?If you’ve been assessed as ‘international’ for fee purposes, unfortunately you are not entitled to a training bursary or university scholarship support. Fee status is not specifically linked to nationality. If you’re unsure about your fee status, check with PGCE Admissions at [email protected] or call +44 (0) 1603 592855.

How much time will be spent on school placements?The PGCE Primary and Secondary programmes both run for 38 full weeks. Two thirds of this time is based on school placement.

When do I need to apply by?Applications are expected to open late in October 2015 and will remain open until the course is full. You should apply as soon as you have gained your required classroom experience to avoid disappointment. Read more about preparing and submitting your application on page 28.

When will I be awarded Qualified Teacher Status (QTS)?You will be recommended for the award of QTS on successful completion of the course, once you have demonstrated that you meet the Teachers’ Standards. For most students this happens within a few weeks of the end of the course. This process applies to all teacher training routes.

Do you offer the School Direct training route?We are working with a number of schools in Norfolk and Suffolk to develop and deliver initial teacher training at both primary and secondary level through the School Direct training route. Get a full breakdown of the options online at:

www.uea.ac.uk/education/pgce/school-direct

What is the difference between a UEA and a School Direct place?With School Direct you will already know your partner school or teaching alliance when you get offered a place on the course. School-based experience on both routes will take place at partnership schools across the region, but with School Direct one placement will be with the named base school.

The training offered by both routes is very much the same: you will follow the same programme of UEA-based training and school-based experience, studying alongside a large cohort of other students, and will qualify with a Master’s level PGCE.

Please see our website for further information on how School Direct works and the schools we are working with for 2016-17 places.

www.uea.ac.uk/edu/pgce

Have a question we haven’t answered here? Email our PCGE Admissions team at [email protected]

FREQUENTLY ASKED QUESTIONS

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PGCE (M): PRIMARY

“ IT WAS THE BEST DECISION I EVER MADE TO DO THE PGCE – IT IS HARD WORK BUT THE REWARDS OF WORKING WITH THE CHILDREN MAKE IT ALL WORTHWHILE. FOR PROSPECTIVE TEACHERS, I WOULD SAY TO MAKE SURE YOU KEEP ORGANISED, LET YOUR PERSONALITY SHINE WHEN WORKING WITH THE CHILDREN AND ENJOY ALL THE EXPERIENCES YOU ARE GIVEN” KATHERINE WEBB, PGCE GRADUATE


SCHOOL OF EDUCATION AND LIFELONG LEARNING

PRIMARY TERM DATESThe provisional term dates for the PGCE Primary programme are set out below:Autumn: 5 September – 16 December 2016Spring: 4 January –31 March 2017Summer: 18 April – 30 June 2017.

Find out more by emailing our PGCE Admissions team at [email protected]

On the PGCE (M) Primary programme you will learn to teach in the age bands 3-7 or 5-11 years. You’ll benefit from our partnership with a wide range of schools in Norfolk and Suffolk, through both university and School Direct routes.

You will follow a general programme of professional studies as well as programmes in teaching core and non-core subjects related to age range specialisms. Our Primary PGCE programmes have consistently received endorsement from Ofsted inspectors who noted the following key strengths:– The high quality of the university-based training– Trainees’ and NQTs’ confidence in the quality of

their training, leading to their effective teaching of phonics, early reading skills and mathematics (Ofsted, Nov 2014).

PROGRAMME STRUCTUREThe programme runs for 38 weeks which includes 120 days of school-based experience in partnership schools, spread across all three terms.

You will get experience from two main school placements and teach in two age bands within your chosen age range specialism. The placements are in contrasting schools to give you a breadth of school-based experience. The first school placement is usually paired, so you’ll be working with another student in the same class. This means you get valuable peer support and opportunities for collaborative working. On the second placement, you’ll be ready to go it alone.

You will learn at the University through a range of different teaching methods and group sizes, including lectures, seminars, practical workshops and tutorials.

The academic component of the course is assessed at Master’s level and you will complete the course with 90 Master’s credits towards further Master’s study.

AIMS OF THE PRIMARY PARTNERSHIP PGCEThe aim is for you to become a newly qualified teacher. As well as reaching the required standards for the award of Qualified Teacher Status, you will demonstrate that you can:– Understand, value and build upon the rich variety

of backgrounds and experience which children bring to school

– Teach effectively in your chosen age range, structuring pupils’ classroom experiences to promote sound and coherent learning. You will enable children to make good progress over time

– Organise classes of children efficiently for activities across the curriculum

– Manage pupils’ behaviour effectively and maintain a purposeful atmosphere in the classroom

– Reflect upon teaching in order to identify and analyse strengths and areas for development. You will take appropriate action, and improve practice through a process of continuous self-evaluation

– Recognise the personal and corporate implications of being a member of the teaching profession and of a school community.

PROGRAMME COMPONENTSDevelop your understanding of the principles, knowledge and skills involved in being a reflective teacher. Through both university-based and school-based training, you will gain a thorough knowledge of child-centred learning and how to devise a rich curriculum that is appropriate for all children. The course will give you a challenging, critical introduction into how to meet the needs of young learners through principled practice.

The PGCE Primary programme contains:– School-based experience and teaching practice– Substantial components devoted to the teaching

of the core subjects, English, mathematics, science and computing, as well as the foundation subjects

– Practical training in the use of information and communications technology across the curriculum

“ IT IS INCREDIBLE HOW MUCH YOU CAN LEARN AND EXPERIENCE IN JUST ONE INTENSIVE YEAR, BUT I WOULDN’T HAVE CHANGED A THING. WHEN I LEFT, I TOOK SO MANY VALUABLE EXPERIENCES AWAY WITH ME” DAVID MARTIN, PGCE GRADUATE

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FOR FURTHER INFORMATION+44 (0) 1603 592855

[email protected]/edu/pgce

FEES AND FUNDINGSee page 30

HOW TO APPLYSee page 28



– Introduction to the teaching of religious education and PSHE, and to the foundation subjects: art, design and technology, geography, history, music, physical education, and primary languages

– A component devoted to primary languages for those undertaking this specialism

– A component devoted to Early Years and the Foundation Stage for those taking this route

– Professional studies and professional development components, related to focused experiences in partnership schools

– Subject clinics in English, mathematics, science and ICT, where students can strengthen their subject knowledge in these areas of the curriculum

– Seminars and tutorials with personal tutors.

You will need to tell us which stage you prefer to study in your application. The options are listed below along with UEA course codes. For School Direct applications, check the UEA website at:


The following options are available:

UCAS CODE: X110 SPECIALISING IN FOUNDATION STAGE AND KEY STAGE 1This programme prepares students to teach 3-7 year olds, with a specialism in the Foundation Stage (Nursery and Reception) and Key Stage 1 (Years 1 and 2) and includes two school placements, one in Foundation Stage and one in Key Stage 1. This is a crucial stage of children’s education which, as the name implies, lays the foundation for everything which follows. Teaching in this phase is both fascinating and intellectually demanding.

UCAS CODE: X100 SPECIALISING IN KEY STAGE 1 AND KEY STAGE 2Prepare to become a general class teacher in the age range 5-11 years, with a specialism in Key Stage 1 (Years 1 and 2) and Key Stage 2 (Years 3 to 6). The course includes two school placements – one in Key Stage 1 and the other in Key Stage 2. You will be learning across the six years that contain the fulcrum of primary education. You will be working with children as they acquire key skills and gain much more control over their lives as learners.

UCAS CODE: X171 SPECIALISING IN KEY STAGE 2Prepare to become a general class teacher in the age range 5-11 years, with a specialism in Key Stage 2 (Years 3 to 6). You will undertake two school placements, one in Lower Key Stage 2 and the other in Upper Key Stage 2. Children in Key Stage 2 become part of a community of learners and show the capacity to make a contribution to society. You’ll be working with children as their enthusiasm really comes to the surface and reveals the individuals they are likely to become.

GENERAL CLASS TEACHER WITH PRIMARY LANGUAGESStudy the PGCE Primary X171 course with an added language focus. There are three options (see below) for you to become a general class teacher in the age range 5-11 years, with a specialism in teaching foreign languages in Key Stage 2 (Years 3 to 6). You will undertake two placements – one in Lower Key Stage 2 and one in Upper Key Stage 2. In at least one of your school placements, you will practise and enhance your language teaching skills as well as gain general class teaching experience:

UCAS CODE: XR11Primary Language (French)

UCAS CODE: XR21Primary Language (German)

UCAS CODE: XR41Primary Language (Spanish)

The specialist primary language option is delivered across a number of seminar and workshop sessions during which you will explore modern language pedagogy and recent policy developments in foreign language teaching in England. You will gain practical experience of teaching foreign languages.

Apply if you have an interest in language teaching and want to embed this across all curriculum subject areas. You’ll need a minimum of one A level (or equivalent) in either French, German or Spanish. UCAS CODE: 2NQBGENERAL PRIMARY WITH MATHEMATICSOn this course, you will follow the same components as your peers on the Primary PGCE course. You’ll also specialise within a particular age range, but with an additional focus on teaching and learning mathematics. In at least one of your placements, you’ll be supported by one of the specialist maths tutors at UEA.

An A level in Mathematics would help you on this course, but you don’t need one to apply. You should apply if you enjoy mathematics and want to inspire the next generation as a maths teacher.

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“ I HAD AN EXCELLENT PLACEMENT MENTOR WHO HELPED ME TO REALISE MY POTENTIAL. IF YOU ARE TRULY PASSIONATE ABOUT BECOMING A TEACHER THEN THIS COURSE WILL HELP YOU UNLOCK THAT POTENTIAL. IT WILL CHALLENGE, INSPIRE AND SHOW YOU WHAT KIND OF TEACHER YOU ARE” JUSTIN DOHERTY, PGCE GRADUATE



PRIMARY TEACHING OPEN DAYCome and meet tutors and current students at our Primary Teaching Open Day. Find out more about the course and learn how to prepare a good application. Talk to the people who will be teaching you, and get advice from the admissions team.Sign up at:

www.uea.ac.uk/pgce-events

If you’re thinking of joining through School Direct, just search for your lead school on UCAS Teacher Training:

www.ucas.com/ucas/teacher-training

Check the most up to date list of lead schools at:


MAKING YOUR APPLICATIONIf you’re ready to apply, turn to page 28 for guidance on entry requirements and how to make your application. You will need to meet the normal application criteria outlined by the University.

SPECIALIST OPTIONSAs part of the course, you will undertake a specialist option. This will take the form of a short module, a combination of university and school-based work. Specialist options are designed so you can take a leadership role in these areas or follow your passion for the subject area. You’ll also get the opportunity to widen your experience and make your learning pathway unique to you. This individual approach is something your future employers will value.

Choose a specialist option from:– English– Special Educational Needs (SEN)– Working in Challenging Schools– Science– Early Years– Outdoor Learning.

SCHOOL EXPERIENCE AND TEACHING PRACTICEThe PGCE (M) Primary programme highly values its partnership with local nursery, infant, junior, primary and middle schools. As a student here, you will feel the benefit of this rich partnership in your learning. You will undertake two main school placements within your chosen age range specialism.

During your placement, you will learn from school observation, working with individuals and groups of children and taking increasing responsibility for whole class teaching. Your school-based experience will help you relate to educational theory and research. In both school placements your progress will be monitored and assessed by UEA tutors and school-based mentors. They will help you develop and make sure you match up to the official Teachers’ Standards.

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“ I LOVED THE ASSIGNMENTS. THEY WERE A GREAT WAY TO REALLY GET TO GRIPS WITH CORE SUBJECT AREAS” REBECCA ROACH, PGCE GRADUATE

“ THE COURSE SUPPORTS YOU IN DEVELOPING A REALLY STRONG SENSE OF WHAT TEACHING IS ABOUT, AND WHAT PRINCIPLES YOU SHOULD HOLD ON TO WHEN HELPING CHILDREN” KIM WHEELER, PGCE GRADUATE

“ UNDERSTANDING PRACTICE IN TWO SCHOOLS AT DIFFERENT AGE LEVELS WAS REALLY USEFUL AND HELPED ME TO RECOGNISE THAT EVERY SCHOOL IS DIFFERENT. THE MENTORSHIP SCHEME WAS VERY WELL CO-ORDINATED BETWEEN THE SCHOOLS AND THE UEA TUTORS” CHRIS CATE, PGCE GRADUATE







PGCE PRIMARY TUTORSYou will be working with tutors who are experts in their own specialist fields. Your course provides a unique opportunity to access the knowledge which our primary tutors are able to contribute to your overall experience:

Eleanor Cockerton is a Lecturer in Education, teaching mathematics and Early Years Foundation Stage. She is Course Co-director on the Primary PGCE course. She has taught in a range of Norfolk Schools and has many years’ experience with Key Stage 1 and Foundation Stage. Eleanor’s research interests focus on helping student teachers to teach mathematics effectively, using music in teaching and making education meaningful for all.

Deirdre Medler is a Lecturer in Education, teaching geography. She also contributes to the professional development components of the programme. Before joining UEA she taught in a number of primary schools in Norfolk. Deirdre’s research interests focus on outdoor and cross-curricular learning, promoting the global dimension and Forest School training.

Eleanor Milligan is a Lecturer in Education specialising in the Early Years Foundation Stage programme. She spent 10 years teaching in Norfolk before working on the PGCE programme and continues to help out at a local infant school. Eleanor’s research interests focus on how we support group learning and documenting children’s learning in a visual and accessible form.

Dr Michele Otway is a Lecturer in Education, teaching English. She also contributes to the Early Years Foundation Stage course. Before joining the University, Michele taught in a range of Norfolk first schools over a number of years. She is especially interested in children’s talk and its role in learning, as well as the nature of pedagogy and how teachers develop and change their classroom practice.

Lisa Padilla is a Lecturer in Education, specialising in computing and history. Before joining UEA, Lisa spent 15 years working in primary, middle and junior schools in Norfolk. Her love of history comes from spending 10 years working in archaeology, both in Britain and abroad.

Helena Gillespie is Senior Lecturer in Education and Academic Director for Learning and Teaching Enhancement for the University. A UEA graduate, Helena has returned to the University after 10 years teaching in primary schools. Helena’s research interests are in learning technology. She has recently won grants from HEFCE and the HEA to research the metrics of learning and teaching in Universities.

Gillian Preece is a Senior Lecturer in Education specialising in Early Years Foundation Stage (birth to five). She also co-directs on the Primary PGCE course. In addition to teaching on the Primary PGCE, she contributes to the School’s Master’s programme. Her wider role within the School is as Director of Admissions. Gillian’s research interests focus on developing young children’s creative thinking.

Dr Jenifer Smith is a Senior Lecturer in Education, teaching English and drama, and professional development. Her main research interests are in children’s writing and teachers as writers, drama in schools, and the creative imagination in teaching. She is working with teachers and others as part of the NATE Writing Project, a national grass roots movement for teacher’s writing and the teaching of writing.

Martin Smith is a Lecturer in Education, specialising in mathematics. He also contributes to the computing programme. Before coming to UEA, Martin spent 18 years working in primary, middle and junior schools in Norfolk.

Teresa Smith is a Lecturer in Education, teaching art and design, design and technology, and personal social health and economic (PSHE) education. She contributes to the professional studies programme. Before joining UEA she taught in infant schools in Norfolk and also has previous experience of education work in galleries and museums. Her research interests are in creativity in the primary classroom, the use of journals as a professional and personal learning tool, and the development of teachers’ professional identities.

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PGCE (M): SECONDARY

“ I DIDN’T ALWAYS PLAN ON BECOMING A TEACHER, IT WASN’T UNTIL MY FINAL YEAR AT UNIVERSITY THAT THE IDEA REALLY BEGAN TO TAKE HOLD. I RESEARCHED ALL THE DIFFERENT ROUTES INTO TEACHING AND DECIDED THAT THE PGCE’S BALANCE OF CLASSROOM AND UNIVERSITY-BASED TRAINING WOULD SUIT ME BEST. AT THE TIME I HAD VERY LIMITED EXPERIENCE IN ALL ASPECTS OF TEACHING. I VISITED A FEW INSTITUTIONS AND UEA STOOD OUT AS THE BEST BY FAR! EVERYONE I MET WAS VERY FRIENDLY AND HELPFUL, THE PROFESSIONALISM OF ALL THE STAFF WAS CLEAR TO SEE AND IT LEFT ME FEELING AS THOUGH I COULD TRUST THE TRAINING AND ADVICE I WOULD RECEIVE” GARY HYLAND, PGCE GRADUATE



SECONDARY TERM DATESThe provisional term dates for the PGCE (M) Secondary programme are set out below:Autumn: 5 September – 16 December 2016Spring: 4 January – 31 March 2017Summer: 18 April – 23 June 2017.

Want to be a secondary school teacher? Get in touch with the University’s PGCE Admissions team at [email protected]

Learn to inspire pupils to achieve their full potential – that’s what teaching is about. That’s the challenge that makes the job rewarding.

The experience of stimulating minds and watching pupils grow in confidence is the reward for time spent in preparation and assessment. The question of what is required to become a good teacher is a complex and contested one and that’s just one reason why trainees find our PGCE (M) Secondary programme to be stimulating, challenging and fulfilling.

The UEA partnership scheme has attracted national and international attention for its successful close interweaving of school and university-based work. It provides trainees with the opportunity to engage in the systematic study of research and current good practice both in schools and at the University. UEA has consistently received endorsement from Ofsted inspectors for the high standard of our courses.

PROGRAMME STRUCTUREThe PGCE (M) Secondary programme will get you ready to teach pupils aged 11–16 with post-16 enhancement in secondary schools. This is an interesting, often demanding but tremendously rewarding age group to work with. You will be teaching pupils as they mature from early adolescence into adulthood. Learn to teach your specialist subject and make an effective contribution to the work of your whole school.

Our PGCE (M) programme places great emphasis on practical skills and on the realities of classroom teaching. The programme runs for 38 weeks and you will be based in schools two thirds (120 days) of the time, starting with structured observation in both secondary and primary schools in your local area. This is followed by two extensive placements

in our partnership schools, where you’ll get a broad range of practical teaching experience. You will learn to put ideas and theory into practice as you work in different schools.

CURRICULUM PROGRAMMEYou will study a single subject teaching component, learning the principles and practice of teaching your subject. All subject components include work on using information and communications technology (ICT) in the classroom. You might also teach or support in a subsidiary subject when undertaking your teaching placements.

We normally expect you to take this PGCE so you can teach your degree subject. As a general guideline, approximately 50% of your undergraduate degree should be relevant to the subject you will teach. Subject knowledge enhancement courses are available for some subjects. Please see page 28 for further details.

We offer 11–16 years PGCE (M) with post-16 enhancement in:– English– Geography– History– Mathematics– Modern Foreign Languages– Physical Education– Biology– Chemistry– Physics– Physics with Mathematics.

“Trainees and newly qualified teachers have great confidence that their training prepares them well to begin their teaching careers”(Ofsted, Nov 2014).

PROFESSIONAL DEVELOPMENT PROGRAMMEYou will get support in your professional development as a teacher. Topics are typically introduced by a lead lecture, and explored in more depth in curriculum sessions at the University. You will then follow up on your work in placement schools.

As with the curriculum element, your professional development is underpinned by the Teachers’ Standards. You will get to grips with broad

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educational issues, theoretical insights, whole school issues, cross-curricular themes and the teacher’s wider role within the school community.

In the autumn semester, choose from a range of topics which focus on the classroom and other learning environments. These topics are about fostering inclusive practice and equal opportunities. The wider, whole school issues addressed in the spring semester, which include pastoral support and working with parents and carers, are introduced with reference to the changing 11–19 education agenda.

Lectures focus on areas such as:– How Children Learn– Removing Barriers to Learning– Safeguarding– Assessment– Behaviour Management– Preparing for Employment– Equal Opportunities and Diversity– Special Education Needs and Disability– Global Citizenship Education– Pastoral Systems and the Role of the Form Tutor– Working with Parents/Carers and

Other Professionals.

As your knowledge and understanding develops, you will be encouraged to consider the professional responsibilities of teachers beyond their subject area.

ACADEMIC PROFILE Dr Jan Watson, Deputy Course Director, Professional Development and Partnership Co-ordinator Dr Jan Watson is a Lecturer in Education and Professional Development. She has over 25 years of teaching experience in secondary education and has held a wide range of senior management responsibilities in schools. Before moving into full-time higher education, she was a Local Authority Adviser for Gifted and Talented Education. In addition to her PGCE roles, she teaches on the BA Education course and is the School’s co-lead for employability. Jan is interested in creativity and learning in higher education, alternative assessment methods for undergraduates, visual literacy, creative learning environments and identity studies.

SCHOOL PLACEMENTYou will spend time in schools from the very first week of the course. You will develop your professional skills through a combination of observation, team teaching and solo teaching in two different placement schools. In each school, you will be assigned a mentor. They will be a subject teacher at the school who will provide support, feedback and guidance.

The PGCE programme will make great demands on your time, energy, idealism, self-discipline and humour, but you will finish ready to become a teacher. The intensity of the course will teach you a lot about yourself through reflection and action.

MAKING YOUR APPLICATIONReady to apply? Turn to page 28 for guidance on entry requirements and how to apply. You will need to meet the normal application criteria outlined by the University.

SECONDARY TEACHING OPEN EVENTJoin subject tutors and staff for our Secondary Teaching Open Event. Here, you can discuss your application, find out more about the course and becoming a teacher.

Find out more about our Information Event at:

www.uea.ac.uk/pgce-events

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SECONDARY SUBJECT: ENGLISH

“ THE PGCE COURSE AT UEA HAS AN EXCELLENT REPUTATION. THE BREADTH AND VARIETY OF PLACEMENT SCHOOLS ON OFFER IS ONE OF THE BEST TO MY KNOWLEDGE AND THE SUPPORT OF THE TUTORS AND STAFF IS BRILLIANT” CATHERINE BARR, PGCE GRADUATE



UCAS CODE: Q3X1Age Range: 11–16 years with post-16 enhancement experienceOrganiser and Tutor: Dr John GordonFor School Direct routes, please search for the relevant course code on the UEA website at:


The English PGCE (M) gives you the chance to consider and develop realistic ideas about what to teach, how to teach it, and why. You will often take part in workshops, where you and your fellow students assume the roles of both pupil and teacher.

At the University, and during your two school placements, you’ll develop a repertoire of teaching strategies. You will gain insight into pupils’ learning and motivation. You will become skilled in long-term planning, the practicalities of assessment and, of course, classroom management. You will always have mentors, other colleagues and your tutor to guide your progress.

The programme is wide-ranging, including topics such as making progress in literacy, spoken language, creative writing, the reading process, children’s literature, developing pupils’ response to texts, language and technology, grammar, language variety and development, and media in English.

You will also be guided in the requirements of the National Curriculum, planning lessons and planning schemes of work, ensuring pupils’ progress and assessing learning in English accurately. In addition, an audit of your own subject knowledge for teaching will support your private study as you work to become familiar with the breadth of curricular content.

We are looking for good honours graduates who have the qualifications, expertise and flexibility required to teach English. You will be energetic and committed to helping young people develop their communication, reading and thinking. Recent trainees have joined the programme from diverse backgrounds, and represent a broad age range. Recruitment decisions take account of your experience and academic preparation.

The new curriculum for the subject emphasises canonical literature and excellent communication in Standard English. You’re likely to hold a degree or joint honours degree in an English discipline, but we also consider applicants with degrees in related fields such as American studies, and linguistics.You will need to have a first, 2:1 or 2:2 degree classification to qualify for the course. If you’ve got a 2:2, you’ll need an A level in either English literature or English language at grade B or higher. If you want to apply for a bursary, your degree grade might be a factor.

If you have a drama or media degree, you’ll need an A or B in English literature or English language at A level.

You should use your application to show how your qualifications and experience relate to English teaching and the National Curriculum for English. You should also highlight any experience of working with young people (11–18) such as TEFL teaching, classroom assistant work, training of school leavers, or private tuition.

We strongly recommend that you spend some time visiting or working in a UK secondary comprehensive school before you apply. This means you can make informed comments in your personal statement and in your interview. You’ll be expected to spend some observation or employment time in a UK comprehensive school as you get your application ready and prepare for your interview.

You’ll be joining an intensive programme in a subject which is the focus of constant public scrutiny and debate. The National Curriculum recognises the central role of English as a subject and literacy as a cross-curricular skill. Currently literacy is high on the political agenda and a focus of Ofsted.

It might seem daunting, but this is an exciting time for you to become an English teacher. As the curriculum changes, new approaches to teaching English emerge. You will learn more than just how to teach – you will be joining the discussion and influencing the subject’s purpose and scope.

ACADEMIC PROFILE Dr John Gordon, Senior Lecturer in Education and Curriculum Tutor for the English PGCEJohn previously worked as a teacher of English and media in Norfolk and Suffolk schools. His doctoral research considered teaching and learning around poetry in both primary and secondary phases. He is author of A Pedagogy of Poetry and co-editor of the book Preparing to Teach: Learning from Experience. In addition he contributed chapters to the books Preparing to Teach in Secondary Schools (Third Edition), Poetry and Childhood and Making Poetry Matter.

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UCAS CODE: F8X1Age Range: 11–16 years with post-16 enhancement experienceOrganiser and Tutor: Amanda BellFor School Direct routes, please search for the relevant course code on the UEA website at:


Understand how pupils learn through geography and learn to guide thinking and learning in geographical teaching. Develop your own strategies to make learning geography a rewarding, engaging and challenging experience.

You will learn the importance of enquiry, creativity, differentiation, field work and information technology (including GIS) in the teaching and learning of geography. You will also get the chance to work with pupils on practical activities, including several field trips with partnership schools.

You will focus on pupil assessment and progression in learning. Then put this into practice by planning and identifying strategies to encourage positive pupil participation and achievement.

Learn to overcome barriers of stereotyping and inequality through your teaching. All your work will help you promote equal opportunity, understand special educational needs, and address controversial issues.

Take this course as an opportunity to scrutinise current developments in the school geography curriculum, including the National Curriculum and various pre/post-16 courses.

To succeed on this course, you will already be a good honours graduate from a geographically related discipline. You might previously have studied environmental science, international development, economics, surveying, ecology, geology or anthropology.

You should also have some experience of working with young people, and have a realistic expectation of the demands of secondary school teaching. The best way to get this understanding is by observing or assisting in a school.

SECONDARY SUBJECT: GEOGRAPHY

“ WHAT A GREAT YEAR, NOT ONLY DID I BECOME A GEOGRAPHY TEACHER, I FOUND THAT THE PGCE COURSE HELPED ME DEVELOP QUALITIES I NEVER KNEW I HAD. THE UEA TUTOR SUPPORT SYSTEM WAS UNRIVALLED. I FOUND THAT THE INSPIRATIONAL MENTORS ON PLACEMENTS REALLY CHALLENGED AND STRETCHED MY SKILL BASE, MY CONFIDENCE GREW AND I AM HONOURED TO HAVE GRADUATED FROM A UNIVERSITY WITH SUCH GREAT ROOTS IN EDUCATIONAL RESEARCH” CATHERINE BAILEY, PGCE GRADUATE







ACADEMIC PROFILE Amanda Bell, Lecturer in Secondary EducationA graduate of UEA, Amanda has been teaching for eight years in a Norfolk secondary school, where she was a Head of Department. Amanda is a Fellow of the Royal Geographical Society, for whom she has written a series of lessons and resources on field research. Her research interests include exploring methods of assimilating current field research into geography lessons, the use of new technology to bring geography to the classroom and in attitudes to and methods of teaching climate change internationally.

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SECONDARY SUBJECT: HISTORY



UCAS CODE: V1X1Age Range: 11–16 years with post-16 enhancement experienceOrganiser and Tutor: Professor Terry HaydnFor School Direct routes, please search for the relevant course code on the UEA website at:


To succeed on this course, you should have a good honours degree in either history, or a combined honours degree which includes some history.

You may have degree specialisms in related fields, such as politics, international relations or archaeology. Or you should be able to demonstrate that you have enough background in history to teach the National Curriculum for the subject.

It’s best if you have some knowledge of the current arrangements for teaching history in schools. You should also be up to speed with the debates surrounding the latest National Curriculum for history introduced in September 2014.

You should also have some experience of working with young people, both in and out of school. You may have experience of youth work or teaching English as a foreign language. It’s also a good start if you have worked in summer camps for young people or as a teaching assistant, mentored secondary school pupils, or undertaken observation in secondary history departments.

You’ll be joining students from varying backgrounds, so there will be a mixture of students coming straight from their first degree, and those with experience in other areas.

The way history is taught in schools has recently aroused a lot of controversy. There are many views on why and how history should be taught. Part of your training to become a history teacher will be understanding these views and engaging with them. You will learn how you want to teach history.

ACADEMIC PROFILE Professor Terry Haydn, Professor in Education and Curriculum Tutor for the History PGCETerry worked for many years as Head of History in an inner-city comprehensive school. He came to UEA from the Institute of Education, University of London. His research interests are in the use of information technology in the classroom, the place and function of history in the school curriculum and the working atmosphere in the classroom.

“ ONE OF THE BENEFITS OF UEA’S PGCE IS THAT YOU ARE WITH A GROUP OF PEOPLE ALL SHARING THAT EXPERIENCE AND CAN REGULARLY MEET TO DISCUSS ANY PROBLEMS” STUART SANDALL, PGCE GRADUATE

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UCAS CODE: G1X1Age Range: 11–16 years with post-16 enhancement experienceOrganiser and Tutor: Manjinder K JagdevFor School Direct routes, please search for the relevant course code on the UEA website at:


Learn from on-going reflection and a collaborative approach on this course. There is a strong practical element during study and we take every opportunity to apply theory into practice. If your subject knowledge needs to be updated you may be directed to attend a Mathematics Subject Knowledge Enhancement course prior to beginning the PGCE programme. For more information visit:

www.education.gov.uk/get-into-teaching/ subjects-age-groups

You will graduate able to teach pupils to see mathematics as an exciting subject that engages and stimulates the mind as well as being a vital part of the modern world.

You will succeed on this course if you want to encourage others to find the same enjoyment and enthusiasm for mathematics as you have.

You will need to have studied mathematics, or a related degree with significant mathematical content. You should have a gift for communication, and an ability to explain new ideas concisely.

It is essential that you have recent experience working with young people and that you have spent time doing school-based observation. You should also have some knowledge of recent developments in the teaching of mathematics with an understanding of the National Curriculum and post-16 level examination content. You will be learning and creating ways to make mathematics interesting, exciting and relevant. You will be asked to consider how games, practical activities, interactive teaching, ICT, problem-solving and investigations work as teaching styles to stimulate mathematical thinking. You will be guided and encouraged to adopt strategies that lead to a rich and rewarding experience for you and your pupils.

You will also cover wider issues of classroom practice. Behaviour management strategy is a key element within this and you will be supported in developing your own personal style. You will find that generic behaviour management systems and techniques are essential; but how you use them will depend on you and the context in which you are teaching.

SECONDARY SUBJECT: MATHEMATICS







“ A CHALLENGING, INSPIRING AND THOROUGHLY REWARDING YEAR. IT HAD ITS UPS AND DOWNS, BUT IF YOU PUT IN THE TIME AND EFFORT, THE RETURNS ARE WELL WORTH IT. WITH EXCELLENT SUPPORT AND ENCOURAGEMENT FROM THE COURSE TUTORS I FELT READY AND ENTHUSIASTIC ABOUT MY FIRST ‘REAL’ TEACHING POST” KIRSTY TURNER, PGCE GRADUATE

ACADEMIC PROFILE Manjinder K Jagdev, Associate Tutor and Curriculum Tutor for the Mathematics PGCE Manjinder previously worked as a teacher of secondary mathematics for 10 years in multicultural, city schools in Norwich and Bristol. Her doctorate research considers developing student teachers as reflective practitioners using a lesson study model focused on teaching pupils with rich materials about the historical and cross-cultural roots of mathematics. She is co-author of the chapter ‘Learning to teach mathematics in a multicultural society’ in the book Mentoring Mathematics Teachers: Supporting and Inspiring Pre-Service and Newly Qualified Teachers.

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SECONDARY SUBJECT: MODERN FOREIGN LANGUAGES (MFL)

“ THIS HAS BEEN ONE OF THE MOST CHALLENGING YEARS, BUT I CAN GENUINELY SAY IT HAS ALSO BEEN ONE OF THE MOST REWARDING. THANKS TO THE EXCELLENT PGCE COURSE, AND THE INSPIRATIONAL SUPPORT AND EXPERTISE, I AM NOW TOTALLY CONFIDENT IN STARTING THIS NEW AND EXCITING CAREER” NICOLA VARCHETTA, PGCE GRADUATE



UCAS CODE: R9X1Age Range: 11–16 years with post-16 enhancement experienceOrganiser and Tutor: Dr Adam CookeFor School Direct routes, please search for the relevant course code on the UEA website at:


Your focus will be on a number of areas, including the nature of communication in the classroom, the development of language skills - giving pupils the ability to initiate conversation and to develop greater independence in reading, writing and listening in a foreign language.

You will be using a range of language learning strategies. Topics covered will include the use of the target language, differentiation, the teaching of grammar, intercultural awareness and global citizenship, and special needs and diversity. Research on wider educational issues such as motivation, personalisation, gender and achievement, language take-up and different teaching and learning styles, including the use of the target language and grammar teaching, will also be considered and are essential to an understanding of effective MFL teaching.

You will work in pairs and groups as well as individually on specific tasks. Through collaboration, you will also keep developing your first and second languages in interactive group settings. Tasks throughout the course will help you to link your reflections on language teaching with practice in the classroom. You will build up a bank of language teaching resources and a glossary of key expressions to support work in the classroom.

You will thrive on this course if you are a linguist who is passionate about language learning. You will have a strong desire to inspire pupils to love and enjoy the languages and cultures you are teaching. You will want your pupils to take this passion for language with them into the world.

You will be learning to teach in a world where technologies have enhanced communication links, bringing different countries and cultures closer

together. You will learn to make the most of a wide range of ICT tools to achieve greater authenticity in the classroom.

The course will give you the skills to remove barriers to learning. You will learn to create a positive and inclusive learning environment where language learning is enjoyable for all. All of this will be achieved within the demands of the National Curriculum, GCSE and post-16 specifications.

As a language student, you will have full use of the James Platt Centre for Language Learning at UEA to help develop your language skills. Use this state-of-the-art resource to read and listen for example, to the news in your chosen language.

You will need a good BA degree (or equivalent) in languages, languages and literature, or linguistics. However, if you don’t have this kind of degree but you are a native speaker of a relevant language, you can still apply. You will still need experience of observing and working with secondary school pupils.

The main languages currently required by schools are French, German and Spanish, although proficiency in other second languages, such as Italian and Russian, will be considered if school placements are available.

Your application will be even stronger if you have two different languages to offer. In addition, you should have a good knowledge of the countries and cultures where they speak the language you plan to teach.

You may be eligible for a fully-funded Modern Foreign Languages Subject Knowledge Enhancement course. This will boost your second language for teaching. This course currently runs for French, German or Spanish. Find out if you can apply at:


ACADEMIC PROFILE Dr Adam Cooke, Lecturer in Education and Curriculum Tutor for the MFL PGCEPrior to working at UEA, Adam was a deputy headteacher in a Norfolk secondary school. He had previously held a number of senior leadership positions in schools and was the languages advisor for Norfolk Local Authority for 10 years. His doctoral research investigated belief and knowledge construction among MFL teachers. His research interests cover MFL methodology, second language acquisition and school micro policy.

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UCAS CODE: X9C6Age Range: 11–16 years with post-16 enhancement experienceOrganiser and Tutor: Dr Penny LambFor School Direct routes, please search for the relevant course code on the UEA website at:


Your understanding of the many different qualifications available to pupils will keep growing throughout the course. You will learn to guide pupils through GCSE, A level Physical Education and vocational qualifications, including leadership awards in the physical education curriculum. When you’re finished, you will enter the workforce ready to teach high quality, inclusive physical education. You will give pupils the skills and confidence to take part in physical activity both in and out of school.

Your study on the programme will combine practice and theory in curriculum and professional development sessions. You will work closely with UEA tutors and mentors in your placement schools.

Competition for places on the course is tough. You stand the best chance of getting through by having a good honours degree (minimum 2:1) in physical education, sports science or sports studies. Any sports studies degree must include some modules based on the National Curriculum.

You will also need grade C GCSE Science, (or an equivalent qualification), and have a working knowledge of the National Curriculum for physical education. You should be able to demonstrate sporting expertise and personal competence in a range of the main activities in the physical education curriculum. You can show this through a portfolio of National Governing Body Awards. You will also need a valid lifesaving qualification prior to embarking on the PGCE programme.

Your passion should be to inspire young people, not just to do well at school, but to keep engaged in physical activity for the rest of their lives.

You will graduate as a confident, reflective teacher of high-quality physical education. Your time on

the course will be devoted to the full range of activity areas that form the National Curriculum for physical education.

Your application must be supported by recent, relevant work with young people. You should have a realistic idea of the demands of teaching physical education in a secondary school, either through recent observation or voluntary work in a department.

When you get here, you can take advantage of our subject enhancement opportunities. You’ll have the chance to strengthen your subject knowledge through national qualifications in the following activities:– Lawn Tennis Association Secondary

Teachers Award– ASA Swimming National Curriculum Training

Programme (NCTP)– Badminton England Secondary Teachers Award– Rounders England Teachers Award– Aerobics Teaching Award– British Gymnastics Trampolining Teachers Award– Rugby Football Union Tag Rugby Award– Rugby Football Union Rugby Ready Award

(Introduction to Contact Rugby)– England Basketball Teachers Award– England Basketball Level 1 Refereeing and Level 1

Table Officiating.

In line with the professional expectations associated with the PGCE course, you will wear the UEA physical education kit whenever you’re training at the University, and in your placement school.

SECONDARY SUBJECT: PHYSICAL EDUCATION

“ I CHOSE UEA FOR MY PHYSICAL EDUCATION PGCE BECAUSE OF THE OUTSTANDING REPUTATION IT HOLDS NATIONALLY FOR TEACHER TRAINING. MY EXPERIENCE ON THE COURSE HAS HELPED ME TO GROW AS A PERSON AND SECURE MY DREAM CAREER” SHANISE WEBSTER, PGCE GRADUATE







ACADEMIC PROFILEDr Penny Lamb, Senior Lecturer in Education, Curriculum Tutor for the Physical Education PGCE and Secondary NQT CoordinatorBefore moving into Initial Teacher Education, Penny taught physical education for 15 years across the education sector. Her research interests are in inclusive physical education policy and practice. Penny has published papers on capturing pupil voice in relation to their physical education experiences, gifted and talented pupils in physical education and ritual associated with participation in physical education.

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SECONDARY SUBJECTS: BIOLOGY CHEMISTRYPHYSICSPHYSICS WITH MATHEMATICS

“ I CHOSE TO BECOME A TEACHER AS I HAVE ALWAYS HAD A PASSION FOR MY SUBJECT AND WANTED TO SHARE IT WITH OTHERS. TEACHING ALLOWS ME TO CONTINUE TO PRACTISE AND ENJOY MY SUBJECT, WHILST DEVELOPING MY COMMUNICATION, LEADERSHIP AND MANAGEMENT SKILLS. IT IS A PROFESSION THAT I’D WHOLEHEARTEDLY RECOMMEND TO ANYONE WHO HAS ENERGY, AMBITION AND A GOOD SENSE OF HUMOUR!” STEVEN PHAUP, PGCE GRADUATE



UCAS CODES: C1X1 (BIOLOGY) F1X1 (CHEMISTRY) F3X1 (PHYSICS)2DXL (PHYSICS WITH MATHEMATICS)Age Range: 11–16 years with post-16 enhancement experienceOrganisers and Tutors: Caroline Still, Helen Gourlay, Rob GillespieFor School Direct routes, please search for the relevant course code on the UEA website at:


The PGCE Science programme is in two parts, core science and an additional course in a science specialism. You’ll graduate ready to teach all three sciences up to at least the end of Key Stage 3 (Year 9) and a specialist subject to post-16 level. If you’re studying to teach physics with mathematics, you’ll become accomplished in physics and also gain some knowledge and experience of teaching mathematics.

To thrive on this course, you will be a science graduate who is committed to a career in teaching. Like us, you will be brimming with enthusiasm about science education. You will already feel capable of becoming a subject leader in either biology, chemistry or physics teaching. You should have a good background at degree level in one of these subjects or in a closely related area.

You’ll be expected to do some teaching outside your main science specialism so a wider science background is an advantage. However, we consider each application on its own merits and interview a high proportion of applicants.

You should be aware of the current context of secondary science schooling. We would expect you to have spent some time observing in a secondary school science department.

In addition, you should be getting to know the National Curriculum for Science. Learn more at:

gov.uk/schools-colleges/curriculum-qualifications

Your interview is your chance to show off your communication skills, and give evidence of your commitment to teaching and your willingness to build on your existing science knowledge.

CORE SCIENCE Get to grips with the aims, objectives and methods of teaching in the context of the National Curriculum for Science. You will have many opportunities to develop your skills in practical work through ‘hands-on’ activities. Learn about the production and evaluation of teaching materials, how to use demonstrations and the place of laboratory safety. Lesson planning and evaluation are covered with an emphasis on the management of practical work in the laboratory.

Together, we will develop activities that can be used to teach controversial and ethical issues in your classroom. Assessment is an important element in the PGCE programme, including assessment for learning and assessing pupil progress.

Learn how information technology can be used to enhance the teaching of science. All the work at the University is complementary to and integrated with the work undertaken in two placement schools.

You will also get support for teaching outside your main science specialism. Take additional sessions on topics like teaching biology, chemistry and physics for the non-specialist. For your work in schools, you may be paired with a partner who has a different main science discipline, so you can learn from each other. If you’re studying physics with mathematics, you will attend sessions on the teaching of mathematics and you will get paired with a maths trainee for your work in schools.

If you’re a strong applicant, but need to update your most recent study of science, we might ask you to attend a Subject Knowledge Enhancement Course (Chemistry/Physics) prior to the beginning of the PGCE programme. Learn more at:


FOR THOSE WITH A SPECIALISM IN BIOLOGY UCAS CODE: C1X1 Organiser and Tutor: Caroline Still

If you choose biology as your specialist subject, you will get to explore some exciting and innovative practical activities for use in the classroom. These include molecular biology techniques, DNA

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“ TRAINEES KNOW THAT THEY ARE EMBARKING ON A COURSE OF GOOD PRACTICAL TRAINING, FIRMLY UNDERPINNED BY A SHARP FOCUS ON EDUCATION THEORY” OFSTED, NOV 2014

“ I COULD NOT HAVE ASKED FOR MORE; TIME IN PLACEMENT SCHOOLS AND AT UNIVERSITY WERE PERFECTLY BALANCED AND THE SUPPORT THROUGHOUT WAS SUPERB” DAVID MARTIN-RICHMOND, PGCE GRADUATE







fingerprinting and plant science. You will be given time to focus on teaching post-16 biology and the biological elements of the National Curriculum at Key Stage 4. You’ll take a hands-on approach with a strong emphasis on student-centred activities. You will learn how to organise field work, and take a field course on the North Norfolk coast.

FOR THOSE WITH A SPECIALISM IN CHEMISTRY UCAS CODE: F1X1 Organiser and Tutor: Rob Gillespie

If you choose chemistry as your specialist subject, you will take a programme covering the main ideas and concepts of the Chemical and Material Behaviour section of the KS4 National Curriculum. You will learn about common elements of the different GCSE and A level specifications.

Explore a variety of pedagogical approaches and develop your repertoire of teaching strategies and techniques. On graduating, you will have the skills to deliver the most effective learning of this highly abstract subject content. You can also attend a series of informative workshops to further develop your subject knowledge, especially outside your specialist science area.

FOR THOSE WITH A SPECIALISM IN PHYSICS UCAS CODE: F3X1

FOR THOSE WITH A SPECIALISM IN PHYSICS WITH MATHEMATICS UCAS CODE: 2DXLOrganiser and Tutor: Helen Gourlay

If you choose physics or physics with mathematics as your specialist subject, you will take this hands-on course. You will cover the main ideas, concepts and materials used to teach physics at post-16 and the physics elements of National Curriculum Science at Key Stage 4.

Discover a range of teaching and learning strategies that will help you to engage and inspire pupils. Learn how to approach conceptually challenging ideas in an innovative and fun way. You’ll be taking a hands on approach where practical work and the use of ICT are given a high priority.

ACADEMIC PROFILESCaroline Still, Lecturer in EducationPrior to working in higher education Caroline taught science for 16 years in three secondary schools in Norfolk and was Head of a large biology department for eight years. She is interested in biological and environmental education. She is also interested in the effective acquisition of academic study skills and has played a key role in the development and delivery of the UEA ‘Pre University Skills Course’.

Rob Gillespie, Associate TutorRob is an experienced teacher and has been a Senior Mentor and UEA Link Teacher at a local school. Here he was responsible for the induction of newly qualified teachers and for the training of all ITT trainees within the School. He has also been a tutor for the Chemistry Subject Knowledge Enhancement course. Rob has more than 20 years’ experience as a science teacher to KS4 and chemistry to A level, he has had responsibilities as Head of KS3 Science and Teacher in charge of chemistry. Rob is also an A level Chemistry Module Leader for the Newton Programme at INTO UEA, teaching international students.

Helen Gourlay, Lecturer in Secondary EducationHelen taught physics and science in Hertfordshire and north east London for 17 years, and was a Head of Science in two schools, before moving into teacher education in 2010. She joined UEA in 2014, working as a Lecturer in Secondary Education on the Science PGCE course. Helen is a member of the Research in Mathematics Education (RME) group, which encompasses her research interests in science education. Helen is a member of the Institute of Physics (IOP), a professional organisation with which UEA has strong links. Applicants for physics and physics with mathematics are strongly encouraged to apply for an IOP teacher training scholarship.

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MA EDUCATIONAL PRACTICE AND RESEARCH

Fast track to your Master’s with UEA’s one-year, part-time MA Educational Practice and Research progression route.

This MA is suitable for school teachers, further education lecturers and all other educational practitioners working in the UK, who wish to extend their continuing professional development activities and career advancement through studying for a Master’s level degree.

The course is typically offered on a two or three-year, part-time basis with registration from January each year. Or, choose to study on a one-year, part-time basis if you have already gained 90 credits at Master’s level for Initial Teacher Education and have your PGCE. You will study one 30 credit module relevant to your own interests and complete a 60 credit dissertation. This makes the MA Educational Practice and Research a particularly desirable progression route to full MA status.

Build on your existing interests and expertise while you work with flexible and personalised study patterns. Teaching takes place during evening sessions or on Saturdays. Discuss and analyse classroom practice in a stimulating and challenging environment and across a broad range of subject areas. Get support as you carry out innovative research to achieve greater understanding of your teaching practice. Our range of teaching and assessment methods facilitate a supportive, learning community.

The research skills component is delivered by academic staff with expertise in conducting qualitative and quantitative studies. The dissertation will allow you to develop expertise in an area of your choice under the supervision of an experienced member of academic staff. Previous participants have often chosen to focus on issues that relate to school improvement, which therefore benefit not only themselves but the wider education community.

In parallel to the MA programme, the School of Education and Lifelong Learning offers a broad range of additional CPD opportunities. You are able to choose from a range of accredited specialist modules, which will typically include: Physical Education Pedagogy; Leadership and Management; Writing Pedagogy (linked to the Writing Teachers group); Technology in the Classroom; Understanding Health and Well-being in School Contexts; and Lesson Studies.

Attend our one day conferences focused on issues of relevance to school improvement or aimed at individual professional development. These have included a focus on an Early Years Foundation Stage programme, religious education in schools, and a discussion of the new mathematics curriculum.

Get information on the range of opportunities available at:

www.uea.ac.uk/edu/home/cpd

If you’re a UEA Alumni, you could benefit from financial support towards fees for this MA. Learn more at:

www.uea.ac.uk/edu/postgraduate-taught-degrees

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LIFE AT UEA

CHOOSE UEA AND YOU WILL STUDY AT AN INTERNATIONALLY RENOWNED UNIVERSITY

BASED ON A SPACIOUS CAMPUS THAT PROVIDES TOP QUALITY ACADEMIC, SOCIAL AND CULTURAL FACILITIES TO MORE THAN

4,000 STUDENTS. YOU’LL ALSO BE AMONG THE MOST SATISFIED STUDENTS IN THE COUNTRY,

ACCORDING TO THE LATEST NATIONAL STUDENT SURVEY. THE UNIVERSITY HAS

BEEN IN THE TOP 10 ENGLISH MAINSTREAM UNIVERSITIES FOR STUDENT SATISFACTION

SINCE THE SURVEY BEGAN.

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AN IDEAL LOCATIONStudy at one of the most distinctive campuses in the country. Built on 200 hectares of beautiful parkland on the outskirts of the historic city of Norwich, our campus combines natural beauty with architectural flair. The campus has won more than 20 architectural awards and on-going multi-million pound investment continues to enhance our teaching and research facilities. Virtually no part of our campus is more than a few minutes’ walk from anywhere else, and almost everything you could need is available on site – there’s a large food shop, incorporating a newsagent, post office and bakery, a bank, two launderettes, restaurants, bars and even a Waterstones bookshop. There are good public transport links into the city, where you will find a mainline railway station with regular services to London and other parts of the country. Norwich also has an international airport.

ACCOMMODATIONChoose from some of the best student accommodation in the country. It has twice been ranked first in the UK by the WhatUni Student Choice Awards and achieved one of the top scores in the most recent Times Higher Education Student Experience Survey.

www.uea.ac.uk/accom

LEARNING RESOURCESTake advantage of a library containing more than 800,000 books and journals, as well as extensive collections of specialist materials. It is staffed seven days a week and open 24 hours a day. As a postgraduate taught student, you’ll have access to two new study rooms in the Library specifically designed to meet your needs, equipped with desks, computers and lockers. You’ll also have access to a wide range of IT services including campus internet access via a wireless network and in student residences. If you have mobility problems or visual impairment we offer equipment such as scanners, colour printers and work stations that are specially equipped to meet your needs.

www.uea.ac.uk/is

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GIGS AND EVENTSThe Independent says our Student Union gig roster is “like pop music’s roll of honour, with the biggest names performing each year and other students’ unions wondering how on earth we manage it”. The Nick Rayns LCR plays host to a wide range of popular bands, with around 60 gigs on campus each year. Regular club nights cover a wide spectrum of tastes and ensure there is something for every music fan. High profile performers have included: Ella Eyre, Jamie T, Kodaline, Clean Bandit, Rizzle Kicks, Tom Odell, Bastille, Sub Focus, Haim, Ed Sheeran, Professor Green and Coldplay.

www.ueastudent.com

STUDENTS WITH DISABILITIESWe welcome applications from students with disabilities. The Disability Team aims to offer information, advice and the co-ordination of any support you require both before and during your studies. The more information we have in advance of your arrival, the easier it is for us to make any necessary preparations. This includes any adjustments in your studies or accommodation. We would be happy to arrange an informal visit to the University for you before your studies begin. For more information see:

www.uea.ac.uk/dos

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LANGUAGE LEARNING FOR ALLWhichever programme you choose, you will have the opportunity to improve or learn another language, although there may be an additional charge for this. We currently offer classes in Arabic, British Sign Language, AdvancedEnglish, Mandarin Chinese, French, German, Greek (Modern), Italian, Japanese, Korean, Russian and Spanish.

www.uea.ac.uk/lcs/learning-a-new-language

STUDENT SUPPORTWhether you want to find out more about the opportunities available to you at UEA or are experiencing difficulties, we offer a wide range of advice and guidance. From counselling to childcare, from money matters to our multifaith centre, it’s good to know there’s help available whenever you might need it. Help is available from financial advisers, an international student advisory team, learning enhancement tutors, an excellent nursery and a disability team. We also have a purpose built campus medical centre, a Boots pharmacy and a dental service offering NHS treatment to you and your family.

www.uea.ac.uk/dos

SPORTING FACILITIESThe University’s £30 million Sportspark is one of the finest sports complexes in Britain, boasting a state-of-the-art Olympic-sized swimming pool, athletics track, climbing wall, superbly equipped gym, two indoor arenas, a gymnastics centre and all weather pitches hosting an extensive range of sports and leisure activities, from gymnastics and trampolining to aerobics and dance. Our sports facilities were ranked joint second in a recent Times Higher Education Student Experience Survey.

www.sportspark.co.uk

CAREERS SERVICECareerCentral works in partnership with academic Schools to plan and deliver a comprehensive programme covering career management, employer and industry focused events and one-to-one guidance. Building links with employers, industry and start-up enterprises is central to our work, enabling us to provide you with a wealth of vacancy, internship, voluntary,

mentoring and graduate opportunities. We encourage enterprise, innovation and aspiration throughout your time at UEA. We know employment is important to you and actively strive to equip all our postgraduate students with the attributes necessary to succeed in whichever field you enter. There are careers advisers affiliated with each School to support Master’s level postgraduates. They will provide you with impartial information, advice and guidance, helping you develop suitable career-related skills and knowledge.

There are numerous opportunities throughout the academic year to meet employers at presentations, fairs and workshops. These include a range of networking opportunities with experienced professionals, many of whom are themselves UEA alumni.

We maintain a targeted database of quality graduate vacancies and run a vacancy service for part-time or casual work locally or on campus during your studies. Our nationally award-winning volunteering service offers opportunities to enhance your student experience as well as your CV.

Even after graduation, we will continue to offer you professional careers support for up to three years.

www.uea.ac.uk/careers ARTS AND CULTUREWe are home to the Sainsbury Centre for Visual Arts, which provides access to permanent exhibitions of world art and a diverse range of touring exhibitions unrivalled by other universities. UEA also hosts an International Literary Festival which has included famous names such as Ian McEwan and Kazuo Ishiguro – both alumni of UEA’s Creative Writing course. Norwich is England’s first UNESCO City of Literature.

www.scva.ac.ukwww.uea.ac.uk/litfest

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Norwich and the Regionwww.visitnorwich.co.ukwww.visitnorfolk.co.ukwww.visiteastofengland.com

Theatreswww.theatreroyalnorwich.co.ukwww.maddermarket.co.ukwww.norwichplayhouse.co.uk

Museumswww.museums.norfolk.gov.uk

Norfolk and Norwich Festivalwww.nnfestival.org.uk

The Forumwww.theforumnorwich.co.uk

A PLACE WE CALL

HOME

THERE IS A LOT GOING ON IN NORWICH. A BUSY CITY WITH A REAL CHARACTER ALL OF ITS OWN, NORWICH IS FRIENDLY AND LIVELY.

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“ NORWICH IS A FINE CITY. NONE FINER. IF THERE IS ANOTHER CITY IN THE UNITED KINGDOM WITH A MATCHLESS MODERN ART GALLERY, A UNIVERSITY WITH A REPUTATION FOR LITERARY EXCELLENCE WHICH CAN BOAST BOOKER PRIZE-WINNING ALUMNI, AND AN EXTRAORDINARY NEW STATE-OF-THE-ART PUBLIC LIBRARY THEN I HAVE YET TO HEAR OF IT”

STEPHEN FRY, ACTOR, WRITER AND UEA HONORARY GRADUATE

A CHARMING MIX OF THE OLD AND THE NEW, WITH TWO CATHEDRALS, A CASTLE AND CITY WALLS ALONGSIDE THE STUNNING FORUM AND BUSTLING SHOPPING STREETS, CAFES AND RESTAURANTS.

Walk around the centre and you can see the historic reminders of its past, the two cathedrals, Norman castle and city walls, as well as its present with the stunning Forum library overlooking busy cobbled shopping streets and bustling cafes and restaurants. In short, Norwich is a charming mix of the historical and the new. There are plenty of opportunities to catch live music or theatre and the city is teeming with modern and traditional pubs. We have our own premier league football team Norwich City. And the city was recently ranked as one of the safest places to live in the UK. Our students love Norwich so much, many stay long after their studies.

SHOPPINGNorwich was voted one of the top 10 shopping destinations in the UK and it’s no wonder. With modern shopping malls, chain stores and half-timbered independent outlets sitting alongside stunning arcades and the UK’s largest open-air market, Norwich is a joy to explore. As well as the big names – Norwich has four department stores, plus plenty of small, local outlets, vintage second-hand shops and exciting new ‘pop-ups’.

ART AND CULTURENorwich was nominated as the UK’s City of Culture 2013, and it’s easy to see why. The city has six theatres with Norwich Theatre Royal regularly staging West End productions. There are also four cinemas, including the art house Cinema City, a number of established museums and a host of art galleries, from the renowned Norwich Gallery to artist-led galleries Outpost and Stew.

The Norfolk and Norwich Festival, held each May, is internationally acclaimed, attracting performers and visitors of all ages. Its programme covers everything from classical ensembles to French-Canadian acrobats and the Open Studios scheme where local artists open up their studios for an exclusive peek inside.

The carnival and firework display for the Lord Mayor’s celebration every July is not to be missed while the Royal Norfolk Show, at the end of every June, is the country’s largest two-day county show, which celebrates all that is great about this diverse county from its agricultural heritage to its gourmet food producers.

FOOD AND DRINKNorwich has plenty of choice when it comes to eating out. Japanese, Thai, Italian all sit alongside traditional English restaurants and pub grub. Celebrity chefs Delia Smith, Jamie Oliver and Antonio Carluccio all have restaurants in the city. Delia’s is an established restaurant situated alongside Norwich City’s football ground, whilst Jamie’s Italian is open for business in the stunning Royal Arcade. You’ll be pleased to know that many Norwich eateries also offer student discounts.

Look out for all the great delis and farm shops for fresh, seasonal produce (Norfolk produces everything from juicy mussels to organic chocolate). The local microbreweries are worth visiting too, with some gorgeous local beers and real ales.

NIGHTLIFENorwich has a thriving club and bar scene with new establishments opening all the time. There are also a number of live music venues such as the Norwich Arts Centre and UEA’s very own Nick Rayns LCR and the Waterfront.

You’ll find hundreds of pubs dotted around Norwich. At one time the city was said to have a tavern for every day of the year. Many pubs host comedy and quiz nights whilst real ale fans will not want to miss October’s famous Norwich Beer Festival.

PERFECT LOCATIONThe University of East Anglia has a unique location. Situated on the edge of both the city and countryside, you are perfectly placed to explore both. The Norfolk coastline is home to world famous bird reserves and beautiful beaches, as well as ever-changing countryside interlaced with sleepy medieval villages, bustling market towns and stately homes. One of England’s most beautiful national parks, The Broads, is also right on our doorstep for sailing, walking and cycling while paintballing, amusement parks, a trip to the zoo or a day at the races are all within easy reach of the University.

TRAVELNorwich has excellent public transport with trains every 30 minutes to London. Norwich International Airport is only 15 minutes from the city centre and has links worldwide via four daily flights to Amsterdam. National Express and Megabus also operate services directly from the University.

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You can only apply for a PGCE via UCAS Teacher Training – the central clearing house which deals with all PGCE applications across the country. Applications are made online at:

www.ucas.com

The UCAS code name and number for the University of East Anglia is EANGL E14.

If you are unable to apply online, you can contact UCAS directly at:

UCAS Teacher Training Registry, Rosehill, New Barn Lane, CheltenhamGL52 3LZTel: UK number: 0371 468 0469Outside the UK: +44 330 3330 231

Application forms should be available in October to apply for the following year of entry.

PRIMARY APPLICANTSYou will need a good honours degree (preferably class 2:2 or above) or equivalent by the beginning of the PGCE programme in September.

You should have a GCSE pass at grade C or an equivalent qualification in English language, mathematics and a natural science subject (ie biology, chemistry, physics or a combination of these) before submitting your application. It also helps if you have a good standard of academic attainment at A level or recognised equivalent.

For the Primary Language PGCE programmes, you will need an A level or have considerable experience working with your chosen language.

You must ensure that an academic reference is included on your UCAS application form. Please see page 29 for further guidelines.

SECONDARY APPLICANTSYou will need to have achieved a degree or its equivalent by the beginning of the PGCE programme in September.

As a general guideline, approximately 50% of the degree should be relevant to the subject you will teach.

You might be able to attend a Subject Knowledge Enhancement course for chemistry, physics, mathematics or modern languages. Find out if you’re eligible at:


You also need a GCSE pass at grade C or an equivalent qualification in English language and mathematics before submitting your application. If you’re applying for physical education, you must also have a GCSE in science at grade C or an equivalent before submitting your application.

REQUIREMENTS FOR ALL APPLICANTSPrepare thoroughly for the application process – you’re up against some strong competition for places. Your application form should demonstrate not only depth of key stage and subject knowledge but also your enthusiasm and commitment to a career in teaching.

It’s a very good idea to familiarise yourself with our website at:


If your first language is not English, you’ll need to prove your proficiency in English – equivalent to IELTS 6.5 prior to application.

We recommend that you get at least five days’ observational experience in a classroom environment. This will help you gain an understanding of and reflect on how classrooms are managed and how teaching and learning takes place within the classroom.

In the personal statement section of your application form you must show clearly what you have learned from your recent experience in a UK school, with children of the age range and specialism that you want to teach.

PRE-APPLICATION CLASSROOM EXPERIENCEThere are a number of ways you can apply for classroom experience:– Contact a local school – Write to schools in your

area directly to see if they are able to arrange a time to observe some lessons. Please note that it is at the discretion of each school as to whether you will be required to undertake a separate DBS check.

– University Career Schemes – If you are currently studying at university, you might be able to participate in Teaching Schemes organised by your university’s Careers Service.

– School Experience Programme – The DfE’s School Experience Programme can help if you’re planning to teach maths, physics, chemistry, languages or computing at secondary level. Find out if they can help you find a school to observe teaching practice at:


Schools experience a high demand for pre-application school observation, so plan your observation well in advance. When you’re in the classroom, you should observe, make notes and reflect on how the teacher:– Starts the lesson– Structures the lesson– Makes use of different teaching strategies

and styles– Involves pupils in their learning– Manages behaviour– Works with pupils at different levels of ability

and/or specific needs– Involves support staff– Makes use of technology and other resources– Closes the lesson.

Try to build an awareness of how children respond in many different ways to teaching and learning.

SKILLS TESTSBefore you start the PGCE programme, you must pass the numeracy and literacy Professional Skills Tests. Find out how to take this test at:


There are some other courses and tests available, but you should check to make sure any equivalent qualifications are acceptable prior to submitting your application. If you’re not sure, get in touch with PGCE Admissions at: [email protected] or call +44 (0) 1603 592855.

The Useful Contacts section on page 31 will help you find out more about current issues facing teaching. You should get to know these issues, especially in the subject and key stage you want to teach. During your interview, you will be asked about these issues, and what made you choose teaching as a career.

For further useful information about completing your application form and preparing for interview please access:


APPLYING TO UEA

CAMPUS MAP

EARLHAM HALL

SAINSBURY CENTRE FOR VISUAL ARTS

SPORTSPARK

SHOPS AND EATERIES

STUDENT UNION

LIBRARYLECTURE THEATRE BLOCK

MEDICAL CENTRE

INTO UEA CENTRE

ACCOMMODATION

ACCOMMODATION

ACCOMMODATION

DRAMA STUDIO


Our Norwich Research Park Partners 3/4 mile /1.21 km

Norwich City Centre 3 miles/4.83 km

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REFEREESYou should make sure that your referees can submit their reference immediately upon request (electronically via UCAS). This is important as a delay may hold up your application. Your principal referee must be able to comment in detail about your suitability for teaching and studying at Master’s level.

If you are at university or college, or finished your studies in the last five years, your principle referee should be a tutor or lecturer from your university or college, who can comment on your academic achievements and personal qualities.

If you finished your studies more than five years ago, your principle referee should be a responsible person who knows you well enough to write with authority about you, for example, an employer, training officer or careers adviser.

Your second referee must be a responsible person who can provide a character reference and who can comment on your suitability for teaching, ideally a teacher who supervised you during your recent school observation. Please note that if you don’t follow these guidelines it could cause a delay in your application.

INTERVIEW PROCEDURESInterviews are part of the formal selection process for the PGCE course. You’ll need to present yourself well. You should come prepared and dress smartly. Your interview day will include:

An Introductory Talk – You will be provided with information about the PGCE programme in general and given the opportunity to ask questions.

An Individual Interview – You’ll be interviewed by two people, a UEA PGCE tutor and a member of staff from one of our partnership schools. Be prepared to talk about your aspiration to teach and the teaching profession in general. You will also get the chance to demonstrate your experience with children of the relevant age range/specialism in school, and share what you have learnt from these experiences. Your interview will be structured around these reflections, and it may be helpful to bring your classroom observation notes.

A Written Task – Based on a topical issue, take this chance to show your ability to critique professional texts and express a well-reasoned, coherent point of view.

Presentation – If you’re applying for the PGCE Primary, you will also do a small group presentation – about three to five minutes.

Group Interview – For PGCE Secondary, you will also participate in a group interview.

PROTECTION OF CHILDREN Disclosure of Criminal Background for those with Access to Children. When applying, you must obtain an Enhanced Criminal Records check from the Disclosure and Barring Service (DBS). The enhanced disclosure will be used to assess your suitability for the programme and information provided may be discussed with the external members of the School’s Safeguarding Sub-Committees. You are responsible for payment of the DBS fee.

OCCUPATIONAL HEALTH CLEARANCEPrior to commencing the PGCE programme, you must complete a University Medical Service pre-registration health questionnaire. This must be signed off by your General Practitioner (GP). You are responsible for payment of any GP costs incurred:

www.umsuea.co.uk

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TUITION FEESGet full details of the fees for the PGCE (M) programme at:

www.uea.ac.uk/education/pgce-primary www.uea.ac.uk/education/pgce-secondary

Fees are subject to annual review and are likely to increase each year. You can pay your fees as you study, or you can apply for a Student Loan.

TRAINING BURSARIES (UK/EU STUDENTS ONLY)UK/EU PGCE students may be eligible for a DfE training bursary. Find out if you are eligible at


Find out how to apply for a Student Loan, and the Training Bursary at:

www.gov.uk/teacher-training-funding

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USEFUL CONTACTSWhen applying, you should be very well informed about the National Curriculum and current issues affecting teaching. The following organisations provide some useful insight:

DfE Teaching Information LineThe UK Government’s TeacherTraining Helpline:Tel: +44 (0) 800 389250


UCAS Teacher TrainingFor information on making your application: Rosehill, New Barn Lane,Cheltenham, GL52 3LZTel: UK number: 0371 468 0469Outside the UK: +44 330 3330 231

www.ucas.com

Department for EducationThe government department responsible for education and children’s services:

www.education.gov.uk

National Curriculum OnlineThe National Curriculum sets out a clear, full and statutory entitlement to learning for all pupils up to the age of 16, determining the content of what will be taught and attainment targets for learning:

www.gov.uk/schools-colleges/curriculum- qualifications

The BBC Schools WebsiteThis website contains useful resources and interactive activities for all key stages:

www.bbc.co.uk/schools

The British Association for Early Childhood EducationThis website provides support, advice and information on best practice for everyone concerned with the education and care of young children from birth to the age of eight:

www.early-education.org.uk

The GuardianThe Guardian’s dedicated education supplement will keep you up-to-date with current issues in the education profession:

www.guardian.co.uk/education

Times Educational Supplement (TES)The TES is the UK’s leading publication covering the world of primary, secondary and further education:

www.tes.co.uk

Student Finance For information about the financial support services available for those who are interested in higher education:

www.direct.gov.uk/studentfinance

The University of East Anglia’s Language Learning Centre Primary and Secondary PGCE language students are able to access the facilities of the James Platt Centre at the University to help develop their language skills:

www.uea.ac.uk/lcs/learning-a-new-language

DISCLAIMER

We have taken great care in compiling the information contained in this brochure, which we believe to be accurate at the time of going to press. However, the provision of facilities and other arrangements described in the brochure are regularly reviewed and may, with good reason, be subject to change without notice. Applicants will be notified immediately of any material changes likely to have a bearing on their application, such as changes to accommodation provision.

Should industrial action or other circumstances beyond the control of the University occur, and this interferes with the University’s ability to deliver services in accordance with the descriptions provided, the University will use all reasonable endeavours to minimise disruption as far as it is practicable to do so. Provided the University complies with its obligations set out above, it shall not be liable to students or applicants, for any loss, costs, charges or expenses arising out of the information set out in this brochure, changes to that information or any disruption or interference of the type described above.

EQUAL OPPORTUNITIES

The University of East Anglia operates an equal opportunities admissions policy. It aims to ensure that no applicant will receive less favourable treatment on the grounds of sex, age, marital status, race, colour, nationality, ethnic origin, sexual orientation, or political or religious belief. The University welcomes applications from candidates with disabilities. Information contained in this brochure may also be made available in other formats, to ensure access for everyone. Please call +44 (0)1603 593753 to discuss.

ETHICAL INVESTMENT POLICY

The University of East Anglia operates an Ethical Investment Policy.

ACKNOWLEDGEMENTS

Produced by UEA Marketing and Communications

Design and production by Creative Sponge

Photography by The Photographic Unit, Andi Sapey, David Kirkham, Pete Huggins, Ricky-Joe Burrage, Bill Pound and Steve Wright.

Printed by Barnwell Print Ltd.

This brochure has been printed on an FSC accredited paper, produced from sustainably managed forests, using vegetable based inks.

Produced September 2015.

When you have finished withthis brochure please recycle it.

The University of East Anglia is a Fair Trade university.

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EXPERIMENT, INSPIRE, NURTURE, CHALLENGE, SHARE, LEARN ... · teaching skills and help you develop your insights concerning the learning process. Placement experiences across several