About the course
The PGCE Secondary Science programme aims to:
• develop your understanding of the role of Science teachers both within the department and in their wider professional responsibilities
• introduce you to current theories and practice in Science teaching
• help develop your academic and critical thinking skills to support effective Science teaching and learning for all your students
• help you set high expectations for yourself and your students
• help you to understand what contribution Science education can make to the wider education of young people.
The Science course supports the core PGCE Professional Studies course, through:
• Specialist sessions to develop your curriculum subject knowledge
• Exploring effective teaching and learning in Science classrooms
• Consideration of the role of practical work and your responsibility for safe classroom practice
• Developing reflective practice to support your planning, delivery and evaluation of lessons
• Developing an understanding of recent curriculum change.
A field course in October supports team building for collaborative work, helps develop subject knowledge across the sciences and a practical understanding of learning outside the classroom.
In addition to your specialist subject sessions and core science sessions, you will be allocated to a mixed team of specialists from all science disciplines in order to develop pedagogy related to science teaching.
Mixed teams and whole science sessions will include focus on:
• The science curriculum
• Lesson planning
• Behaviour for learning and classroom management
• Literacy and numeracy in science
• Differentiation and inclusion
• Earth science
• ICT in science, including data logging
• Teaching controversial issues in Science
• The Nature of Science
• Science outside the classroom
• Safety issues and risk assessment
• Classroom practice related to learning theories
• Demonstrations and practicals
Continuous assessment is used throughout the course and there are no examinations.
Applications are welcome from students with good qualifications in science at GCSE and AS/A level Chemistry (or equivalent) and at honours degree level. Those candidates with a Biochemistry degree might wish to consider whether our Biology or Chemistry specialism might be most appropriate.
Applicants will be required to teach across all three sciences to GCSE so some subject knowledge development work is expected before the course begins.
If invited for interview, you will meet members of the course team who will give an overview of the course and answer any questions you may have.
You will participate in a group task with candidates from a range of subjects and give a brief presentation as part of a small group.
Subject tutors will introduce a written subject task that you will complete during the day and you will have an individual interview with a subject tutor. The interview is not a daunting process but rather a discussion about your suitability and preparation for going into teaching. During the interview, you will explore any additional preparation needed to help put you in the best possible position to engage successfully with the course from the start.
How school placements work
You will undertake two secondary teaching placements in our Partnership Schools. We try to place students in contrasting schools to ensure you have a rich and varied experience in your initial training year and that you have the opportunity to teach across the 11-18 age range.
The placements are referred to as 'Phase A' and 'Phase B' placements.
In planning your placements, your subject tutor will try to balance the distance you are asked to travel with your individual needs and our knowledge of our wide range of school partners.
After induction you will spend 8 weeks in your Phase A placement school. You will build on existing experience and develop new skills with support from the school's Coordinator for Initial Teacher Education and a subject mentor who will oversee your professional development during the placement and liaise closely with your university tutor who will also support you. During this placement you will be expected to fulfil a 50% timetable.
During your second placement you will spend about 14 weeks in a different school, also supported by a mentor, ITE Coordinator and university tutor. During this placement you will be expected to fulfil a 66% timetable.
All students will also undertake a week in a primary school following their Phase A placement to support their understanding of the broader context of education and to support writing of one of the PGCE assignments.
The course fees for 2019/2020 are as follows:
You could be eligible for either:
- a scholarship of £28,000
- a bursary of £26,000
To qualify for a scholarship you’ll need a degree of 2:1 or above in Chemistry or a related subject. For a bursary you’ll need a 2:2 or above in any subject.
You can’t claim both a bursary and a scholarship - you can only claim one.
Find out how to apply for a scholarship. You don’t need to apply for a bursary - if you’re eligible, you’ll automatically start receiving it once you begin your course. Find out how you’ll be paid.
Financial support if you’re from outside the UK.
• 2:1 degree for English, Geography, History or Social Science
• 2:2 degree for Mathematics, MFL, Sciences or RE
(We may, under exceptional circumstances, accept a Third if there are
other very strong recommending features in your application.)
• GCSE Grade 4 (old grade C) or above in English Language and Maths (equivalency test available if needed)
• A-levels (or equivalent) in relevant subjects
• Although not essential, you may find it useful to have recent experience working with children and/or observing teaching in a school setting.
• A pass in the Professional Skills Tests in literacy and numeracy
You should be able to demonstrate genuine interest and enthusiasm for Chemistry at interview.
Applicants without Chemistry as a major subject are expected to undertake essential background reading before the course starts.
We expect all prospective students to have spent some days observing, possibly assisting, learners and teachers in classrooms to familiarise themselves with current developments.
The PGCE is a challenging course, and we are looking for applicants with a wide range of skills, knowledge, experiences and an aptitude for teaching. These skills include the ability to form relationships, good communication, commitment to learning and teaching and reflective qualities.
Admission to the course is subject to a satisfactory medical report. The University will provide more information about this should you be offered a place.
All offers are subject to a satisfactory enhanced DBS disclosure. We will provide instructions regarding the DBS application process once you have accepted an offer of a place on the course.
About the training provider
The Hatton Teaching School Alliance is founded on the principle of collaboration and an absolute belief that by working together we can improve life chances for all students in all of our schools.
Our School Direct training course is ideal for trainees who are looking for hands-on in-school training, learning from teachers who deliver lessons every day. You will be allocated a school-based mentor and will also have a school-based professional tutor, who puts together a comprehensive in-school training programme.
We have consistently high employment rates, with many of our trainees going on to be employed within the Alliance. The combination of the school based mentoring programme and the University taught modules gives you a competitive advantage when applying for your first teaching position.
You will feel part of the school community from the start of your training to the end. We ensure you are supported to get Qualified Teacher Status giving you the best possible start to your teaching career. In addition to QTS you will also graduate with a PGCE which includes at least 60 credits towards a Masters degree.
We believe that we offer high quality training, giving sustained attention to developing the confidence of trainees to become reflective classroom practitioners who are confident subject specialists and all-round professionals. Constant monitoring, training and collaborative work between our partners and the Hatton Teaching School Alliance ensures close co-operation, and an excellent academic and professional partnership, which gives our School Direct student teachers varied but consistently rewarding experiences.
Training with disabilities and other needs
The Hatton Teaching School Alliance provides a personalised approach to all our trainee teachers, working in partnership with the higher education institutes, specialist teams and with the trainee to ensure that the course is fully accessible to all potential trainees. We do this by individualising a support plan which is regularly reviewed and evaluated to account for the evolving nature of a trainee's journey. For example, a previous trainee with dyslexia was successfully supported through their course and by being provided with specialist software, 1:1 discussions with specialist teams to build self-esteem and to achieve their full potential. Access for all is an integral characteristic of the HTSA as we believe we thrive on diversity.
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