PESSCPHY - PGCE Secondary Science with Physics
|Highest award||Postgraduate Certificate in Education||Level||Masters|
|Possible interim awards||Professional Graduate Certificate in Education, Postgraduate Certificate in Education|
|Total credits for course||120|
|Awarding institution||London Metropolitan University|
|Teaching institutions||London Metropolitan University|
|School||School of Social Professions|
About the course and its strategy towards teaching and learning
Each PGCE route is a distinctive and separate route. Students may not transfer between routes once they have been accepted onto one route, except by applying afresh via the GTTR.
The PGCE programme is a one year course, which leads to two outcomes. The first outcome is the academic award of PGCE, the second relates to the recommendation for qualified teacher status (QTS). The university does not award QTS, but makes a recommendation for the award of QTS (currently to the National College for Teaching and Leadership), when students successfully complete the Post Graduate or Professional Graduate PGCE course, including both school experience modules. The rules governing QTS are set by the government (through the National College at the DfE at the time of revalidation).
The course is a blend of taught sessions at the university and school-based training. The taught course includes lectures, seminar sessions, workshops, educational visits, face-to-face discussions and on-line interactions. The PGCE course includes time to allow for individual meetings with the student’s personal group tutor to review progress and set personalised targets.
There are a statutory minimum number of days which must be based in a school / Early Years setting.. This requirement of time spent in school is met through two assessed placements in a school / Early Years setting. Regular observation, formative feedback and target setting from university and school staff support the student to make progress in their own teaching practice.
The main educational aims of the PGCE course are:
•To enable students to take active responsibility for their own learning and development as professionals.
•To develop students’ subject knowledge, understanding and competences necessary to teach in Schools / Early Years settings.
•To prepare students for teaching in a range of contexts with a focus on teaching in multilingual, multicultural urban schools.
•To enable students to attain the professional standards for Qualified Teacher Status.
•To enable students to develop a critical understanding of the Rights of the Child and to develop a sense of professional identity which reflects this.
•To provide reflective, active and collaborative learning opportunities that enable students to explain, reflect upon and critically assess their own practice.
•To enable students to access, interpret and undertake their own research to enable them to critically reflect on teaching and learning.
•To integrate theoretical principles of teaching and learning with practical applications for teaching.
•To support students to understand the importance of working closely with families, communities and other professionals, and to develop the full range of skills, competencies and attitudes needed to enhance their employability.
•(For Postgraduate award) to prepare students for further Masters level study and research.
•(For Postgraduate award) to provide students with the tools and theoretical understandings needed to conduct a range of investigations and research into their own practice and that of the schools / settings in which they are placed.
•(For Postgraduate award) to provide students with a critical and comprehensive grasp of the literature relating to their specialism.
Course learning outcomes
By the end of the course the student is expected to demonstrate:
•Subject knowledge understanding in the relevant age phases and / or subjects to a level sufficient to teach, as required by current statutory curricula.
•Awareness of own subject knowledge strengths and development needs for teaching.
•Understanding of the urban context for teaching and learning and the diverse strengths and needs of pupils in urban schools.
•Understanding of how pupils learn, including the learning needs of pupils with Special Educational Needs and those using English as an Additional Language.
•Understanding of relevant pedagogical principles, and their application to teaching.
•Professional Knowledge and Understanding as outlined in the standards for Qualified Teacher Status.
•Understanding of the professional role and responsibility of the teacher.
•Understanding of relevant professional frameworks such as the SEN Code of Practice, and of current educational initiatives and areas of focus.
•Understanding of research methodology and a range of methods related to educational research.
•(For Postgraduate award) A systematic understanding and critical awareness of current pedagogical theories and research.
•(For Postgraduate award) Depth and breadth of a range of subjects and subject related pedagogical understanding.
•(For Postgraduate award) A systematic understanding of the complex relationship between a range of social and contextual features and the processes of learning.
Course learning outcomes / Module cross reference
• Subject knowledge understanding in the relevant Key Stage(s) to a level sufficient to teach in Foundation Stage, Key Stage 1 or Key Stage 2, as appropriate, as required by current statutory curricula or beyond:
• Awareness of own subject knowledge strengths and development needs for teaching:
School Experience A & B
• Understanding of the urban context for teaching and learning and the diverse strengths and needs of pupils in urban schools:
School Experience A & B
• Understanding of how pupils learn, including the learning needs of pupils with Special Educational Needs and those using English as an Additional Language:
School Experience A & B
• Understanding of relevant pedagogical principles, and their application to teaching:
School Experience A & B
• Professional Knowledge and Understanding as outlined in the standards for Qualified Teacher Status:
School Experience A & B
• Understanding of the professional role and responsibility of the teacher:
School Experience A & B
• Understanding of relevant professional frameworks such as the SEN Code of Practice, and of current educational initiatives and areas of focus:
School Experience A & B
• Understanding of research methodology and a range of methods related to educational research:
School Experience B
• (For Postgraduate award) A systematic understanding and critical awareness of current pedagogical theories and research:
• (For Postgraduate award) Depth and breadth of a range of subjects and subject related pedagogical understanding:
• (For Postgraduate award) A systematic understanding of the complex relationship between a range of social and contextual features and the processes of learning:
School Experience A & B
Principle QAA benchmark statements
The course is compliant with the National College for Teaching and Leadership professional standards, which are requirements for Initial Teacher Education. The course is inspected by Ofsted to ensure compliance with the above.
Assessment for the university taught components of the course (60 credits) is implemented through a variety of coursework instruments and practical tasks. One assignment involves a portfolio of tasks relating to teaching, whilst the second assignment is a research report. The portfolio assignment includes several opportunities to receive formative feedback from tutors and peers.
These credits are associated with ‘hybrid’ modules, and can thus be awarded at either Honours (level 6) or Masters (level 7). Student work is marked according to one assessment criteria grid, and an overall mark is identified:
(1) Masters Distinction
(2) Masters Pass
(3) Honours Pass
Students gaining 60 credits at Masters level will be awarded the Post Graduate PGCE, others passing both modules but failing to gain 60 Masters credits will be awarded the Professional Graduate PGCE.
Assessment of the school experience modules (60 credits at H level) is through observation of teaching and professional practice in relation to the professional teaching standards for QTS.
Organised work experience, work based learning, sandwich year or year abroad
Students require placements in consecutive Key Stages/phases (e.g. Foundation Stage & KS 1 or KS1 & KS2 or KS3 & KS4) depending on the route they take. See section 14.
Autumn term (flexible to fit in with school terms)
Spring term - Summer term
Course specific regulations
PGCE Course Regulatory Schedule
1.This schedule forms part of the Regulations for all PGCE / ITE courses and should be read alongside the University’s Regulations, which govern courses and the responsibilities of students. This regulatory schedule lays out a number of programme specific regulations: (i) some of these refer to specific issues where additional regulations apply to PGCE / ITE students and (ii) others refer to areas where PGCE / ITE students are exempted from the normal university regulations. Programme specific regulations reflect the requirements of ITE courses established by the National College for Teaching and Leadership, Department for Education and OfSTED. For areas that are not addressed in this document, students should refer to the regular student regulations.
2.All University students are bound from the commencement of their course or from the point of enrolment, by all relevant Regulations, Procedures and policies.
3.Students enrolled on all teacher education programmes leading to QTS are governed by:
•The University’s Academic Regulations which govern the standards of the University’s awards, the responsibilities of students and the formal roles played by staff in relation to admission to courses and programmes of study, assessment of student’s work and conferment of award;
•Regulations which govern the conduct of students, in particular, the Regulations applicable to all Students in cases of Misconduct – Incorporating a Code of Discipline; and,
•Responsibilities placed upon them regarding not only their conduct but also their professional suitability, as outlined in the Standards and successor guidance from relevant government departments. The Code of Practice is a list of statements that describes the standards of professional conduct required of teachers as they go about their daily work. Failure to meet these responsibilities can lead to the termination of training. All breaches of the professional Code of Practice will be progressed in accordance with within the University’s Student Misconduct Regulations. A student may at any time be suspended by the University if in breach, or alleged to be in breach, of professional conduct.
4.In addition, teacher education students on the qualifying programmes have specific regulations governing professional practice placements that are also outlined below.
5.It is the responsibility of all students to read the Teachers’ Standards (and all relevant codes / guidance issued by successor bodies) and the relevant University Regulations to familiarise themselves with all responsibilities and requirements.
6.In the event of receiving an allegation of Student Misconduct, students are advised to seek advice, guidance and support from the Students’ Services.
Issues that may affect a student’s suitability to commence or continue training as a teacher
7.As a condition of entry to the course the student is required to declare whether they have any criminal conviction (including spent, unspent, cautions, warnings or reprimands), through completing a Disclosure and Barring Service disclosure and to declare any relevant health issues through the occupational health checking procedure. These disclosures are processed in accordance with the guidance documents Able to Teach and Fitness to Teach. In addition, students are required to comply with whatever requirements are introduced by relevant government bodies, legislation or guidance, such as the work of the Independent Safeguarding Authority, DBS and other subsequent developments.
8.If any change of circumstances related to paragraph 7 occurs subsequent to enrolment this must be declared as soon as is practically feasible.
a.Where the matter relates to criminal convictions or cautions this should be communicated in writing to the Deputy Head of the School of Social Professions (ITE & ECSS)who will investigate the matter. Where the student’s suitability for teacher training is in question, it shall be referred to the University Secretary by way of a formal report from the Deputy Head of the School of Social Professions (in relation to criminal activity) for consideration in accordance with the Academic Regulations (Section 9.1 Regulation 19).
b.Where the matter relates to changes in health it is the student’s responsibility to bring this to the attention of the Head of ITE in a timely and appropriate manner. The Head of ITE will seek an investigation of the matter and may refer the case to a relevant occupational health professional and seek to review the student’s suitability for the course in relation to the guidance documents Able to Teach and Fitness to Teach (or subsequent relevant publications).
9.Failure to disclose any circumstances (in paragraphs 7 and 8) occurring prior to entry to the course or subsequent to enrolment shall be deemed a breach of the University’s Code of Discipline and shall be progressed in accordance with the Student Misconduct Regulations. They may result in termination of a student’s status as a student or suspension.
Specific issues relating to Initial Teacher Education courses
10.The University’s PGCE awards lead to a recommendation to the appropriate body for ‘Qualified Teacher Status’ (QTS).
11.PGCE courses at the University are courses of Initial Teacher Education (ITE).
12.The PGCE Course Regulatory Schedule incorporates recent changes to the relevant national frameworks as approved by the National College for Teaching and Leadership and the Quality Assurance Agency (QAA). These developments offer the opportunity for the PCGE to be studied at Undergraduate level or at Undergraduate and Postgraduate level.
In brief the implications are as follows: -
•Our qualification at Undergraduate Honours level is a ‘Professional Graduate Certificate in Education’ (PGCE), with 120 credits at level 6.
•The ‘Post Graduate Certificate in Education’ (PGCE) will be awarded to students who complete 60 credits at level 7 (Masters level) and 60 credits at level 6.
•Unless otherwise indicated ‘PGCE’ shall refer to both the Professional and Post Graduate routes.
•Given the complexity of the PGCE programme combining undergraduate and postgraduate regulations, if a student is unclear about how the regulations apply to them they should seek clarification from the Head of ITE.
Course Structure and Assessment
13.All PGCE courses shall be based on a teaching year comprising an autumn, spring and summer term. The total number of weeks for each programme is dependent on statutory government requirements.
14.PGCE courses are studied in full-time mode only.
15.In addition to regulation on assessment (Section 6.1) students are assessed in accordance with the Professional Standards for Teachers which are periodically reviewed by the TA.
16.The study and assessment for all modules must be undertaken.
17.School Experience modules are all registered at Honours level (15 credits for SE A and 30 credits for SE B). They will be marked according to the following criteria:
SD6W19 School Experience A
•Pass (Honours level credits)
SD6W20 School Experience B
•Grade 1 - Outstanding (Honours level credits)
•Grade 2 - Good (Honours level credits)
•Grade 3 - Satisfactory (Honours level credits)
•Grade 4 - Fail
18.60 credits in each PGCE programme will provide students with the possibility of gaining either Honours or Masters credits, depending on the quality of the work (these modules differ for primary and secondary programmes but are clearly identified for students in programme handbooks). These modules will be marked according to the following grades:
Professional Statutory and Regulatory Body (PSRB) accreditations & exemptions
This course is accredited by the NCTL.
Upon successful completion of the course you will achieve Qualified Teacher Status (QTS) for teaching science at Key Stage 3 (ages 11-14) and Key Stage 4 (ages 14-16) and your physics specialism at Key Stage 4. London Metropolitan University's trainees have an excellent rate of gaining Qualified Teacher Status and finding teaching positions within six months of graduating. Our trainees have gone on to become physics teachers at schools such as Brentside High School in the London Borough of Ealing.
You will be required to have:
- a UK degree grade 2.2 or equivalent
- a pass in professional skills tests for literacy and numeracy
- a valid Disclosure Barring Service (DBS) certificate and Confirmation of Fitness to Teach (eg a London Metropolitan University Health Check) -you will be advised to apply for these after an offer is made
- GCSE English and Mathematics grade C (grade 4 from 2017) or above (or equivalent, see Equivalency Testing or A Star Teachers)
Applicants with third class degrees can apply on the condition that this qualification is strongly supported by postgraduate study at master's level and relevant work experience.
We do make conditional offers (with strict deadlines) so it is important that you include all pending qualifications in your UCAS application.
If you feel your qualifications are outside of the requirements you should contact the Admissions Office for further advice before applying.
The University will assess any overseas qualifications for equivalence using a number of resources including our own internal guidelines, UK National Recognition Information Centre (NARIC) and the bursary tables publicly available from the NCTL.
All applicants must be able to demonstrate written and spoken proficiency in the English language. For more information about English qualifications please see our English language requirements.
Before you can be permitted to enrol on this course:
- you must take and pass the Professional skills tests as required by the NCTL - if you have not already passed these tests this will be made a condition of your offer with a strict deadline for completion (in practice London Met would prefer these results are confirmed before offering an interview)
- you must not already hold QTS or be qualified to teach in another EU/EEA country
Prior to the interview for this course, London Met strongly recommends:
- you have a minimum of 10 working days recent experience (within the past year) in a school
- prepare for your understanding of current teaching practice and issues in schools to be assessed
- you have an awareness of multiculturalism and other arising issues when teaching in urban schools
- you ensure the work experience section of your application includes details of your current/recent school experience, as you may be invited to interview based on information given in your application
Some offers may stipulate further school experience if required.
Due to statutory requirements, we are not able to offer sponsorship under the Tier 4 visa route for this course. We will be happy to consider those falling into this category for an alternative suitable course on request. Overseas nationals who already hold an alternative visa in a suitable category or have been granted permission to remain in the UK indefinitely, and EU nationals may be considered for admission but please note that an additional international enhanced police check will be required.
Official use and codes
|Approved to run from||2013/14||Specification version||1||Specification status||Validated|
|Original validation date||03 Sep 2013||Last validation date||04 Sep 2013|
|Sources of funding||NCTL|
|JACS codes||F300 (Physics): 100%|
Stage 1 Level 07 September start Offered
|SDQ018||Professionalism and Inclusive Practice||Core||30||NORTH||AUT+SPR|
|SDQW21||School Experience to Progress Point 2||Core||15||NORTH||AUT||NA||NA|
|SDQW22||School Experience to Progress Point 5||Core||45||NORTH||SPR||NA||NA|
Stage 1 Level 07 January start Not currently offered
|SDQ018||Professionalism and Inclusive Practice||Core||30|
|SDQW21||School Experience to Progress Point 2||Core||15|
|SDQW22||School Experience to Progress Point 5||Core||45|