Secondary English - PGCE

You will need to have a good degree (minimum 2:2 but 2:1 or 1st preferred) from a UK higher education institution or equivalent at least 50 per cent of which is in English or a English-related subject.

You must have a GCSE grade C or above (or equivalent) in both English language and mathematics prior to enrolment and if you are offered an interview you will take a written test to assess your standard of English.

If you do not already have GCSEs in English language and mathematics, or their equivalent, and are not registered to take them, you should visit Equivalency Testing.

It should be noted that applicants taking the equivalency tests need to have passed prior to enrolment.

For entry onto a teaching course from September 2014 you will also be required to pass the Skills Tests in Literacy and Numeracy. Please visit the DfE website for further information.

For secondary teacher training there is an expectation that you will have had some general experience of working with secondary age students in a school setting.

In preparation for the selection interview stage of the recruitment process you are required to engage in a teaching episode, observed by an experienced qualified teacher.

It will support your application to undertake this teaching episode prior to enrolment and in advance of your interview.

The selection interview will assess your subject knowledge and personal qualities such as the potential to relate well to secondary age students, enthusiasm, sensitivity, communication skills and robustness and resilience for teaching.

You will also take a written test to assess your standard of English.

Applicants must meet The National College for Teaching and Leadership requirements for Initial Teacher Training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).

Year plans provide streamlined provision across the partnership such that trainee teachers can work in line with the school year, whether in the context of our core provision or through School Direct or SCITT provision.

Assignments and school-centred activities are structured around the development of the trainees’ School Experience Progress Journal (SEPJ) that demonstrates their progress against the nationally agreed competences (the Teachers’ Standards) which all teachers must meet throughout their career.

A system of continuous review and assessment of progress in the SEPJ supports trainees in their growing ability to take responsibility for their own development. Subject mentors in school and university based Personal Development Tutors work together to provide trainees with frameworks that the trainee uses to build their skills and understandings in a way that reflects their own passions for their subject and its teaching.

Trainees continue to be supported in their first teaching post once they leave the University through our NQT support programme.