Graduate School of Education
POSTGRADUATE CERTIFICATE IN EDUCATION (PGCE) 2011 ENTRY www.exeter.ac.uk/education
Specialisms Contents PRIMARY Early Years Over 150 years of excellence 1 Art English Teaching as a career 2 Humanities Job prospects 4 Mathematics Modern Foreign Languages (French) Trainees past and present 6 Music Exeter’s PGCE 8 Science The Early Years and Primary programmes 12 SECONDARY Citizenship with Humanities The Secondary programme 20
Dance Masters in Education: Professional Studies 34 Design and Technology (D&T) English (with Drama or Media) Entry requirements and application details 36 Geography Accommodation, fees and finance 38 History Information and Communication Living in Exeter and the South West 40 Technologies (ICT) Facilities and dedicated support 42 Mathematics Modern Foreign Languages (MFL) – PGCE Open Days 44 French, German, Spanish Physical Education (PE) – Primary How to get here 46 option also available Key contacts 47 Religious Education (RE) Science – Biology, Chemistry, Physics, Science with Psychology 1
Over 150 years of excellence
The Graduate School of Education is The School is consistently recognised . fantastic choice of PGCE programmes part of the College of Social Sciences as one of the UK’s premier Education making Exeter one of the ten largest and International Studies. Based on the institutions: PGCE providers in the UK St Luke’s Campus, the School is within . 5th in the UK for world leading and . home to one of the largest Education walking distance from Exeter city centre internationally excellent research in libraries in the UK and the University’s Streatham Campus. Education1 and influencer of national The success of the School’s research St Luke’s has long been the home of Education policy teacher education programmes. The activities has a direct impact on the quality . 3rd in The Good Teacher Training School dates back to 1840 and although and nature of our PGCE programmes. The Guide 2009 much has changed over the past 150 understanding and insight gained through years, one thing has remained consistent . a perfect score in the last QAA inspection this research is an essential element of our – a commitment to high-quality teacher . recognised by the TDA and Ofsted teacher education courses. Highly qualified education. as an outstanding provider of Early PGCE lecturers and tutors, many of whom Years, Primary and Secondary teacher are directly involved in research, will impart Ofsted has once again confirmed the quality education valuable insight and experience into your of the University of Exeter’s Initial Teacher training. It is this expertise that helps set . exceptional graduate employment Education (ITE) programmes. Exeter apart from other leading teacher statistics, with 90 per cent of PGCE training providers. In February 2010, Exeter maintained its trainees who achieve QTS securing a
position as a flagship provider for initial teaching post 2 teacher education and continues to . partnership arrangements with over be rated as ‘outstanding’ for its overall
300 schools provision of both Primary and Secondary 1 RAE 2008, based on percentage of research categorised ITE. as 4* and 3*
2 based on TDA 2008/09 Performance Profile figures The trainees’ excellent achievement is a direct result of very “ high-quality and coherent training across the partnership. Partnership schools understand the provider’s high expectations and they make an “ outstanding contribution to trainees’ development as teachers.
OFSTED INSPECTION REPORT 2010 www.exeter.ac.uk/education
Young children can always make you smile: their “endless energy, genuine curiosity and remarkable
imagination kept me inspired even when things got tough. The course is demanding at times,
but the constant positive feedback from the children, wonderful teachers and university tutors lets you know your “ hard work is paying off.
SUZI TAYLOR, PRIMARY MATHEMATICS RECIPIENT OF THE TED WRAGG AWARD FOR OUTSTANDING TEACHER TRAINEES 3
Teaching as a career
No one will tell you that teaching is easy or that as a career it is a ‘soft option’. What they will tell you is that each day will bring new challenges and that teaching can be an extremely satisfying career full of opportunities for personal and professional development. Few other professions enable you to make such a positive and lasting impact on people’s lives and help shape the minds of the future.
IS TEACHING THE RIGHT GETTING QUALIFIED TEACHING SALARIES CHOICE FOR YOU? If you wish to teach in the state school The government recognises that teaching system in the UK you must have Qualified is a demanding profession. In addition to Are you: Teacher Status (QTS). As a graduate with the numerous financial incentives available . articulate and imaginative? a non-Education degree, the typical route for new trainees, teachers now also earn . an effective group worker? to achieving QTS is to take a one-year competitive salaries. In September 2009, . a good listener? Postgraduate Certificate in Education most newly-qualified teachers had a starting (PGCE). salary of £21,102 per annum with annual pay scale rises. If you are a career changer Do you: The University-based phase of the PGCE or a mature entrant you may, depending on . manage your work effectively? training will build on the subject knowledge your previous experience, start at a higher you already possess and will prepare you . work well with others? level. A head teacher can earn in excess academically for teaching your subject. The of £100,000. Can you: second phase of your training is through experience in schools, where you will Although the pay is good, most teachers . think on your feet? encounter different classroom situations would cite job satisfaction as the most . provide leadership? and work alongside experienced teachers rewarding aspect of a career in teaching. . deal with stressful situations? and mentors to learn how to put your Pay scales are reviewed regularly; knowledge and learned teaching skills into please see the Teachernet website Have you: practice. The PGCE is a Masters level www.teachernet.gov.uk for the latest . recently visited or worked in a school? programme and once you have achieved salary figures. Those working in London QTS, you can continue your studies will receive a higher pay scale. . recently worked with children? during your first year of teaching and work . had previous experience of teaching, towards achieving a Masters in Education – instructing or demonstrating? for more information please see page 34.
If so, and with our guidance and training, “I found the course both inspiring and you could make a great teacher. challenging in equal measures. Support was always readily available from all of the teaching staff when dealing with written requirements of the course and in negotiating the two phases of teaching practice.” Michael Smith, Primary Science www.exeter.ac.uk/education
Job prospects
The University of Exeter has a strong subject or age range you are interested “The University of Exeter has an reputation for excellence and our PGCE in teaching, your job prospects may excellent reputation and offered the trainees are highly sought after – a improve even further. Our partnership unique specialism programme which I distinct advantage in finding employment. with over 300 schools and a very active felt would give me an advantage when and supportive Careers and Employment Currently 88 per cent of our trainees are applying for jobs.”
Service will help to ensure you are given awarded QTS, making them qualified Elizabeth Hansford, Primary Science the best possible opportunity to secure to teach. Of those, 90 per cent are in a your first teaching post. teaching post3. Many return to a school
with which they trained as part of their school experience. Depending on the
3 based on 2008/09 TDA Performance Profile figures In the long term it is the “ improved job prospects with “an Exeter PGCE. ANDY PEMBERTON, SECONDARY SCIENCE 5
Job prospects
“The tutors are very supportive during the course, not only with work-related issues
but also personal and health issues. I have found the personal tutor that the University gives you
to be an excellent source of support and offers help wherever possible. LISA BURGESS, PRIMARY MUSIC “ www.exeter.ac.uk/education
Trainees past and present
As one of the UK’s most respected PGCE providers, we aim to inspire all of our trainees to help shape the minds of the future. Here are just some of their stories…
RICHARD BRIDGEWATER VERA CUMMING LIAM TRIPPIER “I secured a place on the Primary “I furthered my studies by undertaking a “I graduated with a BA (Hons) in Geography PGCE Humanities specialism following a Primary PGCE course with a specialism from Edge Hill University. I then worked rigorous selection process which involved in English, which has prepared me to as a ‘runner’ for a stock broking company demonstrating being able to consider how undertake the responsibilities of primary in Manchester for a year and hated it! I to inspire children in humanities in addition school teaching and co-ordinating English. completed the Early Years programme at to an interview. The course provided a full programme Exeter and taught in a variety of settings of study of all curriculum areas, a including inner-city, suburban, special The taught course was highly paced specialism programme for English, as schools and on a Fulbright Scholarship and very challenging. The focus was to well as professional development and year in California which was an excellent make individuals challenge themselves to three teaching placements. The PGCE experience. improve. As a teacher, being reflective of course encourages a child centred, holistic one’s teaching and children’s learning, and I chose Exeter because it had an excellent approach to teaching. My studies have how one can make a greater impact on reputation and the PGCE course focused given me a sound knowledge of the that learning is of vital importance. This on early years child development and varying ways in which children learn. As an is the key to the Exeter process. The learning which interested me. The course educator I want to promote discovery and course’s unique agenda approach in school was up to date and the facilities at the inquiry as well as develop problem-solving makes students reflect on what they have University were good. The PGCE course skills through a hands-on approach. I also actually done in the classroom, and use this was great fun and equipped me well for support the University of Exeter Model information to develop. Experienced and my career. I had the opportunity to have for Training that encourages teachers to highly professional tutors supported this teaching experiences in different school think critically and evaluate their own process. I was challenged to improve with settings including an inner-city school in performance in order to enhance teaching rigorous targets set for my professional Birmingham. and learning. This approach is one which development and this has stood me in I still use in my lesson evaluations and The highlights for me were working with a good stead at the beginning of my career. planning for assessment purposes. friendly and fun group of people and feeling Supporting all the practical teaching was ‘ready’ to teach at the end of the course. academic research and development. Again, It is so important to teach the entire There was a strong bond between fellow this challenged thinking and philosophy, curriculum interactively and in a manner students as we were working towards the making students really consider current that enthuses all children and captures same goal and helping each other achieve. research and use these ideas to improve their imagination. Whenever possible, their practice. investigative learning provides the basis In my HMI role I will be inspecting and for my teaching. I am an avid supporter of developing teaching and learning in a variety Inspiring pupils and teachers in practical teaching through topics and as part of my of settings including schools, colleges and ways is a further strength of Exeter. The training programme at the University of universities. There are opportunities to field trip to Rome, not only gave rise to Exeter I completed a research project into undertake research and develop areas valuable teaching resources, it also gave the benefits of teaching children through of expertise and I expect the job will test an insight into thinking in a cross curricular well planned cross-curricula stimuli. This my skills of judgement, problem solving way, something that is at the forefront of approach increases children’s interest in and analysis, which I have worked hard to recent initiatives. It gave me an advantage learning and allows them to make the develop throughout my teaching career.” at interview as my current post is within a necessary links between subject areas. The school that follows an integrated curriculum, English seminars also showed me how for which it has been highly commended to vary the ways in which Literacy can be by Ofsted.” taught using ICT, role play and drama.” 7
CLAIRE DAVIDSON MICHAEL SMITH EMESE HALL “I was at university in Swansea where I “Having spent two years planning a change “I completed my undergraduate degree in studied English and French for four years. to a teaching career, I felt privileged to architecture at the University of Bath, but Following this I secured an Erasmus grant be selected onto the competitive PGCE I decided quite early on that I didn’t want to study for an MA/Maîtrise in Brittany course at St Luke’s. to be an architect. and thereafter in Exeter to train as a I found the course both inspiring and Between graduating from Bath and teacher. Studying at three very different challenging in equal measures. Support starting the PGCE at Exeter, I worked as a establishments, including a year in Toulouse was always readily available from all of classroom assistant and gained a valuable as an ‘assistante,’ gave me a terrifically the teaching staff when dealing with insight into teaching and primary school life diverse insight into higher education, written requirements of the course and in general. which I loved. in negotiating the two phases of teaching I chose Exeter because it had – and still I chose Exeter for my PGCE because the practice. has – an excellent reputation. The School University has an excellent reputation. During teaching practice I was encouraged is based on St Luke’s Campus, which has One of the highlights for me were the to consider my own professional a special atmosphere.
late Professor Ted Wragg’s lectures. He development self-critically. I have found The whole course was enjoyable, but I was an amazing orator who inspired me this process has helped me to continue to especially liked the first humanities project enormously. He was a charming and evaluate and improve my own practice. week which was an ideal opportunity to brilliant man with a mind like a steel trap. I also feel that the course, especially the get stuck in and make new friends. I still It was because of my time at Exeter that I science elements, gave me the confidence remember the song that I made up for our was invited to speak at his memorial service to deliver my teaching in an interesting presentation (sung to the tune of ‘All Things and take part in a programme about his life. and motivating style. I was particularly Bright and Beautiful’)! In 2004, I won the National Teaching impressed by the way that I was led to My teaching experiences prompted me Award for ‘School and Community recognise that so much could be made to enrol for a Masters in the Creative Arts Involvement’ for the work that I did in of resources on the doorstep. Field in Education, also at Exeter. After that I Malawi. The Plympton community raised trips to local woodland, farm and beach was inspired to begin a PhD. I think it’s over £5,000 in less than eight months to environments have inspired me to important to recognise that the PGCE can build two dormitories for eight girls so that consider the benefits of topic work in lead on to other avenues within education they could continue their education. My my own teaching. My class achieved besides classroom teaching. husband and I also travelled out to the recognition by winning the Kingfisher village to project manage the build, along Environmental Award for a cross-curricular In my PhD research I sought to explore the with several of my students. project about hedgerows. communicative potential of young children’s drawings by making case studies of children To win the award felt like falling through ice. I am pleased to have been able to retain (aged 4-6) in an Early Years class. I have I likened it to a flute solo I had had to do links with the University and have helped already published from this research and at school with no accompaniment. On in the selection process for future PGCE have planned a range of further publications. the night that my name was announced science specialists. I cannot think of a better I had the same sensation: my mouth was course to recommend to those wishing to I currently tutor one of the two PGCE shaking! I’m not a fan of being the centre pursue a teaching career.” Early Years groups, and have recently been of attention – but as I had time to digest it appointed as Lecturer in Art Education
and take advantage of the opportunities that to lead the new PGCE Primary Art have come my way, I can honestly say that Specialism.” it has been a privilege to be part of it all.” www.exeter.ac.uk/education
Deciding to do my PGCE at Exeter was probably “ one of the best decisions “ I could have made. CAMILLA BONHAM, PRIMARY SCIENCE RECIPIENT OF THE TED WRAGG AWARD FOR OUTSTANDING TEACHER TRAINEES
Exeter’s PGCE
For many years our trainees have been The three PGCE programmes full of praise for our PGCE programmes. available are: The trainees acknowledge that one-year, 1. Early Years professional courses are, by their nature, 2. Primary intensive and hard work. However, they continually remark on how enjoyable 3. Secondary they find the challenge, and, although they may be exhausted by the end of ASSESSMENT the year, they are inspired and filled with Assessment for the PGCE is normally excitement and enthusiasm. carried out through a range of University- based and school-based assignments. The Graduate School of Education offers There are no formal examinations. three PGCE programmes each lasting You must demonstrate professional one year and leading to a recognised competence in the classroom in line with professional qualification with a government requirements. Trainees who recommendation to the General Teaching are awarded the PGCE by the University Council (GTC) for Qualified Teacher Status are also recommended to receive Qualified (QTS). Each of the programmes is designed Teacher Status (QTS) from the GTC. QTS to promote an understanding of: is provided subject to successful completion . how children learn of the government’s numeracy, literacy and ICT skills tests. All PGCE coursework is . the realities of the classroom designed to support the development of . the symbiotic relationship between the necessary knowledge, understanding teaching and learning and skills to achieve QTS.
. critical reflection “The overall effectiveness of the provider in . creative thinking securing high-quality outcomes for trainees is outstanding.” Ofsted Inspection Report 2010 9
Exeter’s PGCE
INTERVIEWS All applicants eligible for acceptance on to “ As always, communication is excellent and “Deciding to do my PGCE at Exeter was our PGCE programmes will be invited to always well ahead of deadline dates. Clear probably one of the best decisions I could attend an interview. You are encouraged expectations are set in correspondence. have made. Now at the end of the year to prepare yourself for the interview Training is excellent in good locations. looking back I can’t believe that I not only by making yourself familiar with the All personnel are highly professional, survived the PGCE but absolutely loved current issues facing teaching, specifically approachable and efficient. I really enjoy it. The friends I have made on this course, in the subject area for which you wish working with the University of Exeter!” the teachers who have helped mentor me to teach. You should be prepared to Jill Stewart as well as the tutors who guided me, have answer questions regarding why you are ITE Co-ordinator, all combined to make this year fantastic. interested in becoming a teacher and your Estover Community College Being a qualified teacher is a privilege and understanding of the classroom. I can’t wait to get stuck into my first job. Working with children is always enjoyable, “It’s a really supportive community; surprising, and yes, sometimes challenging. everything is organised so you know However I wouldn’t choose another exactly what to do and when.” profession over it.” Cara Black, Secondary Science Camilla Bonham, Primary Science Recipient of the Ted Wragg Award for “This has been the best year, I can’t believe Outstanding Teacher Trainees how much we got through….so many different experiences…..I would highly recommend this course to anyone thinking of going into teaching.” Charlotte Bryan, Primary Science www.exeter.ac.uk/education
SCHOOL-BASED WORK afield for the whole of their school-based School-based work is an important part of work and will have to find accommodation the Exeter PGCE and you will be working in that area. Primary trainees will be placed with two schools during the course. All of within travelling distance of Exeter for our partner schools have specially-trained their first school placement, but may well mentors who will assist you in learning have to move away for the long summer to teach. This mentoring programme placement. Trainees would not be placed in is essential in the development of new London without their agreement. As well teachers and will be a valuable aspect as consideration of personal circumstances, of your training as you gain hands-on we do all we can to ensure that the experience of practising your new skills placements provide the most appropriate in actual classroom environments. The training experiences for each individual University currently has partnership trainee. agreements with over 300 schools in If you are accepted on the course, the Cornwall, Devon, Dorset and Somerset, University will make reasonable efforts to giving you the opportunity to gain find a school within the usual placement experience in a diverse range of classrooms. area. You will be required to comply with We also work with a small number of the placement provider’s policies, which schools in London. may include dress codes. For example, While every effort is made to take into some schools may have a policy on consideration personal circumstances that students wearing the full veil. Should you require trainees to be placed in a specific wish to wear the full veil you are asked to area, schools within daily travelling distance discuss this at interview, as it may be that of Exeter are limited in number. Many alternative arrangements will be necessary secondary trainees will be placed further in order to find a placement school that will
I am a mature student and returning to academic
study was a shock. However, all the tutors and fellow students have been so supportive “ and this has led to a very enjoyable “ and rewarding experience. I am so glad I decided to study at Exeter.
KATHERINE WEST, EARLY YEARS 11
permit this. Please contact us at any point Mathematics, Physics, Chemistry SCHOOL VISITS before or after your application/acceptance SKE courses in Mathematics, Physics or It is advisable that trainees selected for an to discuss any concerns or queries. Chemistry are specifically designed to interview should attend a local school and help graduates who need to develop a witness first-hand what a typical working CAREER CHANGERS greater depth of subject understanding day in a classroom is like. Try approaching Forty-one per cent of our trainees are aged prior to training for qualified teacher status. schools in your local area. They should 25 and over and we strongly encourage SKE courses are suitable for graduates be happy to arrange for you to spend a applications from career changers who can with experience of the subject to at least day or so observing one of their classes bring their experiences from business and A-level standard. This could be through or shadowing one of their teachers. If you industry into the classroom. We understand holding an A-level in the subject, having an have more time to spare, then you could that these trainees have often been away element of it in your degree course and/or speak to a local school about becoming a from formal education for some time and occupational experience of the subject. SKE regular volunteer – perhaps as a classroom we will take this into consideration when courses vary in length from 2 to 36 weeks, assistant. The TDA also has an Open reviewing their applications. depending on the trainee’s need. Schools Programme and will be happy to assist you in organising a school visit in your Modern Languages SUBJECT KNOWLEDGE area. Call the TDA’s Teaching Information SKE courses in Modern Languages are ENHANCEMENT COURSES Line on 0845 6000 991 for information. specifically designed to help graduates who Pre-Initial Teacher Education Subject have one language at degree standard, or Knowledge Enhancement Courses (SKE) are native speakers, to develop capability It is not unusual to receive applications from in teaching either French or German individuals who we believe would make up to key stage 3 (ages 12-14). This is excellent teachers, but who have insufficient because many schools require teachers to subject knowledge to go directly on to one teach two languages. If you have no prior of our Secondary PGCE courses. For such experience of the language, you will receive applicants, the Training and Development extra tuition and support as appropriate. Agency (TDA) offers a range of pre-initial The three-month, full-time ‘extension’ teacher training subject preparation courses. course takes place before starting the While on the course you will receive a PGCE from May to August. bursary, depending on the length of the SKE course. It is important to plan ahead Design and Technology, ICT, as your place on a PGCE programme may Modern Languages be dependent upon completing a SKE Two week SKE courses with 50 hours course prior to starting the PGCE. Places of face-to-face tuition to boost subject on a SKE course will only be offered to knowledge may be available in these those candidates with a conditional ITE subjects. place. For more information go to www. tda.gov.uk/recruit/thetrainingprocess/ pretrainingcourses or contact the relevant University of Exeter PGCE subject tutor. www.exeter.ac.uk/education
The Early Years and Primary programmes
As a result of a recent Ofsted inspection, Early Years “The promotion of equality of opportunity the Exeter Early Years and Primary and valuing of diversity is outstanding. programmes are now rated as grade ‘1’ AGES 3-7 (FOUNDATION STAGE Excellent provision is made for trainees provision. In addition, 90 per cent of our AND KEY STAGE 1) from minority groups to ensure that they trainees are awarded QTS, of which 84 per Trainees on our Foundation and Key Stage 1 succeed and university staff work tirelessly cent are in a teaching post4. course are enrolled as Early Years specialists. to ensure that they are fully supported during the course.” “The depth and breadth of trainees’ Primary Ofsted Inspection Report 2010 reflection about their own practice is impressive. They possess a mature Applicants for the Primary course will need The programme runs over three terms approach to self-study, effectively following to specify a specialist subject from the with each term providing progressively up ‘agendas’ they set for themselves, options shown below. more school-based work training, for so improving their own performance in example: aspects of teaching methodology.” AGES 5-11 (KEY STAGE 1 AND Ofsted Inspection Report 2010 KEY STAGE 2) AUTUMN TERM Specialist subjects available at Primary Preliminary School Experience (1 week); The programme lasts 38 weeks with time (Key Stage 1 and Key Stage 2) are: English, University Taught Course (10 weeks); spent in school placements and at the Humanities, Mathematics, Music or Science. School Placement 1: Autumn Experience University. The University modules are (2 weeks) designed to give you experience of all the AGES 7-11 (KEY STAGE 2) subjects you will be expected to teach for Specialist subjects available at Primary SPRING TERM your specified age ranges. (Key Stage 2) are: Art and Modern Foreign School Placement 1: Spring Experience Languages. (6 weeks); University Taught Course (8 weeks) The taught element is made up of time-tabled seminars, lectures and SUMMER TERM self-directed study. You will be asked School Placement 2: Summer Experience to work individually and as part of small (11 weeks) and larger groups. University lecturers, practising teachers and your peers will The PGCE qualification with QTS is all be contributing to your learning. dependent upon successful completion of the coursework assessment, the school-based work assessment and the TDA skills tests.
4 based on 2008/09 TDA Performance Profile figures 13
THE PROGRAMME HAS FIVE subjects. This module also includes an 4. School experience MAIN COMPONENTS: ‘elective’ element, where trainees choose The University has excellent working 1. Curriculum studies one a short course in subjects as diverse as relationships with its partnership schools, You are given substantial preparation for Sustainable Futures, Special Educational where trainees will be based for their teaching the core subjects of English and Needs/Inclusion, Creativity and Drama. school experience. School-based tutors and mentors are responsible for trainees’ Communication, Mathematics and IT, and 3. Professional studies learning and development and receive Science and Technology through taught This module aims to develop professional well-designed training. You will initially sessions combined with self-directed knowledge and understanding, and work in pairs with groups of children, activities based in the University or carried integrates critical perspectives on theory, before working independently with the out in school. There is a particular emphasis research, policy and practice. The key whole class. on the teaching of reading and numeracy areas include the influence of ‘Every Child to reflect the government’s national Matters’ on multi-professional working, 5. Specialist studies education strategy. children’s learning and development in All Primary and Early Years trainees will 2. Curriculum studies two formal and informal settings, the global receive specialist training in a chosen The subjects of Geography, History, dimension of education, learning with new specialism from Early Years, Primary Art, Religious Education, Music, Physical technologies, equity and diversity issues, Primary English, Primary Humanities, Education and Well Being and the Arts special educational needs, classroom Primary Mathematics, Primary Modern are all covered by short practical courses. interaction, and planning for personalised Foreign Languages, Primary Music and These short practical courses cater for learning and assessment. Primary Science. The specialism builds on trainees whose previous experiences may your subject knowledge strengths (from vary widely and aim to give a substantial your degree or A levels) and aims to introduction to the teaching of these prepare you for an eventual role as subject leader or co-ordinator in this field. www.exeter.ac.uk/education
Early Years programme
Early Years COURSE LEADER GTTR CODE: X123 Professor This specialism focuses on the Foundation Elizabeth Wood Stage (3-5), and the Key Stage 1 curriculum has a national (age 5-7). There is an emphasis on and international understanding children’s learning and profile in early development, the role and value of play, childhood education, based on her research planning and managing the curriculum, and teaching. The main areas of her continuity across phases and developing research include the role of play in early integrated pedagogical approaches that childhood, children’s choices in free choice combine adult-directed and child-initiated time, teaching and learning through play, activities. Key themes will be considered continuity and progression from Foundation within the wider contexts of theory, Stage to Key Stage 1 and teachers’ research, policy and practice. In addition, professional knowledge. you will learn about the particular role of the early years specialist in order to prepare WHAT WE ARE LOOKING FOR you for leadership positions in pre-school IN AN APPLICANT and school settings. School experience will We are looking for graduates with a good, be in the Foundation Stage (nursery and all-round academic profile, usually a 2:1 reception) and Key Stage 1 classes. degree and prior relevant experience of working with young children. Work experience may take place in a range of
settings such as children’s centres, schools, play clubs and playgroups and holiday clubs. Trainees can have a degree in any National
Curriculum subject or in related disciplines eg, psychology, sociology, educational studies, childhood studies, playwork. The teaching is excellent; I feel “ very lucky to have been taught by the tutors on the course “– their enthusiasm is infectious! RENUKA SIVAKUMARAN, PRIMARY MATHEMATICS 15
The focus on practical work in science at Exeter has stood me in very good stead during my teaching career. I am firmly of the belief that “ children learn and are engaged by science through “ practical activities which capture their enthusiasm. Exeter’s science PGCE has this at the heart of its course.
SALLY GEARY, PRIMARY SCIENCE www.exeter.ac.uk/education 17
Primary programme
The Exeter Primary PGCE programme Upper Primary Art writing, speaking or listening. At the same is unique. Instead of offering a generic time the Primary National Strategy puts a Primary programme, we offer specialisms GTTR CODE: XW11 strong emphasis on the systematic teaching in Art, English, Humanities, Mathematics, This specialism focuses on developing the of literacy. The course will prepare you to Modern Foreign Languages, Music and knowledge, understanding and skills which use exciting approaches and resources to Science. These specialisms prepare you are necessary to teach art with imagination interest and motivate children as you teach to become subject specialists: a distinct and confidence to all primary age children. across the curriculum. This will include ways advantage as you begin your career in The course also prepares you for the role of using poetry, drama, stories and children’s teaching. Applicants therefore need to of Specialist Leader or Coordinator for literature. The course is taught mainly specify their chosen specialism and entry Art. Recent research is used to support through seminars and workshops with a to the programme requires sufficient the development of a contemporary and significant element of directed collaborative subject knowledge in that subject area. critical view of Art education in theory and group work and self-study. A trip to London practice. Practical workshops and seminars (Tate Modern, Shakespeare’s Globe, make up the taught component. Wandsworth LEA) in the spring term puts a strong emphasis on learning outside of the COURSE classroom and on teaching children with LEADER English as an additional language. Dr Emese Hall is a Lecturer in art COURSE education and has LEADER a particular interest Dr Anthony in primary art and Wilson has a drawing. Her recent research study focused national profile on the communicative potential of young in the field of children’s drawings. Prior to her university research on poetry work, Emese was a primary school teacher pedagogy. A published poet, he has worked in Devon. as a writer in schools and has long-standing associations with the Poetry Society, the WHAT WE ARE LOOKING FOR Poetry Archive and the Arvon Foundation. IN AN APPLICANT He is also a trainer for the Poetry Society’s We are looking for applicants with a 2:1 poetry class scheme. His research interests degree in an Art, Design or Craft discipline. include poetry pedagogy, children’s creative Applicants with substantial practical writing and creative approaches to literacy experience and at least a grade B at A Level teaching. in an Art, Design or Craft discipline will also be considered. Applicants should also have WHAT WE ARE LOOKING FOR at least two weeks’ experience (observation IN AN APPLICANT and/or working) in a state primary school We are looking for graduates with a 2:1 within the last year. or above in their first degree. We expect to take students with at least A level English, Primary English preferably degree level. Students without A level English can apply if they can show GTTR CODE: XQ1H relevant experience in language/literacy This specialism considers how English is fields, eg, teaching TEFL/psychology/ taught in primary schools. English is not drama. Applicants should have at least two only a core National Curriculum subject weeks’ experience in a state primary school but it is also a medium for learning in all within the last year. subjects whether that be through reading, www.exeter.ac.uk/education
Primary Primary Primary Modern Humanities Mathematics Foreign Languages GTTR CODE: XV10 GTTR CODE: XG1C (French) A practical and interactive course, the This specialism considers the teaching and GTTR CODE: XR9C humanities specialism focuses on the learning of mathematics in primary schools The aim of this specialism is to equip you methods, skills and processes distinct to both as a subject in its own right and also with the knowledge, understanding and teaching history and geography. It will in terms of its relationship to other areas skills to teach a modern foreign language prepare you to teach creatively through of the curriculum. An emphasis will be effectively and creatively within the primary experiencing fieldwork, active learning on developing innovative, practical and curriculum. In particular, the programme and relating theory to practice. You will engaging ways to develop the teaching focuses on the role that languages play consider links to other curriculum areas of mathematics in primary schools. You in and across the primary curriculum in and education for citizenship. Taught will be expected to review your own relation to the Key Stage 2 Framework through seminars and workshops, there is understanding of mathematics and engage for Languages. You will be encouraged to an emphasis on collaborative group work critically with research into children’s develop your reflective and analytical skills as well as self-study and the programme learning of mathematics. both as a professional practitioner and as aims to prepare you to take on the role a languages specialist. The programme is of humanities coordinator as your career COURSE taught mainly through seminars, workshops develops. A European fieldtrip in the spring LEADER and school placements that enable you to term is a highlight of the course and is the Carol Murphy develop your specialism, and includes a basis for the assessed work. has worked as week spent in France in the second term. a primary class COURSE teacher and COURSE LEADER mathematics LEADER Gill Bivand Taylor coordinator in primary schools in Dinah Warren moved into initial Hampshire. She has also lectured in is a specialist teacher education mathematics education at Canterbury languages teacher at Exeter after an Christchurch University and University with over 20 extensive career College Chichester. Her research interests years’ experience teaching in a range of primary schools. She are in children’s mathematical thinking and of teaching Modern Foreign Languages in works closely with the Devon Adviser for development of calculation strategies. She schools both in London and Devon. She Geography and Education for Sustainability is currently directing a research project on brings with her an enthusiasm for languages in promoting good practice in primary the role of talk in young children’s learning teaching and recent experience of the geography teaching. Associate Professor in mathematics. new initiatives in primary languages. Dinah Cathie Holden and Dr Fran Martin also also teaches on the Secondary Languages contribute to the specialist humanities WHAT WE ARE LOOKING FOR PGCE course. course. Both have published widely in the IN AN APPLICANT humanities and citizenship field. In addition, Applicants should have a good degree WHAT WE ARE LOOKING FOR Fran is the editor for Primary Geographer (typically a 2:1 or better) and demonstrate IN AN APPLICANT published by the Geographical Association. a strong background in mathematics. We are looking for applicants with a 2:1 This could be an A level or degree in or above in their first degree. We expect WHAT WE ARE LOOKING FOR mathematics. Alternatively this could applicants to have at least good A level IN AN APPLICANT be a degree with a strong mathematical French, preferably to degree level, or to We are looking for graduates with a good, element. We may also consider applicants have spent time living in a French-speaking well-rounded academic profile, usually with substantial practical experience in country. Some experience of a second a 2:1 degree (or above) with at least an mathematics. Applicants are also expected language would be an advantage, but is A level in history and/or geography and to show a strong interest in children’s not essential. prior relevant experience of working with learning in mathematics and have recent primary age children. relevant primary classroom experience. 19
Primary Music Primary Science COURSE LEADER GTTR CODE: XW1H GTTR CODE: XF1A Rob Bowker This specialism focuses on developing The science specialism examines science is a specialist in the knowledge, understanding and skills in the context of the primary school primary science which are necessary to teach music with curriculum and looks at science teaching and has interests imagination and confidence to all primary from a global perspective. The course in education for age children. The course also prepares you helps you to develop the knowledge, skills sustainable development and informal for the role of Specialist Subject Leader or and confidence to teach science in a way learning. He has published articles in Coordinator for music. Recent research which will interest and motivate children. international journals around the theme is used to support the development of a Peer teaching and learning is encouraged of children’s learning in informal learning contemporary and critical view of music and the specialism is designed to prepare environments. He is presently engaged education in theory and practice. Practical you to become a science subject leader. in research work in partnership with the workshops and seminars make up the There is an emphasis on practical work, Eden Project, Cornwall. Prior to working at taught component. education for sustainable development with the University of Exeter, he had 15 years’ opportunities provided for extending your experience in primary and middle schools COURSE learning in the outdoor environment. There as a teacher and deputy headteacher. LEADER are a number of field trips and an additional Sarah Hennessy non-school placement in a science centre, WHAT WE ARE LOOKING FOR is a specialist in botanical garden, environmental centre, IN AN APPLICANT music education zoo or museum. Your experience of an Applicants typically have a 2:1 degree in and has taught in all informal learning environment is an integral science or a related science subject degree phases of schooling part of the programme and will help inform and one or more A levels in a science as well as working with pre-school and your ideas of children’s learning for your or related science subject. Applicants adult learners. She has written books and Masters level assignment. should also have some voluntary or work research papers on teachers’ professional experience of at least two weeks working development and children’s creative music with children in formal (schools) or informal making, and is editor of Music Education (environmental centres, museums, etc) Research. learning environments.
WHAT WE ARE LOOKING FOR IN AN APPLICANT The usual entry requirement for this course is a 2:1 degree. We are looking for applicants who are musically flexible, confident singers and have practical skills in accompanying. Applicants should focus on their abilities in playing and singing by ear, improvising and directing to prepare themselves for the course. Successful applicants typically possess degrees in Music, Performing Arts (including Music), Advanced Diploma from a recognised Music Conservatoire or Music Technology (for musicians rather than sound engineers). www.exeter.ac.uk/education
Secondary programme
As a result of a recent Ofsted inspection, The programme has three fully TERM 1 the Exeter Secondary programme is integrated components: Term 1 begins with two weeks of rated as grade ‘1’ provision. In addition, observation (preliminary school 1. Professional studies according to the latest Performance experience). This leads into the University- The Professional Studies component Profile statistics, 87 per cent of our based course which focuses on professional introduces you to key educational trainees were awarded QTS, of which 93 development, specialist subject knowledge, ideas and principles within a range of per cent are in a teaching post compared pedagogy and teaching skills. Towards the educational contexts. The module is with the national average of 84 per cent.5 end of this term, you are placed in a partner followed throughout the year with both The Exeter Secondary PGCE Programme school for a week’s induction to prepare University and school-based elements and trains you to teach the 11-18 age range. It for your first placement. is concerned with classroom issues, whole is an 11-16 QTS (Qualified Teacher Status) school issues and the role of education in TERM 2 course with post-16 enhancement. In the wider society. Term 2 is spent in your first school effect, this means that whilst you must meet placement with three seminar days held at 2. School-based work the standards for QTS within the 11-16 the University. At the end of the term you Central to school-based work is the age range, you will also have additional visit your second school placement for a development of your ability to meet the experience of post-16. short induction period. QTS Standards, as required by the TDA. All coursework is designed to provide These consist of standards of professional TERM 3 engaging and varied opportunities for competence which student teachers must Term 3 is spent in your second school you to develop the necessary knowledge, demonstrate in order to be recommended placement with two seminar days held at understanding and skills to achieve QTS. to the GTC(E) for Qualified Teacher Status. the University.
3. Main subject “Management of the school-based training The main subject module forms a major programme by initial teacher education Throughout all school-based learning, you component of your PGCE year. The coordinators in schools is excellent. work closely with experienced teachers. module will develop your understanding of It is based on a thorough knowledge You will be supported in developing the the content, structure, progression, learning and understanding of the university’s full range of teaching skills and effective and teaching of your subject in Secondary procedures and application of their reflection that you will need in your schools. This enables you to interpret your model for training and consistently first teaching post as a Newly Qualified own subject expertise in the school context applied across the partnership.” Teacher (NQT). in two different placements. Ofsted Inspection Report 2010 “The first term of university-based training provides an exceptional grounding in broad educational issues as well as extending subject knowledge through peer development and course options.” Ofsted Inspection Report 2010
5 based on 2008/09 TDA Performance Profile figures
With the practical sessions where we can get fresh ideas “ to use in school it is possible to make “ science interesting and the course shows us how to do this!
ROB SOLMAN, SECONDARY SCIENCE 21
rates for employment, and often become the future and the extent to which they Citizenship with curriculum leaders within a short period feel prepared as active citizens. Paula of time. Bradley-Smith contributes to the course. Humanities Paula teaches geography part-time at Most of the taught University course will GTTR CODE: LXV9 Torquay Girls’ Grammar School, which has focus on citizenship education, with 25 per In the latest TDA Performance Profile humanities school status and has had an cent of time being put aside to develop statistics, 94 per cent of our Citizenship excellent Ofsted report for geography. She your skills in the teaching of geography, trainees were awarded QTS of which brings with her up-to-date knowledge of history and religious education at Key 100 per cent gained a teaching post.6 the secondary classroom. Stage 3. This will be done through short The course offers you the opportunity to courses focusing on the skills of humanities WHAT WE ARE LOOKING FOR be at the forefront of developing this new teaching: you will be responsible for the IN AN APPLICANT subject in schools which aims to prepare development of your subject knowledge You should have a keen interest in topical, young people for active participation as in these areas. You will then teach both local and global issues. You should enjoy informed citizens. The course will address citizenship and humanities in school. We engaging young minds with such issues and the knowledge and understanding required have found that being able to offer schools be creative and flexible in your outlook. An of pupils as part of citizenship education expertise in both areas is a real strength. A level in one of the humanities subjects (eg, political literacy, understanding the is desirable. We welcome applicants law, global and controversial issues, human COURSE with a first degree which addresses any rights, identity and diversity) and will LEADER of the areas covered by the Citizenship put particular emphasis on how you can Associate curriculum, for example Politics, encourage active, informed participation Professor Cathie Sociology, Law, International Relations, both in the school community and the Holden has Geography or Theology. We also wider world. The University of Exeter taught for many encourage applicants who may have has played a major role in developing years in schools gained citizenship knowledge through citizenship education in the South West before moving into teacher education. She life experience, such as working for over the past six years and as a result is contributes nationally to conferences and government agencies, charities, or in the able to call on many teachers to policy making. Her publications include media. We anticipate that all applicants will contribute to the course. Education for Citizenship: Ideas into Action have had at least one week’s experience (with Nick Clough), Teaching the Global The latest Ofsted inspection of Citizenship or observation of citizenship education in a Dimension (with David Hicks) and The has shown that trainees have high success state secondary school, so that they come Challenge of Teaching Controversial Issues to interview informed about the subject (with Hilary Claire). She is currently they wish to teach. researching young people’s concerns for
6 based on 2008/09 TDA Performance Profile figures www.exeter.ac.uk/education
Dance COURSE LEADER GTTR CODE: W5X1 Linda Rolfe In the latest TDA Performance Profile has worked in statistics, 87 per cent of our Dance trainees Higher Education were awarded QTS of which 100 per cent for 18 years, gained a teaching post. 7 before this she was an advisory teacher for dance and The course will equip you to become a chief examiner for GCSE Dance. She has teacher who can lead developments and published books on the teaching of dance meet the demands of dance teaching in and edits the international journal Research the 21st century. The teaching and learning in Dance Education. She contributes to style of the course is highly interactive and conferences internationally and is currently participatory, with an emphasis on practical researching dance education partnerships. engagement. You will be prepared to teach Linda was co-artistic director of Devon dance across the Key Stages, including Youth Dance Company for seven years; GCSE and A level. Through the taught this provides performance opportunities course and placements in schools, you for young people aged 13-18 years. She is will have opportunities to teach dance committed to the development of dance in curriculum and examination; participate education. in extra curricular dance activities; work with professional dance artists; and WHAT WE ARE LOOKING FOR engage in specific dance projects, for IN AN APPLICANT example working with regional Youth The best Dance teachers are: Dance Companies. There will also be opportunities to take short courses in . intelligent, articulate and enthusiastic drama and music. about dance; . excited by and committed to the prospect of working with young people; . interested and involved in constantly developing subject knowledge; . prepared to be innovative and creative; . open-minded and willing to consider new ideas and principles. Applicants will normally have a first degree in Dance or a Joint Honours degree in the Arts with at least 50 per cent dance content. Those with A level Dance or suitable professional dance experience may also be considered.
7 based on 2008/09 TDA Performance Profile figures
The Dance PGCE course has been a wonderful experience. I have had the opportunity to “ develop my skills as a teacher in a safe “ and supportive environment. It has made me realise how much I want to pursue my career in dance and live up to my aspirations of becoming a teacher.
ROSEMARY JOHNSON, SECONDARY DANCE 23
Design and 1. Food Technology WHAT ARE WE LOOKING FOR While our Food Technology course will IN AN APPLICANT Technology (D&T) concern designing and making, as do all the We consider applicants from many GTTR CODE: W9X1 D&T specialisms, it will also prepare you to backgrounds. Those best suited include: address pupils’ entitlement to cook (placing In the latest TDA Performance Profile . Design and Technology, Technology; statistics, 92 per cent of our D&T trainees a clear emphasis on food preparation, food were awarded QTS compared to the safety and healthy eating). . Design (eg, Product Design, 3-D Design, 8 Industrial Design, Graphic Design, national average of 84 per cent. 2. Resistant Materials Manufacturing Design, Engineering This concerns designing and making with The course is based on the premise that Design, Design Modelling, Design wood, metal and plastics: it prepares you design and technology should provide a Management, Computer Aided Design, to teach resistant materials and product broad educational experience which helps Packaging); pupils to learn and develop on many fronts. design in schools. . Engineering (eg, Civil Engineering, 3. Electronics This course is designed to introduce you to Control Engineering, Design Engineering, This concerns designing and making with the joys and challenges of being a ‘design- Electrical Engineering, Electronic electrics, electronics and computer control. and-technologist’, and to give you some Engineering, Mechanical Engineering, It prepares you to teach systems and control insight into how pupils’ may experience Production Engineering, Systems and electronic products. the learning activities that you will plan and Engineering); teach. Tutors will also demonstrate a range 4. Textiles . Architecture; of teaching strategies, and will share with This concerns designing and making with you our teaching decisions about what textiles: it prepares you to teach textiles . Food (eg, Food Technology, Food and how we teach. We will also engage and fashion and textiles. and Nutrition, Food Science, Food you in seminars on issues such as planning, Manufacturing, Food Production, classroom management, inclusion and All D&T trainees undertake work in Catering, Hospitality, Food Product assessment. graphics, which is seen in initial teacher Development/Design); The course offers all four D&T specialisms; education as a ‘core’ D&T skill rather than . Textiles (Fashion, Surface Pattern Design, students each learn to teach ‘core’ a specialism. This prepares you to teach Textiles, Costume Design). designing and making skills (including graphic products. We also consider applicants with other graphics), plus one ‘major’ specialism up qualifications, particularly if they have to A level, and a second ‘minor’ specialism COURSE personal or professional experience that up to age 14. The course is designed to LEADER is relevant to D&T. If you are interested in support students in extending their own Nick Givens teaching D&T, but not sure whether your D&T knowledge and skills; candidates’ moved into degree is suitable, please contact us. choice of minor specialism need not teacher education necessarily relate to their qualifications after working in a Recent experience of working, assisting or experience. range of schools. or observing in a secondary school D&T He has contributed to school texts through environment is considered a significant a major national D&T curriculum project strength in an applicant. for which he was both an author and a regional training officer. His research interests focus on equality and diversity within education.
8 based on 2008/09 TDA Performance Profile figures www.exeter.ac.uk/education
English in English. No prior drama expertise is WHAT WE ARE LOOKING FOR required, but a willingness to be open and IN AN APPLICANT with Drama GTTR CODE: QX31 exploratory is crucial. Most successful applicants have 2:1 degrees in English (Literature or Language), with Media GTTR CODE: QX3D 2. English with Media Linguistics, Drama, Cultural/Media Studies, Each year the course evolves and develops The Media element introduces you to the Film or Journalism. Previously, a small to take account of the latest research, conceptual framework underpinning Media number of applicants with degrees in other trainee evaluations from the previous year, teaching, explores the relationship between Humanities or Social Science subjects have and policy changes. It is run by tutors who Media Studies and English and offers been accepted. are enthusiastic about English teaching and practical guidance on how to teach media who relish the opportunity to work with theory and media production. No prior Where the degree of the applicant is not the next generation of English teachers. expertise is needed. English, it is helpful if several modules in The course is active and participatory, that degree are strongly relevant to English placing considerable emphasis on working COURSE (eg, literature or language focused). Also, a collaboratively with others and learning LEADER high grade in A level English Literature or together. We expect you to take a high Professor Debra Language is important if the degree route level of responsibility for your own Myhill has been is less conventional. In any case, a secure professional learning and the course researching and broad knowledge of English Literature includes both taught workshops and English and is important. literacy teaching directed or independent study activities Trainees are advised that English with for over 18 years. She has conducted which allow your professional learning to Drama and English with Media are different several research projects into boys’ be tailored to your needs and interests. You pathways for the same course. Therefore underachievement, the teaching of will be encouraged to demonstrate a high the English subject knowledge will be grammar, the linguistic features of writing level of individuality, independence and identical and we do not recommend and teachers’ classroom talk. She is initiative, and a commitment to the needs applying for both courses. of literacy and creativity in the 21st century. currently directing an ESRC study into secondary children’s writing. As someone interested in teaching English, you will choose between one of two Rosemary Hopper assists in the delivery English specialisms. All trainees take a of the course and has 18 years’ experience common core of English sessions and then, of ITE through her work in both schools depending on your choice of specialism, and Higher Education Institutions. Her have a further course in Drama or Media. research interests lie in the fiction reading of teenagers. 1. English with Drama The Drama element is an introduction to how to use Drama to support teaching 25
Geography COURSE LEADER GTTR CODE: F8X1 Jon Murray has Geography is an exciting, interesting and spent over 25 very popular school subject with strong years teaching links with the rest of the school curriculum. in a variety For these reasons geography teachers are of secondary in demand and many past trainees have schools, holding senior positions managing posts in South West partnership schools. geography, humanities and pastoral The course is dominated by practical education. He has a thorough knowledge activities, which arise from explicit theories and understanding of geography teaching of teaching and learning: theory and in the South West, having taught in Devon practice cannot be separated as we learn since 1988, and has worked on the PGCE how to teach geography. In the first term Geography course at the University of the University-based sessions cover a wide Exeter for the last eight years. Beyond range of important issues such as teaching the University he is a senior moderator, methodology, games and simulations, examiner and advisor at GCSE level, fieldwork, assessment and managing and has recently coordinated a number children’s learning. These are picked up of geography projects in a variety of again throughout the year in school-based Devon schools. work, under the guidance of experienced Jim Rogers is a Teacher Education Research teachers and during the seminar days in Fellow and assists in the delivery of the terms two and three when you return course. He comes with a wealth of recent to the University for a full day. Peer and school experience and lists the ‘global practical teaching is an important part of the dimension’ among his many interests. first term programme and all trainees also Amanda Roff, Head of Geography in a combine and share development in support local secondary school, also assists course groups and in subject knowledge seminars. delivery, together with a number of other Individualised tuition is provided in a range geography teachers who make specialist of areas, including ICT, designed to meet inputs to the taught programme. the needs of all trainee-teachers. Dr Carol Evans is Head of Teacher In the latest TDA Performance Profile Education. She has much experience in statistics, 94 per cent of our Geography secondary schools and has previously trainees were awarded QTS, compared to worked at the Institute of Education where the national average of 87 per cent. 9 she was Assistant Director for Learning and Teaching – Initial Teacher Education and prior to this was at Durham University where she was responsible for Masters PGCE provision. Her research interests include: the role that cognitive and learning styles play in learning; creating effective learning environments; and enhancing ITE provision.
WHAT WE ARE LOOKING FOR IN AN APPLICANT This course is designed for applicants with a wide range of geography related degrees, including Geography, Geology/Geoscience, Planning and Environmental Science. Recent experience of a school environment is considered a positive strength for all applicants.
9 based on 2008/09 TDA Performance Profile figures www.exeter.ac.uk/education
History COURSE LEADER GTTR CODE: V1X1 Graham Waites The History PGCE course is concerned has spent over with practical classroom approaches to thirty years the teaching of history. This involves the teaching History development of a range of appropriate in the secondary teaching strategies and classroom activities sector. He has held management positions in the varied classroom situations you will as co-ordinator for Humanities, Head of encounter, with appropriate use of ICT History and Sixth Form leader and has and a rigorous understanding of when worked as course tutor and UVT on the and where particular activities might be PGCE History course at the University of appropriate. Paramount is a belief that Exeter since 1997. He has contributed history teaching is a stimulating, creative regularly to national CPD conferences and activity that gives pleasure to both teachers established the Devon Teachers History and pupils and educates them to take a full Network through a TDA project. Research and active role as citizens. interests include History and Literacy and the use of difficult and challenging text in Taught by a team of lecturers, including the classroom; he has also focused on inputs by the Advanced Skills Teachers curriculum innovation and resources 16-19. for Devon and Plymouth and classroom He is an examiner for IB and Edexcel. teachers, the course relates theory to practice in all elements of the National WHAT WE ARE LOOKING FOR Curriculum and 14-19 History. IN AN APPLICANT The PGCE team is particularly interested The usual entry requirement for this course in the teaching of Citizenship and Literacy is a 2:1 degree in History or a History in the History classroom; the use of ICT Joint Honours degree. The course will to enhance the quality of pupils’ learning; also consider applications from those with and history beyond the classroom eg, we degrees in related subjects such as Ancient visit the Battlefields of the First World History, Archaeology or Politics. War, evaluate the role of museums and undertake local fieldwork. 27
Information and course includes a mixture of lectures, WHAT WE ARE LOOKING FOR workshops, and seminars. Trainees are IN AN APPLICANT Communication introduced to a variety of online learning In general, we are looking for trainees Technologies (ICT) tools and have the chance to manage with a minimum 2:2 degree. Past trainees their own Virtual Learning Environment. have included Building Studies, Journalism, GTTR CODE: G5X1 and Cognitive Science graduates as well In the latest TDA Performance Profile Underpinning the course is a strong belief as those with Information Technology statistics, 86 per cent of our ICT trainees that effective teachers are those who or Computing degrees. We are looking were awarded QTS of which 100 per cent can develop their practical skills in the for applicants with substantial ICT subject gained a teaching post. 10 classroom through reflection and critical knowledge and understanding either dialogue and have an intellectual grasp This course provides the knowledge and gained through degree studies, further of the theoretical foundations behind skills necessary to become a specialist qualifications or work experience. their actions. teacher in ICT and e-learning and provides a foundation for you to develop COURSE a leadership role. The course has been LEADER constructed to include three interwoven Kate Watson and related strands: subject knowledge and has a research understanding, pedagogy and classroom background in the practice. ICT and e-learning components effective use of ICT are complementary and fluid within the and e-learning in course structure. teaching and learning. She has experience The teaching methods used on the course across the curriculum as an ICT tutor and demand high levels of participation and a has led in-service courses for both primary willingness to work collaboratively. The and secondary teachers.
10 based on 2008/09 TDA Performance Profile figures www.exeter.ac.uk/education
Mathematics interweave practice and research to help COURSE you to develop ideas about how pupils LEADER GTTR CODE: G1X1 learn – and what to be aware of that might Tom Ralph has In the latest TDA Performance Profile inhibit learning. In the first term of the worked in several statistics, 81 per cent of our Mathematics PGCE year, based at the University, we will comprehensive trainees were awarded QTS. Of those draw on your experiences, video material, state schools awarded, 100 per cent are in teaching whole group discussion, small group work, in London and posts, compared to the national average paired work, lectures, peer teaching and Dorset and also as a consultant at SMILE of 86 per cent. 11 peer- and self-evaluation to help you Maths developing educational software. prepare for your school-based work in the Most recently he was a head of department The PGCE Mathematics course at Exeter following two terms. You will also complete in a school with a specialism in Maths. Tom is designed to help you develop your three academic assignments, one each has a wide range of experience working understanding of the subject, of current term, in which you will explore aspects of with student teachers and NQTs. He was good classroom practice and how pupils learning and teaching mathematics in depth. recently appointed as a Teacher Education can best be supported in their learning. All Research Fellow at the University. of this is underpinned by a commitment Mathematics is a subject with a high to supporting you in your professional profile in the curriculum yet is one about WHAT WE ARE LOOKING FOR development so that you enter the which many learners can have negative IN AN APPLICANT profession as an enthusiastic and highly feelings. We will explore with you the The usual entry requirements for this skilled teacher. nature of mathematics and the teaching course are a good A level Mathematics of mathematics and how this might affect Our aim is to help you to become a grade and a good degree with at least pupil enjoyment and engagement. The reflective practitioner, a teacher who is 50% mathematical content. However, Exeter PGCE is designed to help you to willing to critically evaluate and develop equivalent or alternative qualifications are develop your own ‘academic’ knowledge your practice in the light of experience and always considered and, where necessary, of mathematics, where appropriate, research evidence. You will be laying firm applicants may be required to complete including dedicated sessions on the use foundations for a thoughtful and rewarding some subject enhancement before of ICT. Furthermore, the development of teaching career. You will take part in joining the course. We anticipate that all academic knowledge into ‘curriculum’ and activities that we hope will challenge your applicants will have had some experience ‘pedagogic’ knowledge to support your thinking and help you to develop a clear or observation of mathematics education in practice, working within the context of the and positive rationale for your own values, a state secondary school, so that they come National Curriculum and the Framework beliefs and approaches. to interview informed about the subject for teaching mathematics, will be an they wish to teach. You will also need to commit to a significant important focus. amount of independent study. As well The PGCE Mathematics course at Exeter as exploring your own professional requires enthusiasm, energy, commitment, development you will be asked to think a love of mathematics and a strong desire about pupils’ learning and how best to plan to teach. In return, the mathematics team, and organise lessons that allow all pupils to together with school-based partners, will be active and successful. Again, we will offer you every opportunity to advance towards becoming a confident and inspirational teacher of mathematics.
11 based on 2008/09 TDA Performance Profile figures.
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The PGCE MFL at Exeter is one I am very proud to say I was part of. The academic and personal support is outstanding. Nothing was ever too “ much trouble or an inconvenience. The course will challenge you from the start, but will leave you a fully prepared NQT. I know there are people I’ve come “ across in the profession who would have loved the opportunity of a place at St Luke’s. A truly amazing experience! EMILY WAGSTAFFE, SECONDARY MFL RECIPIENT OF THE TED WRAGG AWARD FOR OUTSTANDING TEACHER TRAINEES
Modern Foreign we shall support you in polishing up WHAT WE ARE LOOKING FOR any rusty language skills and in acquiring IN AN APPLICANT Languages (MFL) the necessary practical teaching skills, You will normally be expected to have FRENCH GTTR CODE: R1X1 underpinned by research and accepted a good degree in the appropriate target good practice, so that you can enter your language (French, German or Spanish). GERMAN GTTR CODE: R2X1 teaching placements with confidence. The Other qualifications of degree level SPANISH GTTR CODE: R4XC school-based terms are spent in dynamic equivalence can be considered, eg, Final The course enables you to explore the MFL departments of a wide range of Diploma of Institute of Linguists. Candidates challenges that face both teachers and schools across the South West. with any of our languages will need a learners of modern foreign languages in second foreign language, even if only at Trainees in French, German and Spanish Britain today, the strategies for language beginners’ level, so that school-based must have a second language as this will acquisition in all its practical skills and the work placements are easier to find, as help in the provision of placements, as well need for cultural awareness within the are jobs immediately after graduation. as finding a teaching post. The use of ICT is European dimension. Native speakers should hold a qualification developed to enhance the future teacher’s equivalent to a UK degree and usually The most recent Ofsted inspection own skills as well as to contribute to the a minimum of three years of study at acknowledged the quality of the training preparation for effective MFL teaching in an institution of Higher Education. The provision by experienced practitioners the 21st century. qualifications can be in any subject, since and has been impressed by the coherent they have, by definition, the necessary link established between the professional COURSE language skills. An Open University studies element and the MFL module as LEADER degree or other degree qualification in a well as the high quality support given to Karen Wilson subject other than a foreign language may trainees. This is reflected in the latest TDA joined the be acceptable if the applicant can show Performance Profile statistics, where 89 per University after at interview that residence abroad or cent of our trainees were awarded QTS, teaching German, 12 other relevant experience has developed making them qualified to teach. French and Italian appropriate competence in the foreign for over twenty years in five maintained The University-based term offers a solid language. grounding in the communicative approach schools; she was Head of Languages to language teaching, which also puts in three of them, the latter a Language We are also looking for energetic and emphasis on language as structure, as College. For much of her teaching career committed team players, who will be recommended in the National Curriculum. she worked alongside trainee teachers responsive to guidance, open to new ideas This part of the course will include as PST, Mentor and briefly as ITEC. and passionate about languages, language interactive, practical workshops and Karen also worked as a Project Officer learning and intercultural understanding. In seminars, peer teaching and assessment, researching CLIL (Content and Language return we aim to inspire, encourage and subject specific lectures, small group Integrated Learning) for CILT (Centre for support you through your training year to work and discussions. We shall help you Information on Language Teaching). Her become effective and motivational teachers to develop into a reflective practitioner, current interests include cross-curricular of MFL. who is constantly thinking about and dimensions in MFL teaching and KS2/KS3 improving your teaching expertise. Equally transition.
12 based on 2008/09 TDA Performance Profile figures www.exeter.ac.uk/education
Physical 1. Content: the concepts, principles, facts and skills of a subject, discipline or activity Education (PE) (eg, principles underpinning movement GTTR CODE: X9C6 actions) and the inter-relationships between these subjects, disciplines or activities; PRIMARY OPTION: GTTR CODE: XC96 2. Pedagogy: innovative and creative Physical Education (PE) at Exeter is widely ways of communicating or transmitting recognised as a leading PE course nationally. content knowledge that makes it interesting In the latest TDA Performance Profile and comprehensible to the learners (eg, statistics, 95 per cent of our PE trainees collaborative learning and teaching between were awarded QTS. Of those awarded, student teachers); 93 per cent are in teaching posts, compared 3. Learners: learners and their to the national average of 89 per cent. 13 characteristics, abilities, attributes, attitudes, The course is constantly evolving and diverse needs, strengths and weaknesses; changing to take account of the latest 4. Learning: educational theories of how research, current educational policy changes, learners think and learn (eg, Vygotsky’s recent Ofsted findings as well as trainees’ social constructivist theory); evaluations and the external examiners’ reports from the previous year to keep the 5. Curriculum: both the current National course vital, stimulating and moving forward. Curriculum for PE and the new Secondary The course is run by a team of enthusiastic, PE Curriculum at Key Stage 3 and 4 as well qualified and experienced tutors who have as GCSE syllabus/specifications and AS/A2 a real passion for their subject and genuine syllabus/specifications. love of working with trainees. OPTIONAL PATHWAY Training to become a PE teacher is a FOR PRIMARY demanding and challenging process; at We also offer an optional pathway within times exhausting, other times exhilarating. the course which equips trainees to teach The course will make great demands upon specialist PE at Key Stage 2 (aged 7-11) in your energy, your intellect, your time and addition to Key Stages 3 and 4 (aged 11-16). upon your own personal organisation. This would allow trainees to be employed, We place considerable importance on for example, in a secondary school setting student teachers collaboratively learning as a PE subject specialist/Primary Liaison and teaching both during university taught Officer/SSCO (School Sports Coordinator). sessions and in schools as well as developing As part of the University taught PE Course, high levels of independence, individuality the primary specialists will take a common and initiative. The course includes taught core of PE sessions but will divide for the lectures/workshops/practical sessions and specialist primary PE option (for a total of directed or independent study tasks to meet three hours per week). During School- your own professional development needs Based Work, primary specialists will spend as well as the needs of the modern day the equivalent of half a day per week in a PE teacher. You will, for example, acquire, primary school. understand, develop and apply existing and new knowledge of content, pedagogy, learners, learning and the curriculum both in PE and the wider educational context.
13 based on 2008/09 TDA Performance Profile figures 31
COURSE WHAT WE ARE LOOKING FOR 4. National Governing Body (NGB) LEADERS IN AN APPLICANT coaching award qualifications: at least one Will Katene As entry onto the course is highly coaching course successfully completed in leads the 11-18 competitive, we will be looking for a games activity in which you are weak or PE course. He applicants with the following strengths: have limited knowledge and understanding has taught PE in of the subject (eg, Basketball: a Level 1 1. Personal qualities: highly organised, different types Course or Leader’s Award Course); honest, reliable, dependable, committed, of secondary schools both in the UK intuitive and enthusiastic; applicants who 5. Recent and relevant teaching and New Zealand and has lectured in hold an optimistic outlook on life as a experience: a minimum of 10 days Higher Education for 13 years. His area whole, a real passion for their subject and a observational/teaching experience in of research focuses on how trainees genuine desire to work with young people, an 11-18 mixed comprehensive school learn to teach in PE. More specifically, especially in a school-based setting; (PE department). understanding the knowledge base of the trainee (eg, content knowledge) and 2. Academic qualifications: (a) C grade (NB: You are encouraged to apply as exploring how trainees maintain and or above in PE at GCSE and/or A level, soon as possible after the GTTR opens in improve this knowledge (eg, collaborative (b) 2:1 Honours degree in Sport and PE, September as places on the programme learning and teaching between trainees). Sports Science, Sports Studies, Exercise fill up very quickly!) and Sport Sciences, Sports Education, Sue Chedzoy Sports Management, Coaching and PE leads the Optional or other sports-related degrees. In the Pathway for past, applicants with degrees in Education Primary PE (especially Sport and Education), Sport Specialism. She and Leisure Management, and Psychology was Head of (especially Sport and Psychology) have Department in been accepted. We would consider two large comprehensive schools before applicants with a strong academic record working as an Advisory Teacher supporting and a different degree, if several modules colleagues in primary schools to teach high were strongly relevant to PE. However, a quality PE. Since lecturing at Exeter she has high grade in A Level PE is important if the been involved in training teachers to teach degree is less conventional; pupils from the age of 3 to 16 years. Sue’s 3. Health and Safety qualifications: research interests include children’s activity (a) valid and current one-day first aid patterns, preventing obesity in children and certificate such as the ‘Emergency First Aid issues relating to transition from primary to at Work’ certificate; (b) valid and current secondary schools. ‘National Pool Lifeguard Qualification’ (NPLQ); www.exeter.ac.uk/education
Religious COURSE LEADER Education (RE) Dr Karen Walshe GTTR CODE: V6X1 read her first In the latest TDA Performance Profile degree at the statistics, 95 per cent of those RE trainees Mater Dei Institute who were awarded QTS are in a teaching of Education, post compared to the national average of Dublin and her Masters at Falmouth 79 per cent. 14 College of Arts. She taught in schools in Devon and Cornwall as Head of RE and In line with RE curriculum requirements, was employed by AQA as an assistant this course prepares trainees to teach the examiner for GCSE RS. She has worked as major world religions, non-religious beliefs, a research assistant on several RE projects, and philosophy and ethics. In addition, it including Teaching about Jesus and has provides opportunities to explore issues recently completed her PhD on children’s surrounding the role of religion in society conceptions of Jesus. Karen has published a and in particular, questions concerning number of both professional and academic the nature of religion, approaches to the papers in RE and presented at national and study of religion, and inter-faith dialogue. international conferences. Experienced The course continually focuses on the colleagues in the field, including RE role of the RE teacher, examining theories Advisors, Ofsted inspectors and Heads of of learning and exploring implications RE in local schools, have regular input to for pedagogies of RE. Most importantly, the programme. the course is designed to help trainees convey their own enthusiasm for RE in the WHAT WE ARE LOOKING FOR classroom, demonstrating that the study of IN AN APPLICANT religion(s) can be intellectually stimulating, The usual entry requirement for this personally fulfilling, and engaging. The aim course is an Honours degree (2:1 or is to produce sparkling teachers of RE; above) in Theology and/or Religious teachers who will make a difference! Studies. Applicants with different degrees Schools in the South West offer some and relevant professional experience outstanding RE departments in which to are considered, particularly if those learn how to teach, including the school degrees are in Philosophy or Sociology where the Head of RE won the National and applicants are willing to extend their Teacher of the Year Award (2007). The subject knowledge by attending a subject University of Exeter is nationally known knowledge booster course or completing for its teaching and research in RE. Recent additional modules in Theology or Religious major research projects have included Studies at HE level as required. work on assessment in RE, on teaching the Bible in a plural and secular society and on teaching about Jesus in RE. Course tutors are keen to ensure that key findings from these and other significant research in RE feed into the RE seminars on the PGCE programme. Trainee teachers are helped and encouraged to experiment and undertake research in their own teaching. The TDA has launched a new website called Teach RE which contains further information on becoming an RE teacher: www.teachre.com
14 based on 2008/09 TDA Performance Profile figures. 33
Science Throughout the course we aim to promote engagement with the wider issues of BIOLOGY GTTR CODE: C1X1 science and its ethical and social relevance. CHEMISTRY GTTR CODE: F1X1 Practising teachers are involved in delivering the course in the University and play an PHYSICS GTTR CODE: F3X1 active mentoring role to foster professional SCIENCE WITH PSYCHOLOGY development in schools. Energetic, able GTTR CODE: F0XD and committed science applicants will find In the latest TDA Performance Profile this an empowering course which develops statistics, 92 per cent of those Science personal transferable skills, strength of trainees awarded QTS are in teaching character and offers the potential for playing posts, compared to the national average a part in shaping the future of society. for Secondary Science of 84 per cent. 15
Science is a core subject of the National COURSE Curriculum and science teaching offers LEADER many career opportunities. We aim to Dr Nigel develop effective and reflective practitioners Skinner joined with an understanding of research methods the University in education that can inform practice. The of Exeter in main subject module centres on learning 1990 having about the nature, content and teaching of taught science in maintained schools for all aspects of the science curriculum for ten years, three of them as a Head of 11-16 year olds. Department. His research interests centre on the development of teaching skills and Biology, Chemistry, Physics or Psychology the use of the internet as a professional teaching is chosen as a specialist subject for development tool for teachers. He is the post-16 teaching. Development of subject author of many works aimed at improving and teaching knowledge and understanding the quality of science teaching and learning is a priority. Topics covered include: the in both primary and secondary schools. aims of science teaching; the planning, preparation and evaluation of learning WHAT WE ARE LOOKING FOR experiences for children of different IN AN APPLICANT ages and abilities; school laboratory A typical trainee will have obtained good management and the use of information GCSE grades in ‘double science’ or in and communications technologies to each of the three separate science subjects. support science teaching and learning. They will have a good A level grade in Psychology is becoming an increasingly their specialist area (biology, chemistry popular choice at A level and is also or physics) and ideally in another science being offered as a GCSE option in some subject. Most will have a good degree in schools. The Science with Psychology their specialist area or a closely related option provides a pathway into teaching for subject with at least 50 per cent of the good psychology graduates who also have content related to their chosen specialism. a strong background in other sciences at A Equivalent or alternative qualifications level. It is designed to prepare trainees for are always considered. Where necessary, teaching all aspects of science to Key Stage applicants may be required to complete 3, some specialist science (depending on A some subject enhancement before joining level background) at Key Stage 4 together the course. with psychology at GCSE and A level.
15 based on 2008/09 TDA Performance Profile figures www.exeter.ac.uk/education Masters in Education: Professional Studies (MEd)
What is it? If you have not gained Masters level credits, Year 3: Researching Professional Practice The Masters in Education: Professional or if you have only 30 credits of APCL, the The final year of the programme introduces Studies is a part-time programme which first year of the programme prepares you you to a range of methods of educational builds on the foundation of your initial for critical professional reflection through enquiry and supports you in developing teacher education course. There are either Extended Reflection on Practice a research design so that you can carry public commitments to making teaching a (60 credits) or Reflecting on Practice (30 out a substantial research enquiry in your Masters level profession, recognising that credits). These modules are designed to own professional context. This module is learning to teach is a lifelong process. The enable you to reflect critically on your own assessed through a dissertation. Masters in Education (MEd) gives you the development of professional practice in This module involves four taught days at the opportunity to reflect critically on your relation to your prior professional learning. University, plus individualised dissertation own teaching and to investigate educational The modules will help you to make supervision. If you are unable to attend issues that interest you. By giving you a connections between your own experience one of the taught days, the module will framework of study and academic support it and broader understanding of relevant be available online. will help you to become a more informed, research and policy. more critical and more independent Will I have enough teacher. Year 2: Teaching and Learning: Theory, time to study? Policy and Practice The full Masters programme consists There is no doubt that teaching is a The main aim of this year-long module of three 60-credit blocks. If you have demanding job and you may be concerned (60 credits) is to enable you, as a practising successfully completed a PGCE you may about whether or not you will have time professional, to deepen your understanding have already gained the first 60 credits to study. We realise how busy you are and of teaching and learning so that you can enabling you to move directly into Year 2 for this reason, the MEd has been designed alter and improve your own practice. of the Masters programme. very much with you in mind. The module focuses on research in teaching and learning and encourages you For example, some of the face-to-face Year 1: Extended Reflection on Practice/ to make critical, informed decisions and teaching takes place at the weekends; Reflecting on Practice judgements based on relevant theories and assignments are cumulative; resources are All University of Exeter PGCE trainees who research evidence. In this module, you will accessible online. The MEd programme will qualified after 2004 are exempt from the investigate a real-life challenge identified give you the time that all teachers need to Year 1 element of the programme. from your own classroom practice. reflect on your practice and to continue to If you have already gained Masters level develop your professional expertise. This will involve four taught days at the credits from another university or provider University, spread throughout the year; if in the past five years you may be able to What will it cost? you are unable to attend one of the taught transfer those credits to the MEd via APCL For the latest fee information, please days, the module will be available online. or APEL (administrative charges apply). You refer to the website www.exeter.ac.uk/ The module is assessed through a portfolio may also be able to claim credits based on education/ppd4teachers which you build throughout the year. your prior professional experience. For more information about APCL or APEL please contact [email protected] 35
Why do I need a Masters . demonstrate your commitment to the degree? profession, to enhancing your own Increasingly, public bodies are advocating teaching and to enriching the learning transforming teaching into a “Masters environment of any school or college profession” with the expectation that every . participate in a TDA-approved teacher in the future will have a Masters programme degree. By taking that step now, you not only benefit from the outset from the skills you will hone through the programme, but How do I apply? you will be a step ahead in terms of career You can download an application form development. from our website: www.exeter.ac.uk/ education/ppd4teachers Your school or college will also benefit from the impact that the programme will have on your teaching and that of your colleagues, Where can I find out more? and because the theoretical core of the You can find out more about the programme is so strongly linked to practice programme on our website: and experience, your research could have www.exeter.ac.uk/education/ In my second year of beneficial effects on whole school/college ppd4teachers policy. “the MEd, I introduced a Your first point of contact What are the benefits? peer-mentoring programme For more information, please contact the The programme offers you the Graduate School of Education: opportunity to: between my Year 7 and Email: [email protected] . create continuity with your teacher Year 10 students as part training and build a strong foundation for Telephone: +44 (0)1392 724837 your teaching career of the Mentoring module. . network with others in the profession outside your own school/college context I am now in the process . share good practice and learn from of investigating how others’ experiences personality dynamics can . continue to develop your own academic and intellectual capacity affect the success of such . complete the programme flexibly over three years by taking one year out if a programme as part of my desired dissertation. Studying
for the MEd has
given me a deeper understanding
of the needs of my students. EMMA MCNALLY, “ PHYSICAL EDUCATION TEACHER www.exeter.ac.uk/education
They really teach “you how to be self-sufficient and give you a lot of
responsibility
for assessing your own progress. “
RACHAEL WOOD, SECONDARY ENGLISH
…despite having to move 250 miles, the reputation of both the University “ and the course made Exeter my “ first choice! HELEN PARRY, PRIMARY SCIENCE 37 PGCE entry requirements and application details
All applications for entry to our PGCE directly. All new applications from 1 July OTHER REQUIREMENTS courses must be made through the will automatically enter the Clearing . a medical report which is deemed Graduate Teacher Training Registry process. Enquiries should be made satisfactory by the University (GTTR) and application forms are to the Admissions Office: . a completed CRB enhanced disclosure available either online through their Telephone: +44 (0)1392 723009 which is deemed satisfactory by the website www.gttr.ac.uk or by Email: [email protected] University contacting them direct. Applications can be made from mid-September 2010 All Extra and Clearing forms should be sent . Independent Safeguarding Authority and you are encouraged to apply early to the Admissions Office. Please see page registration as many courses fill up quickly. The 47 for details. . a completed Suitability to Teach initial closing date for receipt of Primary assessment form from the General applications is 1 December 2010, but ENTRY REQUIREMENTS AND Teaching Council (GTC), which is later applications may be considered APPLICATION DETAILS deemed satisfactory by the University if places are still available. There is Entry to the PGCE programme is no specific closing date for Secondary conditional on: The University of Exeter follows ‘safer applications but programmes will be recruitment’ guidelines to help ensure closed as soon as they are filled. An . graduate or equivalent status the suitability of applicants recruited to academic reference is required from any . the relevance of an Honours degree its PGCE courses. institution of Higher Education that you content to the chosen specialist subject(s) have attended within the last five years. TERMS AND CONDITIONS Please note: if an academic reference is . passes at GCSE in English and All trainees will be required as a condition not submitted then this will cause a delay Mathematics at grade C or above of enrolment to abide by, and to submit in the processing of your application. (or equivalent) for those applying to, the procedures of the University’s for Secondary. If you are applying Regulations for Students, as amended DEFERRED ENTRY for Secondary Mathematics, Science, from time to time. Applicants are not able to apply for deferred Design and Technology, Information A copy of the current Regulations for entry, although in special circumstances Communication Technologies, Modern Students is available, on request, from we may agree to defer a place after an Foreign Languages or Religious Education the University. offer has been made and requests may be and do not have a pass at grade C in considered on an individual basis. Enquiries either English or Mathematics, you “One of the most enjoyable voyages of should be made to the Admissions Office: will have the opportunity to sit the University’s equivalency test in order to self-discovery I have ever been on!” Telephone: +44 (0)1392 723009 gain attainment at an appropriate level Sarah Anson, Secondary Science Email: [email protected] . passes at GCSE in English, Mathematics and Science at grade C or above (or APPLICANTS WHO WILL BE equivalent) if you are applying for Primary OVERSEAS DURING THE or Early Years. Please note: although RECRUITMENT CYCLE the TDA minimum requirement is a If you will be outside the UK during the
grade C at GCSE, we will generally recruitment cycle for your proposed year only consider applicants with a grade B of entry, you should make contact with or above for Mathematics and English the Admissions Office directly to discuss and a grade C or above for Science alternative arrangements. for the Primary and Early Years programmes EXTRA AND CLEARING If you are unsuccessful in finding a place . selection based on the information by the middle of March, the GTTR will provided on the GTTR application “ send you information explaining the Extra . selection based on a successful interview Coming to process. This will enable you to contact institutions directly. If by 30 June you have Exeter is the not secured a place, then you will be sent details of the Clearing process, which best choice also allows you to contact institutions “ I have made in years.
CLAIRE BEGGS, SECONDARY D&T www.exeter.ac.uk/education
Accommodation
PGCE trainees are not guaranteed From May onwards the Accommodation University accommodation and in the Office publishes a list of short-term vast majority of cases, having University accommodation in the private sector accommodation is not appropriate to assist PGCE trainees and has been due to the pattern of school-based successful in helping all PGCE trainees work placements. Therefore, almost find appropriate accommodation in all trainees take accommodation in the previous years. private sector. If a student is allocated to University Primary PGCE trainees spend most of their of Exeter accommodation it is let for third term in school placements, most of 42 weeks and trainees are responsible which are away from Exeter, and therefore, for payment for the full period of the are advised not to enter into a contract accommodation contract. International until they know the location of their third fee paying PGCE trainees are entitled to term placement. Secondary trainees will university accommodation if they apply only need accommodation in Exeter for the to the Accommodation Office before first term as they are generally away from the guarantee deadline date and take Exeter for their teaching placements during accommodation for the full 42 weeks. the second and third terms. Fees and finance
TUITION FEES UNIVERSITY OF EXETER important part of creating a programme Tuition fees for the University of Exeter’s FINANCIAL SUPPORT that encourages all trainees to succeed and PGCE programme for entry in 2010/11 Ted Wragg Awards for become great teachers. were £3,290 for Home/EU students and Outstanding Trainees So, what makes an excellent trainee? We £9,100 for international students. Tuition The University of Exeter is a leading are looking for those who demonstrate fees can be paid up front at the start of the provider of teacher education courses. As good subject knowledge, excellent academic year or in three equal instalments; such, we are looking for applicants who communication and people skills. Excellent each instalment being due on the first have the potential to become outstanding trainees are creative, able to think on day of a new term. Please note, for teachers. their feet, confident and infuse enthusiasm international applicants from Canada we The Ted Wragg Awards for Outstanding both in the classroom and in their fellow offer a specific PGCE programme, see Trainees are in honour of Professor Ted trainees. Most importantly, we are looking www.exeter.ac.uk/education/pgce/canada Wragg, a nationally-recognised advocate for those who show us they are passionate A variety of attractive financial support of the teaching profession and a man about helping people learn and enjoy the packages are available and we strongly who inspired a great many of today’s best challenges and rewards that teaching offers. recommend you visit the following websites teachers and teaching practices. These How does the Award work? for the latest details: awards have been developed to recognise, Unlike a scholarship, recipients will not be encourage and financially reward our best . www.direct.gov.uk/studentfinance selected based on entry criteria – instead PGCE trainees. . www.gttr.ac.uk they will be judged on their year as a Why? Because a fundamental part of . www.tda.gov.uk trainee. Therefore, everyone comes into our PGCE programme is the sharing of this equal. Trainees are selected because experience, good practice and support they not only proved they will make not just from staff to trainee but between outstanding teachers, but helped others trainees themselves. We reward excellent to become the same. trainees because we know they are an 39
All PGCE trainees are eligible and will be exceptional financial difficulty such that considered for this competitive award. continued attendance on their course There is no application process. The may be at risk. Students eligible for other awards are made towards the end of the bursaries, grants or scholarships must apply training year. Trainees will be selected based to those schemes in the first instance. In on consultations with school mentors, assessing hardship, all available sources of tutors and course leaders. The number funding, including training bursaries and of awards handed out each year will vary. student loans, must have been utilised by Last year 25 trainees received the award. the student. All awards from the Access to The value of the awards will again vary Learning Fund are discretionary. Students depending on the number of trainees with dependants may apply to their Local selected and the strength of each trainee. Authority for financial assistance from the Typically, awards are £500. ‘Parents Learning Allowance’. The money is tax-free and will go For further information on the Access to directly to the awardees. These awards Learning Fund and other Student Funding are discretionary and therefore will be Schemes: administered based on the judgements Telephone: +44 (0)1392 723858 of the School, the merits of each trainee Email: [email protected] and the needs of the PGCE programme. The School may reserve some awards for www.exeter.ac.uk/studentfinance specific subject areas. Alternatively, contact the Students’ Guild Advice Unit: ACCESS TO LEARNING FUND Telephone: +44 (0)1392 723520 The University also has an Access to Learning Fund to assist UK students in Email: [email protected] www.exeter.ac.uk/education
Living in Exeter and the South West
CITY LIFE University; the Barnfield Theatre; and the cyclists and horse riders. There are beautiful Exeter has a well-deserved reputation for Exeter Phoenix Theatre, whilst Plymouth’s beaches for sunbathers and watersports being one of the safest and most student Theatre Royal attracts national touring enthusiasts, and surfers can find some of friendly cities in Britain, with a vibrant companies such as the Royal Shakespeare the best surf in the country on the north culture and relaxed atmosphere. The city Company. The Vue Cinema is the main Devon and Cornwall coasts. In contrast, centre is a fusion of the best in modern cinema in Exeter, but the Picturehouse is the gentler landscapes of rolling hills, rivers facilities and a beautiful historic setting. also very popular. Its programme includes and attractive market towns and villages art house and classic films as well as the throughout Devon are perfect for exploring The cafés, restaurants, pubs and modern major blockbusters. It also has a bar with in a leisurely fashion. shops of the city centre mix easily with fabulous views where you can have a drink Exeter’s historic buildings. The city centre To find out about living in Exeter and the or relax with a coffee and a newspaper. itself has an impressive shopping centre South West, visit www.exeter.ac.uk/ with all the stores and facilities you’d There are a large number of bars, pubs, postgraduate/locations expect in the regional capital. But the clubs and restaurants in the city centre. real enjoyment of shopping in Exeter is Performers from the London stand-up to explore the side streets and some of comedy circuit regularly visit the Exeter the more unconventional shops, such as Comedy Club. Live music can be enjoyed the Cathedral Green with its bars and throughout the city in various venues, on restaurants or Gandy Street with its diverse campus and at the large Westpoint venue. range of shops. BEACHES AND COUNTRYSIDE Exeter’s arts centre, the Phoenix, offers The South West region is one of Europe’s top quality theatre, dynamic dance, live top holiday destinations and there is a music from around the world, exhibitions stunning array of coast and countryside of visual arts and crafts and thought- within easy reach of Exeter. Dartmoor, provoking films. Exeter has three theatres, Exmoor and Bodmin Moor offer rugged the Exeter Northcott Theatre, which is landscapes to challenge hikers, climbers, on the Streatham Campus and run by the
41 Exeter celebrates history and embraces today...its “
thriving night-life, lively cultural scene
and rich history make it well worth a visit. This old city is young
“at heart thanks to a large student crowd and plenty of bars, clubs and cafés, especially around the revitalised quay area.
LONELY PLANET GUIDE TO GREAT BRITAIN, 2008
“ Not only is Exeter one of the Excellent “ top schools for surroundings and a good , teacher training mix of students with supportive, “it’s a lovely part of “ encouraging tutors. the country. LEE SMITH, SECONDARY D&T PETE BUCKLEY, SECONDARY SCIENCE
www.exeter.ac.uk/education
Exeter offered me everything I could have wished for in terms “ of a University experience. It has been “ inspiring, challenging and endlessly rewarding. CATRIN COX, PRIMARY ENGLISH
Facilities
A PGCE course is demanding and to help events for all students. In addition to the . one-to-one tuition with dyslexia you achieve your best results we take great St Luke’s Campus, students are encouraged specialists care in providing excellent resources. In to take advantage of further facilities located . one-to-one appointments with addition to the unsurpassed support and on the Streatham Campus, which is only a disability advisers attention of our staff and school mentors, short 20-minute walk away. the campus facilities include: . one-to-one tuition for IT skills DEDICATED SUPPORT . modern seminar rooms and . advice on how to apply for a DSA lecture theatres The University provides comprehensive student services that include the Disability . some Technical Needs Assessments . £1m library refurbishment with new and Resource Centre, Student Learning subject to home LA approval improved study areas (both silent and Skills Service, Student Advice Unit, the . special exam concessions group research spaces), improved IT Counselling Service, Students’ Union facilities including a wireless network and Advisors, the Student Health Centre, Family . note-taking support, readers, amanuensis, a self-service facility Centre and the Chaplaincy. Full details can guides be found on the University’s Postgraduate . print unit with full reprographic services . support workers for personal care Study web pages at: www.exeter.ac.uk/ and mental health issues . extensive IT facilities, including a recently- postgraduate completed £0.5m refurbishment of an . sign language interpreters IT-enabled 100 seat lecture theatre DISABILITY RESOURCE CENTRE . liaison with academic staff The Disability Resource Centre (DRC) TIME TO UNWIND provides a range of services for students For more information please contact Although academic resources are essential with disabilities. We promote equality the DRC: for your training, we also understand you of opportunity and aim to prevent Email: [email protected] will need some time to relax and unwind discrimination wherever possible. We Telephone: +44 (0) 1392 723880 from your studies. To help make your encourage all students with specific learning Fax: +44 (0) 1392 722092 experience as enjoyable and complete difficulties (including dyslexia), a physical www.exeter.ac.uk/disability as possible the following facilities are also disability or illness to declare their needs available on St Luke’s Campus: on their application form. This will not STUDENT ADVICE UNIT . a restaurant and cafeteria affect your application but will enable us The staff of the Guild’s Student Advice to plan and prepare for your arrival and Unit can answer many of the questions or . a bar and student centre support. You may be eligible for a Disabled problems you might encounter, including . an indoor swimming pool Student Allowance (DSA) which is a non- those relating to money, housing and legal means-tested award from your home Local matters. More information on this can be . two gymnasia including a dedicated Authority (LA). Please contact us for advice. found at: www.exeter.ac.uk/studenthelp advanced conditioning studio The Disability Resource Centre (DRC) The Students’ Guild provides support, . lawn tennis/volleyball during the summer offers the following services: advice, representation, entertainment and The University has a very active Students’ . diagnostic assessments for students other activities to enhance your student Guild, which offers a range of activities and who feel they may be dyslexic experience at Exeter. 43
The Postgraduate Union (PGU) is part STUDENTS FROM of the Students’ Guild and represents ETHNIC MINORITIES the specific interests of postgraduates to Sara Bennett, the Race Equality Resource the Guild and University. The PGU also Officer within the School, is available to offers advice and support on academic work closely with students from ethnic and welfare issues and organises social minorities. Sara is not part of the student events, including the annual Postgraduate assessment process and offers you: Ball in January. All postgraduate students . a safe, confidential and non-judgmental are automatically members of the Students’ place to discuss issues and concerns Guild and the PGU. . practical support to manage issues such INTERNATIONAL STUDENTS as housing and finance We have a strong international community . referral to appropriate agencies for and we warmly welcome applications specialist advice, information and support from international students. International fee paying PGCE trainees16 are entitled Sara also works with staff and partner to university accommodation if they apply schools to ensure the success of school- to the Accommodation Office before based placements for all concerned. the guarantee deadline date and take Email: [email protected] accommodation for the full 42 weeks. There is also plenty of privately rented “Sara Bennett was so helpful and supported accommodation available in the City. me all the time during the course. She For further information, including a virtual responded to me quickly and gave me tour of University accommodation, visit: useful advice and suggestions.” www.exeter.ac.uk/accommodation Kentaro Saito, Secondary Citizenship with Humanities International Student Advisors are on hand to offer advice and assistance on a wide number of issues; more information is available on the International Office website at: www.exeter.ac.uk/as/support/ international
16 You are defined as an ‘international’ student only if you pay international fees (not EU) www.exeter.ac.uk/education
PGCE Open Days
Becoming a teacher will lead to an exciting and rewarding career. Quality teachers are highly sought after and choosing a PGCE course is an important step in ensuring a successful career. Our website provides details about the many courses we offer, including information on who to contact if you have specific queries. In addition, for those of you interested in training to become Maths, Science, D&T, MFL or ICT secondary teachers, we run Open Days where you can visit our campus, meet our tutors and learn more about these particular PGCE courses. Please visit our website for details of these Open Days.
Top marks to our tour guide, who was buzzing with “ enthusiasm. When I left “the Open Day I felt extremely positive and motivated. 45
PGCE Open Days It definitely added to “ I felt the most the information useful part of the in the prospectus day was having lunch “ “with the tutors – that was excellently. where we learnt the nitty-gritty
about the course, how it’s
run, the placements and
career advice. We also
got the chance to “ talk to other
prospective students.
“ I found it informative and welcoming. Thanks, I enjoyed “ All of my questions were answered in a very friendly way. the day and would “I found all the staff I talked with to be very “recommend approachable and informative. it to anybody. www.exeter.ac.uk/education How to get here
BY TRAIN BY CAR Please note that, with the exception of The average journey time from London The M4/M5 links Exeter directly to London, individuals with disabilities, students are not Paddington to Exeter St David’s is two the Midlands, South Wales and the North permitted to park on the St Luke’s Campus. hours 30 minutes. The local H bus service including Scotland. The average journey Details of parking facilities can be found at: connects the station and St Luke’s Campus. time from either London or the Midlands www.exeter.ac.uk/visit is three hours. BY COACH National Express coaches call at Exeter BY AIR Coach Station. The local D bus connects The nearest regional airports are at Exeter, the Coach Stations to both St Luke’s Plymouth and Bristol. For further details: Campus and Streatham Campus. www.exeter.ac.uk/visit 47
I have really enjoyed working with the other students on “ “ the course – as a mature student this was one of my anxieties, but it has been a very positive experience.
KATHY NORRIS, EARLY YEARS
Key contacts
PGCE ADMISSIONS OFFICE TRAINING AND DEVELOPMENT Laver Building, North Park Road, AGENCY FOR SCHOOLS (TDA) Exeter, Devon EX4 4QE Telephone: +44 (0) 845 6000 991 Telephone: +44 (0) 1392 723009 www.tda.gov.uk Fax: +44 (0) 1392 723857 Email: [email protected] GRADUATE TEACHER TRAINING REGISTRY (GTTR) ACCOMMODATION OFFICE Telephone: +44 (0) 8714 680469 Telephone: +44 (0) 1392 722524 www.gttr.ac.uk Fax: +44 (0) 1392 723142 Email: [email protected] DEPARTMENT FOR education www.exeter.ac.uk/accommodation www.education.gov.uk
STUDENT FINANCE TEACHERNET Telephone: +44 (0) 1392 723858 www.teachernet.gov.uk Fax: +44 (0) 1392 723859 Email: [email protected] www.exeter.ac.uk/studentfinance www.exeter.ac.uk/education
…with Exeter the door is never closed. It continues to be on hand to give advice and take an active interest in “ the career development of its students. This makes “ Exeter a very special place, putting students and ultimately the pupils they will teach, first.
RICHARD BRIDGEWATER, PRIMARY HUMANITIES This document forms part of the University’s Postgraduate Prospectus. Photography Every effort has been made to ensure that the information contained in We acknowledge with thanks individual students the Prospectus is correct at time of print. The University will endeavour to and staff, Apex, Kate Bailey, Princesshay, South deliver programmes and other services in accordance with the descriptions West RDA – Tom Smith and Tim Pestridge. provided on the website and in this prospectus. The University reserves Designed by the right to make variations to programme content, entry requirements and Design and Publications Office, methods of delivery and to discontinue, merge or combine programmes, University of Exeter both before and after a student’s admission to the University. Full terms and Published August 2010, conditions can be found at www.exeter.ac.uk/postgraduate/disclaimer © University of Exeter Graduate School of Education PGCE Admissions Office Laver Building North Park Road Exeter, Devon EX4 4QE Telephone: +44 (0) 1392 723009 Fax: +44 (0) 1392 723857 Email: [email protected] www.exeter.ac.uk/education
2010GSE013