About the course
The PGCE English (M) and (H) level courses aim to prepare you to meet QTS Standards fully and to learn to teach the 11 - 19 English/Media curriculum with confidence, authority and enthusiasm. The course will ensure that, as a creative teacher, you can facilitate your own students' development as fully literate young adults who can understand, engage with and create a multiplicity of texts both within and beyond the classroom.
You will have taught sessions and in-school mentoring from some of the best practitioners in the field and learn how to become an effective practitioner yourself. The programme will cover all areas of the National Curriculum for English and also address preparation for public examinations across the 16 -19 age range and KS3 school-based assessments.
The course has a number of distinctive features. You will gain experience of writing poetry and composing a writing portfolio of a wide range of other texts in collaboration with others. You will take part in practical drama workshops and learn about teaching many aspects of Media and Film Studies.
We want you to:
•reflect critically on the English/Media curriculum and be inspired by the dynamic nature of your subject;
•learn from examples of best practice and become effective practitioners yourselves;
•be well supported by both university and school tutors and support each other in the development of subject knowledge and classroom expertise;
•set high expectations for yourselves and your students;
•develop an understanding of your professional roles within a department and whole school team; and
•view the PGCE course as the beginning of your CPD.
Applications are welcome from students with good/very good qualifications in their English qualifications at GCSE and AS/A level (or equivalent) and at honours degree level. Those students with joint or combined honours degrees in which English is a major subject are also welcome to apply.
Students with degrees in a range of academic backgrounds including American Studies, Classical Studies, History and Law have also made successful applications previously. In all cases applicants are required to have an A level English Language or Literature or Lang/Lit qualification (or equivalent) and should be able to demonstrate a genuine interest in and enthusiasm for English at interview.
Applicants without English as a major subject would be expected to undertake essential background reading before the start of the course and may need to undertake a Subject Knowledge Enhancement course prior to starting.
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:
• 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 English at interview.
We expect all prospective students to have spent some days observing, possibly assisting, learners and teachers in English departments/ 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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