About the course
The PGCE Secondary course is a full time, one year Initial Teacher Education qualification introducing you to the requirements for teaching to the 11 – 16 age range. Where appropriate, opportunities to experience post 16 provision will be available. It has been designed to enable you to demonstrate evidence of having met the Teachers’ Standards that lead to Qualified Teacher Status. Whilst undertaking the University-led PGCE route into teaching you will work towards securing 60 Master’s level credits. This is an integral part of the programme. We strongly believe that innovative and effective teaching and learning is made possible through a teacher’s full engagement with research informed practice and underpinning theories of learning. This is fostered in two modules and developed through School Based Training. You will be well supported in becoming a critically reflective teacher capable of inspiring pupils to learn, achieve and flourish.
You will be supported and taught by specialist tutors with excellent experience, knowledge and research informed expertise. Partnership schools provide opportunities for you to learn about pedagogical approaches relevant to your subject specialism and the professional responsibilities of all teachers.
You will have two School Based Training placements, where, with the support of a teacher mentor and a university subject tutor, you will develop your skills to become an excellent classroom teacher. Training to teach is exciting, rewarding and demanding. By the end of the course you will be well prepared for employment as a Newly Qualified Teacher (NQT).
The ability to train to teach is assessed first on application and then at interview. The interview day is a two-way process in which we encourage all applicants to ask questions to ensure that our PGCE course is suitable for them.
We are looking to select student teachers who:
- have the passion, commitment and enthusiasm to teach their specialist subject in secondary schools
- have a strong knowledge, understanding and interest of the specialist subject that they wish to train to teach in
- are committed to working with children and adolescents and improving their educational outcomes
- have an understanding of the role of the teacher and the demands of the teaching profession
- have excellent communication and interpersonal skills
- have the ability to reflect upon what they are doing and can respond well to feedback
- are resilient and able to work under pressure
How school placements work
Schools in the University of Hertfordshire schools' partnership have a proven track record of strong engagement with Initial Teacher Education. Schools are evaluated and monitored in relation to the quality and effectiveness of school based training provision. School’s commit to enact the terms of the University of Hertfordshire Partnership for Initial Teacher Education.
During the course you will undertake School Based Training in two contrasting secondary schools:
- The first school placement will take place between September and December
- The second school placement will take place between January and June
Your School Based Training will total a minimum of 120 days.
This School Direct unsalaried placement is full-time, with four days a week spent in the secondary school and one day a week spent at the University of Hertfordshire.
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 French 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.
Honours degree (2.2 or higher) from a UK university. Usually the degree should have a minimum 50% content of the subject applied for.
English language and mathematics GCSE grade 4 or above and Science grade 4 or above for primary teacher training or a qualification recognised as equivalent by the University.
Equivalent overseas qualifications are accepted when recognised as comparable by NARIC. We may require demonstration of English language proficiency through IELTS (Academic version) with an overall score of 6.5 (minimum of 6.0 in each band).
Contact us for clarification on non-standard qualifications: degree content or GCSE requirement.
In your application and during the interview process, you will need to demonstrate an ability to train to teach through the following:
- Genuine care for children’s learning, progress and achievement
- A commitment and passion for your subject specialism
- Your motivation and interest in training to teach
- Excellent interpersonal and communication skills
- A commitment to working with children and adolescents and improving their educational outcomes
- The ability to be organised, adaptable and resilient
- A willingness to work and learn from others and to be responsive to feedback
You will be required to pass the Professional Skills tests in literacy and numeracy before starting the course.
You will be required to complete a Disclosure and Barring Service (DBS) check and a Declaration of Disqualification by Association form. You will also need to respond to targeted and relevant health questions. Guidance will be provided after you have been offered a place.
We recommend that you undertake observation time in a state secondary school prior to interview but this is not essential. Activities to support observation in school - either before or after interview - that you may find useful
About the training provider
The Challoner's High Bucks Hub forms part of the Herts and Bucks Teaching School Alliance (TSA). Collectively we have considerable experience of training teachers and recognise and value the enthusiastic contribution that they make to our school communities. We offer School Direct salaried and unsalaried teacher training routes across the full range of curriculum subjects. The training programme is structured to allow trainees to develop the skills required by teachers to teach the subject that they are training in and to develop specific expertise for making a distinctive contribution to practise in their settings. A Subject Mentor directs the development of subject knowledge for teaching in school settings. All schools within the TSA employ a Professional Mentor to oversee and quality assure the provision of training within the school. The programme enables trainees to have a clear understanding of learning theories and child development and how this impacts on student learning and informs their own development as a teacher. Trainees will have the opportunity to spend time in one of the other partnership schools to ensure a contrasting and comprehensive experience. As well as first class mentoring in school, trainees will participate in three full-day conferences and shared professional studies sessions. Bespoke training in behaviour management is provided. These will enhance learning and professional development as well as providing a valuable opportunity to forge relationships beyond their immediate context. Feedback from trainees is extremely positive with all trainees securing Newly Qualified Teaching roles for the following academic year.
Training with disabilities and other needs
Training to be a teacher can be very rewarding, but also tiring and, at times, frustrating. We are here to assist trainees through both the "peaks and troughs" of their school placements and hope that the experience is enjoyable, professionally satisfying and personally fulfilling.
Schools within The Herts and Bucks TSA are committed to making reasonable adjustments for disabled staff and
to ensure that the needs of disabled staff are accommodated in the school environment, as far as is reasonably practical.
Throughout the trainee’s time at school the Subject Mentor will provide professional support and guidance and will have weekly scheduled meetings with the trainee. This process will be overseen by the Professional Mentor. In addition to the more formal aspects of the training, however, it is hoped that the trainee will regard both the mentor and the professional mentor as confidantes and that he or she will be able to turn to both should difficulties arise.
Please contact the lead schools for further advice and guidance on an individual basis.
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Support and advice
For questions about this course you should contact the training provider using the contact details above.
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