(Secondary) Chemistry PGCE

Course in brief

The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you are a graduate with a good honours degree or equivalent in a subject directly relevant to the chemistry specialism.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in chemistry at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career. If your degree isn’t in the subject area you wish to teach or you have relevant professional experience but need to learn how to apply that to teaching we offer Subject Knowledge Enhancement courses.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

How to apply for teacher training.

Need help and advice about training to teach options or want to register your interest in our programmes? Get in touch.

Key facts

Location Brighton: Falmer

UCAS Teacher Training code F1X1

Full-time 1 year

Before starting this course you will need to have passed the Professional Skills Tests; if you have not already completed these you are advised to take them as soon as possible.

Entry requirements

The entry requirements listed here are our typical offer for this course if you wish to begin studying with us in 2017. They should be used as a general guide.

We operate a flexible admissions policy – this means that you could receive a lower conditional offer than the typical offer, informed by our assessment of your complementary non-academic achievements and experiences. For courses that require interview or portfolio review, this may also be considered in the level of any conditional offer that follows if your application is successful.

Degree and experience
A good honours degree or equivalent, directly relevant to subject specialism.

If you hold a good honours degree in a science subject, but with less than 50% chemistry, you can undertake a Subject Knowledge Enhancement (Chemistry) programme before starting the PGCE, to develop your subject knowledge. Depending on your need and circumstances, you can choose either a 24, 20, 16, 12 or 8–week programme and take part either face to face at the university, or via distance learning with an additional 15 hours of laboratory work at the university.

GCSE (minimum grade C or grade 4)
At least English language and maths. In-house equivalence tests are available for suitable candidates.

Professional Skills Tests
The Department for Education has introduced Professional Skills Tests in literacy and numeracy for all applicants to teacher training (QTS) routes. These tests are compulsory, and it will not be possible to enter training without having successfully completed them. Candidates are able to book these tests in advance, and the Department for Education strongly advises you to take the tests soon after you have submitted an application.

The University of Brighton recognises that these tests may present a real challenge to some candidates and we recommend that you prepare carefully before attempting them, as you are limited to only three attempts per test. We recommend that postgraduate applicants have passed the tests before they come to an interview as this will give you a clear advantage. However, if you have not yet passed the tests but have a clear strategy in place, we may well be prepared to consider your capacity to pass and potentially make you an offer of a place subject to their successful completion. When we make such an offer you will be given a clear deadline, usually within two months of your interview, so we advise that you plan ahead and book your tests well in advance so that you can organise your preparation.

Details about the tests, including how to register and prepare for the tests, can be found on the education.gov.uk website. Further resources to help you prepare for the numeracy test can be found in the 'Course in detail' section below.

Experience

Applicants will be expected to demonstrate recent and relevant experience of children in secondary schools and understanding of what it is to be a teacher.

Other

All offers of places are subject to a satisfactory health check and a Disclosure and Barring Service (DBS) enhanced check.
All applicants are required to attend an interview in person either at the Falmer campus or in one of our partner schools.
Applicants from minority ethnic and other groups under-represented in the profession are particularly welcome.

For non-native speakers of English
IELTS 7.0 in all elements.

Course in detail

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 competency, 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's School of Education 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 numeracy test

If you have not yet passed the professional skills test for numeracy, you may find the following list of support material useful. You are urged to take the tests as soon as possible but you do need to make sure that you are fully prepared.

Department for Education Practice 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 (RRP: £9.99). Published February 2013. ISBN-13: 978-1446275160

TES Top 10 tips for the Numeracy Skills Test – Article on ways to maximise your score on the test. Published April 2013

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 are rated ‘outstanding’ by Ofsted for initial teacher training
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
Enjoy outstanding facilities including dedicated studios, laboratories, the latest classroom technologies and more than 30,000 specialist resources for trainee teachers
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

Careers and employability

Graduates of the course are equipped with the skills and knowledge to become confident and competent secondary-school teachers.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

There is a national shortage of chemistry teachers, with the subject being nationally recognised as a secondary shortage subject. This means that teachers qualifying in chemistry are particularly employable.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details, please check: http://www.education.gov.uk/get-into-teaching/school-experience.aspx

The teachers we train are:

highly committed to their pupils’ learning and ambitious in what they want to help them achieve
inquisitive, critically reflective and motivated to keep learning and improving their own practice
quick to adapt to different learning contexts and confident to challenge inequalities
an asset to the profession, willing to share their knowledge and experience and to collaborate with others
well-prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

Fees and funding

Your fees

UK/EU (full-time) 9,250 GBP

International (full-time) 13,920 GBP

Bursaries and funding

Financial support for trainee teachers has never been better. You could get up to £30,000 tax-free while you train, either as a bursary or prestigious scholarship. 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.

The fees listed here are for full-time courses beginning in the academic year 2017–18. Tuition fees are payable for each year that you study with us.

Where UK/EU students are subject to regulated fees, the annual fee increase cannot exceed the UK government’s maximum regulated tuition fee limit set for the relevant year. For all other students, ie those not subject to regulated fees, tuition fees are subject to a maximum annual increase of the higher of 5% or RPI.

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- 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 and living here

Location

About Brighton

Forward-thinking and welcoming, the city of Brighton & Hove is a community of creative and diverse people who share values like sustainability and inclusivity – just like its university.

Miles of pebble beaches, hundreds of bars, restaurants and clubs, a packed calendar of culture, music and sport and great independent and high street shopping attract visitors from all over the world. By the end of your course you’ll still be finding new things to enjoy about the city.

The Brighton Festival, England’s largest arts festival, takes place every May – as does the Great Escape Europe’s leading industry showcase for new music, 300 bands perform over three days at venues across the city. Major events celebrate Pride, digital culture, cinema, photography, food and the winter solstice. Our own Brighton Graduate show is a highlight, turning the university into the largest exhibition space in the south east as we celebrate the outstanding creativity of our students.

As a student here you’ll have a unique opportunity to experience what the city has to offer. Volunteering and placement opportunities enable you to play your part in the events, organisations and communities that make Brighton such a compelling place to be.

Campus where this course is taught

Falmer campus

Surrounded by the South Downs National Park and just five miles from the centre of Brighton, our Falmer campus has benefited from over £60million of investment over the past 10 years. 7,000 students are based here, studying subjects including English, education, social science, nursing and medicine.

Recent developments include the Falmer Sports Centre – with its fitness suites and sports hall – and the innovative Checkland Building, which has natural ventilation systems and an insulating green roof.

Falmer has also recently installed more than 600 solar panels, which reduce the campus’s carbon emissions by more than 80 tonnes. The renovation has made us one of the top universities in the UK for on-site renewable energy production.

Accommodation

Brighton

Our Brighton halls of residence are located across the city in Grand Parade, Moulsecoomb, Varley Park and Falmer.

Grand Parade is in central Brighton and has one hall of residence, Phoenix Brewery, within walking distance.
Moulsecoomb is two miles from the city centre and also has one hall of residence, Moulsecoomb Place, on campus.
Varley Park offers the biggest choice of student accommodation with ten halls of residence.
Falmer campus has two halls of residence: Great Wilkins and Paddock Field.
Varley Park and Falmer are around four miles from Brighton centre; there are good public transport services nearby.

Aside from halls, you have the option of Unihomes, which we let out to our students on behalf of private landlords.

You can also choose to join the many students who live away from campus in private rented accommodation. We have a list of high-quality, university-endorsed private sector accommodation and can help you find housemates to move in with.

Find out more on our Brighton accommodation webpages and if you have any questions, our accommodation team will be happy to help. You can contact them by email at accommodation@brighton.ac.uk or by telephone on 01273 644100.

Paddock Field

Moulsecoomb Place

Maps

Accommodation

University building

Falmer campus and Brighton and Sussex Medical School map

Find out more

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Ask a question about this course

Read our application advice for postgraduate teacher training. The DfE has also produced useful two helpful short films on the benefits of university-led training and what to know when applying for teacher training.

If you have a question about this course, our enquiries team will be happy to help.

01273 644644
enquiries@brighton.ac.uk

Student Views

Eun-Ji Kang

During my first year at the University of Brighton I realised that I wanted to go into teaching so attended an open day where the tutors were able to advise me on the best options and courses available to help me fulfil my career goals.

From their advice I choose to study Chemistry (Secondary) PGCE as this course offered a lot of support as well as school-based experience which is required to become a teacher.

The subject tutors on this course have a lot of valuable experience which means they are able to offer students useful advice that has been tried and tested in the classroom. In addition to this they are extremely supportive and make a lot of effort to understand each and everyone’s needs.

I feel that I have been very lucky with my placements and have had some amazing mentors who have given up their time to offer me guidance. Overall, my school experiences have been really nice. It’s been great to meet a variety of new people who share my passion for teaching.

For anyone thinking of applying for this course, you need to be prepared for a physically and mentally demanding year, however the experience you will gain during this time is completely worth it and totally rewarding.

Once I have completed my NQT year, I plan on starting to build up my career with the ultimate goal to become a head teacher in the future.