Manchester Metropolitan University
The PGCE English currently offers opportunities to develop expertise in Inclusive Education and Special Educational Needs in relation to the Secondary English Curriculum. Trainees gain 60 Masters Level credits (1/3 of a Masters Degree) which can be used for progression to higher academic and professional awards. Applicants have the choice of university-based or school direct routes and also of location for taught sessions - our new Birley campus in Manchester or our Cheshire campus in Crewe.
Applicants must have an undergraduate honours degree awarded by a UK university, 2.1 or above classification, or an equivalent higher education qualification. GCSEs at grade C or above in English Language and Mathematics are also required at the point of application. Candidates will normally be expected to have engaged in at least 2 weeks of experience in a relevant school setting(s) prior to application to the course to develop an appropriate understanding of the role of the teacher in the classroom and at school. In addition, applicants will need to have passed pre-entry Professional Skills Tests in Numeracy and Literacy. An Enhanced Disclosure and Barring Service Check and satisfactory health check are also required.
Core units: practice credit 1 (induction phase); practice credit 2 (teaching placement block a: formation of personal practice); practice credit 3 (teaching placement block b: development of personal practice); practice credit 4 (enrichment phase); professional practice; subject pedagogy (English).
There are 2 elements of assessment: teaching, incorporating school experience files, that capture evidence of the range of your experiences, this element will be assessed by mentors and judged against the Standards for Qualified Teacher Status; written assignments, this element builds on the teaching experience and integrates theory with practice and observation. In addition, there are several course completion requirements: the record of professional development (a portfolio of evidence of personal and professional development); the career entry profile (completed at the point of becoming a newly qualified teacher and taken with students into their 1st post); satisfactory attendance and professional engagement with the course requirements.
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