About the course
Located in the heart of London, PGCE courses at King’s are rated Outstanding by Ofsted with excellent tutors on hand to support you through your training. In the last research assessment exercise, the department was rated second in the UK (REF, 2014). You will have the opportunity to work with experienced tutors who are actively engaged in research in their subject and in pedagogy more widely. 96% of 2017 graduates who sought teaching posts were employed within 6 months of qualifying. In our 2018 student survey, 92% of trainees rated the quality of their training as very good or good.
This course aims to prepare students to:
- become effective secondary school teachers
- become knowledgeable subject specialists who can progress to take on responsibilities in curriculum development
- become good classroom managers
- become successful form tutors and collaborative colleagues.
The course encourages learning through critical reflection, making connections between the theory and practice of teaching, and continuing to self-evaluate and improve throughout a teaching career.
We work to enable students to teach pupils to think, and to interpret pupils' understanding, building their subsequent teaching on this.
This is a high-quality course (graded outstanding by Ofsted) that focuses on developing the subject knowledge that will enable all trainees to teach two Modern Foreign Languages with confidence in secondary schools. The course is skills-based, research-focused and developmental, aimed at promoting teaching skills based on a reasoned and elective methodology that integrates formative assessment practices, class management issues, technology awareness and research findings.
Students sometimes work with native speaker linguists from the Strand campus to develop linguistic competence and pedagogical awareness in a unique programme. Hispanists, Germanists and those with main French work with each other, sometimes working in language specific groups. There is a varied programme of tutor inputs, seminars, workshops and student presentations with considerable collaborative learning. Students are also required to undertake research and other independent learning tasks including data-collection from the classroom.
The ERASMUS programme enabling students to do part of their School Experience abroad is also a unique feature of this course available, although not guaranteed, for a small number of students who meet the requirements.
At interview, applicants will be asked to discuss their observations of time spent in a Secondary School MFL department (where this has taken place) as well as to share their vision of learning.
Applicants will be asked to consider and then to present their ideas for teaching a grammatical structure or a lexical item selected previously prepared for the interview, in a micro-teaching format.
Oral and written competence will be tested. Applicants whose mother tongue is French, German, or Spanish will need to have an excellent command of spoken and written English. This will also be tested.
In your presentation that comprises a 5-minute teaching slot we will be looking for:
- effective age-appropriate use of the target language:
- ability to present concepts at a school level;
- engagement with the audience;
- use of simple resources (e.g. visual aids. NB: No Powerpoints due to time constraints);
- understanding of the subject you wish to teach;
- an effective lesson shape for your 5-minute micro-teaching slot
In your writing we will be looking for:
- ability to express yourself clearly;
- accurate grammar and spelling.
How school placements work
All School Direct trainees start at their chosen school during the first week of the autumn term before attending university sessions the following week. School term dates will be confirmed once your have accepted an offer.
Around half of the 38 schools within the Catholic Teaching Alliance are able to offer training placements. Those who are able to support the main placement are listed for each respective course.
Candidates tend to apply to schools that are located close to where they live and we are happy to arrange tours and an observation day in your preferred school prior to application.
At the point of application please select your first choice of school. Once your application has passed our vetting process you will be invited to interview at KCL and if successful at this stage this will be followed by an interview at the school.
We offer an ABA placement route with King's College London. This involves one long placement with a 6-week placement at another school within the CTA in the spring term before you return to your original school for the remainder of the course.
At the start of the academic year we will contact all registered trainees to confirm the area where you are living and to ask about the type of school that you would like to be placed in for your second placement. Where possible, we will try to accommodate your request and placements are arranged with a maximum commuting distance of 1 hour 15 minutes based upon the address provided. Travel time is usually significantly less than this.
We are able to offer contrasting placements in single-sex or mixed schools and in schools with sixth forms where your main placement school is 11-16. Where you have completed a placement in a single-sex school your second placement will be in a mixed school or a school with students of the opposite sex.
Should you have any questions relating to the placement structure, please do not hesitate to email firstname.lastname@example.org for more information.
The course fees for 2019/2020 are as follows:
Tuition fee loans are available for those who meet the Government’s criteria for this scheme. Further information is available at GOV.UK
Government Training Bursaries:
Please note training bursaries are only available to students who have been classified as Home/EU for fee purposes.
You will need one of the following:
a) a degree in two languages (minimum 2.1)
b) a degree in the first foreign language plus an associated subject area (minimum 2.1) with the second foreign language up to at least A level or equivalent
c) licence or Matrise in Languages or other European equivalencies
An example of b) is French with Business Studies or European Studies.
All applicants must possess a grade C/ grade 4 in GCSE English and Maths (or equivalent).
You should aim to demonstrate the following:
- conceptual understanding of secondary school-based MFL teaching and learning
- competence and certification in two foreign languages (French, German, Spanish), the main language at degree level and the second language to at least B2 level.
- ability to think and reason clearly
- clarity and accuracy of written and spoken communication
- ability to interact with pupils and colleagues
- strong motivation to teach
- ability to recognise own shortcomings
- flexibility of mind and potential necessary to improve.
- ability to present ideas clearly and at an appropriate level.
All applicants for teacher training programmes must pass the Department for Education’s Literacy and Numeracy Skills Tests prior to commencing their teacher training course.
The Department for Education requires the Disclosure and Barring Service (formerly the Criminal Records Bureau) to vet the background of persons working in their schools. Candidates offered a place on a PGCE course will be asked to complete an enhanced check with the DBS to ensure they do not have a criminal background which might prevent them from working as a teacher. This must be completed before you register on the programme.
About the training provider
The Catholic Teaching Alliance (CTA) is a strong and growing alliance of 38 schools. It is a cross-phase partnership from primary, through to secondary and sixth form colleges. Our partner schools are based throughout South-East London and Kent covering Southwark, Lewisham, Bromley, Bexleyheath and Chatham. This diversity in type of school and location gives a richness to our shared work. Our shared vision is Growing Teachers, Growing Learners, Growing Schools.
Our schools have a long history of Initial Teacher Education and have offered School Direct places since the initiative began. We have selected several universities that match our ethos. By carefully selecting the right universities to work with we are able to offer you an excellent start to your career in education.
We offer both Primary Salaried and Tuition Fee School Direct places and are able to provide training in a range of secondary subjects. Some subjects are available with a choice of provider.
We run an extensive CPD programme for trainees and most secure an NQT position within the group of schools. We also provide flexibility as your career progresses, with opportunities to move between schools.
We would encourage applicants to contact us to arrange a school tour prior to application and we are happy to answer any questions that you may have. Please contact the CTA Co-ordinator, Clare Barclay for more information or visit our website here to find out more about our schools and the career opportunities that we are able to offer.
About the accredited provider
Experience: King’s has been training teachers for over 120 years and has developed a reputation for excellence in its training methods. The PGCE academics are qualified teachers themselves and are highly experienced in teacher training.
Reputation: King’s has developed a reputation for excellence in both training methods and the standards of new teachers we train. At the most recent Ofsted inspection King’s was graded 'Outstanding'.
Location: Based in the heart of London, King’s is surrounded by landmarks and cultural institutions that we incorporate into our training. Transport links are extensive as the campus is only minutes from Waterloo station.
Training with disabilities and other needs
All School Direct trainees must meet the Secretary of State's requirements for physical and mental health, but few health problems past or present preclude applicants from teaching.
The activities that a teacher must be able to perform are set out in the Education (Health Standards) (England) Regulations 2003.
We welcome applications from people with additional needs and disabilities. Successful applicants will be asked to complete a fitness questionnaire prior to commencing the programme.
Within our group of 38 schools, we are able to provide support for a range of disabilities and other needs and are usually able to arrange appropriate school placements and additional support as required. We have trained applicants with dyslexia, physical, hearing and visual impairments, as well as students with mental health issues. If you have any questions about health, disability, or the support provided or wish to discuss your own requirements further, please contact the CTA Co-ordinator, Clare Barclay, email@example.com.
For further information on the support provided by our university partners please see the links below.
King's College London
St Mary's University
Student Wellbeing Service
University College London
School Direct students are entitled to support from the UCL Student Support and Wellbeing (SSW) team. You can find more information here
Apply on the UCAS website. You’ll need to register with UCAS before you can apply.
Visit Get into Teaching for guidance on applying for teacher training.
When you apply you’ll need these codes for the Choices section of your application form:
Training provider code:
Training programme code:
Choose a training location
You’ll also need to choose a training location and give the relevant training location code.
||St Catherine's Catholic School for Girls
||Watling Street, Bexleyheath, Kent DA6 7QJ
Advice and support
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