(Secondary) Chemistry PGCE

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

The university works in partnership with schools and colleges to provide a high quality programme of support, ensuring a sound relationship between theory and practice. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the 'Peer Observation' programme.

The School of Education is excellently equipped with multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in chemistry and provides you with the opportunity to develop skills, knowledge and understanding of chemistry in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competencies, supported by analytical skills. By the end of the course you will:

• refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate

• understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners

• understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development is intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school. 

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Key aims of the school-based training:

• advance the development of your professional attributes, skills, knowledge and understanding
  
  
• provide practical and specific experiences that enable you to critically analyse your professional practice and take responsibility for your own professional development
  
  
• enable you to work collaboratively with colleagues in order to develop an understanding of the ways in which the attainment, development and well-being of all learners can be achieved with a unified support and teaching system
  
  
• provide opportunities that enable you to adopt a creative and constructively critical approach towards your practice, supported by appropriate reading and research.

During your school-based training, university tutors, school mentors and teachers will support you and take shared responsibility for your professional development.

Your progress will be observed and assessed throughout your placement by university and school staff, followed by feedback sessions to discuss your development. Your e-portfolio will also be evaluated as part of the overall assessment.

Organising your school-based training

Our Partnership Office will organise the school-based training for you. Each year we organise over 2,500 placements for our students. We work hard to ensure that you have placement opportunities that will give you valuable and varied experiences in the area of education in which you are interested.

How it works

We will ask you to complete a placement information form when you start your course, and will use this information to match you to a suitable placement. We will consider your previous experience, travelling distance, the age ranges you wish to teach, and your current needs.

Once we have matched you with a placement, the team in the Partnership Office will confirm the placement as quickly as possible with the school or organisation. They will then contact you with the placement details. Almost all of our placements will be with partner schools or organisations in south-east England, most of them in East and West Sussex.

Ofsted

In our most recent Initial Teacher Education inspection report, the University of Brighton was graded 'outstanding'.

Ofsted identified some of our key strengths as:

• the very high attainment of the majority of trainees
• the expertly designed and diverse range of programmes that respond to trainees' backgrounds, needs and interests as well as to national priorities
• the outstanding progress made by trainees as a result of training, which enables them to fulfil their potential
• inspirational teaching, tutoring and mentoring that model the best teaching and give trainees the ambition to reach the highest standards
• highly reflective trainees who demonstrate good subject knowledge and a breadth of understanding of how to teach
• an excellent range of training experiences that effectively prepare trainees to teach in a diverse society
• the excellent resources available to trainees
• leadership that is dynamic in its approach to anticipating change and solving problems
• a visionary approach to innovation and change.

Staff profile

Dr Brian Marsh

Course Leader

Brian graduated in chemistry from the University of Hull where he also earned his PGCE and MA (science education). He has subsequently obtained an EdD from the University of Sussex.

He joined the university in January 2008 having taught chemistry and science for many years in 11-18 secondary schools in North Lincolnshire, Hull and Sussex. During this period he had extensive experience as a head of science, senior teacher and as an assistant headteacher, having gained a NPQH. Brian was a lead teacher for science and he served on the QCA Science Panel.

Skills Tests 

Support for the skills tests

You have to pass the professional skills tests before you begin your teacher training. The University of Brighton recognises that these tests may present a challenge to some candidates and hope these support materials will help you to be fully prepared before attempting them.

Department for Education Practise Materials – You will find a range of support materials on this official site, including online tests.

Passing the Numeracy Skills Test – Book by Mark Patmore, including one practice test . Published February 2018. ISBN-13: 978-1526419231

How to Pass the QTS Numeracy and Literacy Skills Tests: Essential Practice for the Qualified Teacher Status Skills Tests - Book by Chris John Tyreman. Published July 2016. ISBN-13: 978-0749478292

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase. 

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools.

Find out more about School Direct and view vacancies.

 Study here 

Why choose teaching at the University of Brighton?

• We were rated Outstanding by Ofsted in our 2018 inspection
• Our graduates benefit from excellent employment rates that are consistently above the sector average
• We have 600 partner schools and colleges, offering varied placement opportunities to our students
• We work closely with local authorities, schools, colleges and educational organisations ensuring that our students are kept up to date with the changing world of education
• Our tutors are experts in their area of research and have published numerous academic publications
• We offer several routes into teaching with the opportunity to engage in professional development after graduating
• We have a dedicated team to help you after you qualify, through our NQT support programme
• We’re one of the UKs largest teacher training universities, educating teachers and leaders for over 100 years

Facilities 

Curriculum Centre
Our outstanding Curriculum Centre provides trainee teachers with over 30,000 specialist teaching resources including books, DVDs, games and an online catalogue.

Specialist classrooms
Our Falmer campus facilities replicate those used in schools and all spaces include specialist equipment to help you become the best teacher you can be. 

Teaching facilities include:


• science labs

• art classrooms

• kiln room

• dark room
• 
design and technology workshop
• 
performance studio.
 

Click to view a virtual tour of our facilities. 

Fees

Bursaries and funding

Generous, tax-free funding is available to the best graduates training in a range of subjects. You could get up to £28,000 tax-free while you train, either as a bursary or prestigious scholarship. Early-career payments are also on offer for those choosing mathematics.Your eligibility for financial support, and the amount you can expect to receive, will depend on the subject you choose to teach and your degree classification or highest relevant academic qualification. 

In addition, a small number of discretionary bursaries may be awarded to trainees who we identify as having outstanding potential, and who fall within the bottom and middle tier for core bursary payment purposes.

You don’t need to apply for a bursary – if you are enrolled on a non-salaried postgraduate course and meet the eligibility criteria, you will begin receiving payments automatically by your chosen teacher training provider. You will receive more information on the arrangements and how this is distributed prior to the start of your course.

Find out more about funding.

Info

The fees listed here are for full-time courses beginning in the academic year 2019–20.

Further tuition fees are payable for each subsequent year of study and are subject to an annual increase of no more than 5% or RPI (whichever is the greater). The annual increase for UK/EU students, who are subject to regulated fees, will increase no more than the statutory maximum fee.

You can find out more about our fees in the university's student contract and tuition fee policy (pdf).

The tuition fee you have to pay depends on a number of factors including the kind of course you take, and whether you study full-time or part-time. If you are studying part-time you will normally be charged on a pro rata basis depending on the number of modules you take.

What's included in the fee?

When costs such as health or DBS checks, or use of specialist materials are incurred as a mandatory requirement of the course they are included in your tuition fee.

You may incur additional costs depending on the optional modules or activities you choose. The cost of optional activities is not included in your tuition fee and you will need to meet this cost in addition to your fees. Before you apply check with the school that provides your course using the contact details in the Find out more tab (at the end of this page) for advice about what is included and what optional costs you could face so you can budget accordingly.

See our finance pages for advice about funding and scholarships as well as further information about fees and advice on international and island fee-paying status.

Location

Campus where this course is taught

Accommodation

Maps

Accommodation

University building

Falmer campus