Cs 1243 pgce prospectus 2014

PGCE Prospectus -

Early Years Primary Secondary Post-Compulsory Education and Training

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Contents 04 Welcome to the Faculty of Education 06 Why Teach?

08 Why Train to Teach at Edge Hill University?

• Founded On Quality • Expert Tuition • Working in Partnership • Active in Research and Consultancy • Diverse Student Community • A Stimulating Learning Environment • Learning Resources • Outreach Centres

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PGCE Study – Your Route to Becoming a Teacher

PGCE Full-Time programme

20 PGCE Flexible Programme 22 PGCE Flexible Pathways

24 Studying on Your PGCE Programme • Professional Practice • Assessment Methods • Supporting You • Further Study Opportunities

26 Teaching in an Early Years Settings 28 Early Years PGCE - Early Years with QTS*

30 Teaching in a Primary School

32 Primary PGCE - English Education with QTS* - Mathematics Education with QTS* - Modern Languages Education with QTS* - Science Education with QTS*

34 Primary Mathematics Specialist with QTS* 36 Teaching in a Secondary School 38 Enhancing Subject Knowledge

40 Secondary PGCEs - Applied Art and Design (14-19) with QTS* - Business Education (14-19) with QTS* - Computer Science and Information Technology Education (11-16) with QTS* - Design and Technology (11-16) with QTS* - English (11-16) with QTS* - Geography (11-16) with QTS* - History (11-16) with QTS* - Mathematics (11-16) with QTS* - Modern Languages (11-16) with QTS* - Music (11-16) with QTS* - Physical Education (11-16) with QTS* - Physics with Mathematics (11-19) with QTS* - Religious Education (11-16) with QTS* - Science (Biology) (11-16) with QTS* - Science (Chemistry) (11-16) with QTS* - Science (Physics) (11-16) with QTS*

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School-Centred Initial Teacher Training (SCITT)

School Direct – Primary and Secondary PGCE Training Programme

Teaching in the Post-Compulsory Education and Training/Lifelong Learning Sector

78 PGCE Post-Compulsory Education and Training (PCET) (Diploma in Teaching in the Lifelong Learning Sector) 80 How to Apply

82 Equivalency Programmes 84 Fees and Finance

85 International Students 86 Student Support 88 How to Find Us

90 Finding out More *QTS: Qualified Teacher Status

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Welcome to the Faculty of Education – Our Aim is Your Success We are pleased that you are considering Edge Hill University as the place to start what we hope will be a long, successful, and highly rewarding teaching career.

Edge Hill University’s Faculty of Education is one of the leading and most significant providers of Initial Teacher Training in the country. We are proud of our reputation for providing the very highest quality programmes in partnership with schools, designed to meet your individual needs and set you on the path to becoming an exceptional teacher.

Our established reputation is built on a history of dedicated work with trainees, schools, colleges and the school workforce, and each year we further develop what is already an enviable profile. Strengthening this reputation in 2011 we achieved Grade 1 ‘Outstanding’ in our Ofsted Initial Teacher Training inspection results across all 33 inspected outcomes – the only provider in the country to achieve such a result.

From your initial contact with the University and Faculty through to graduation, we are committed to making your experience with us the very best. This commitment does not end when you complete your PGCE programme, but extends well beyond that point, with many of our trainees maintaining contact with us in a variety of ways. Many continue to study here and undertake part-time professional development programmes while others become members of key Faculty groups or return to deliver specialist sessions to current trainees.

There are many factors which would make Edge Hill University your first choice if you are looking to undertake a postgraduate programme leading to Qualified Teacher Status, not least the individualisation of the programme to meet your needs and the high degree of support offered to our trainees by the University and our partner schools and colleges. You will be challenged and stretched to achieve the very highest of standards and teaching performance and you will have a positive impact within the classroom. Our ultimate aim will be your success.

I very much look forward to welcoming you to the Faculty of Education.

Robert Smedley Pro Vice-Chancellor and Dean of the Faculty of Education

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Why Teach?

Teachers play a key role in inspiring, motivating and shaping the lives of children, young people and adult learners.

Joining the teaching profession is both an opportunity and a privilege available to those who have the right combination of personal and professional qualities, skills and knowledge.

If you have the capacity to listen, to enthuse, to build strong and positive relationships whilst conveying your knowledge and understanding to others, then teaching is the career for you.

There are many reasons why people enter the teaching profession, not least a passion to teach a subject they have strengths in, a desire to become an outstanding role model and a purpose to influence the lives of future generations.

Teaching can be a stimulating, rewarding and exciting career that will stretch your abilities and enable you to get something enjoyable out of every day. You will be able to connect with young people, use your creative ideas to make your lessons memorable, communicate with people who have a variety of different needs and fulfil a desire to make a difference, having a positive impact on those you teach.

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Twice as many teachers find their job extremely enjoyable when compared to other professionals, with almost half saying they regularly experience a ‘natural high’ at work (Department for Education; Teaching Agency, 2012)

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Teaching is one of the most satisfying careers (Department for Business, Enterprise and Regulatory Reform, 2007)

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No two days are ever the same

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Minimum starting salary of over ÂŁ20,000

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Real opportunities for career development

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Attractive incentive packages for some programmes

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Why Train to Teach at Edge Hill University?

A centre for teacher training since 1885, Edge Hill University is the most significant provider of teacher education in the country.

Based in a £9 million purpose-built Centre of Excellence, the University’s Faculty of Education has a network of study centres and partnerships throughout the country, offering unique learning environments that allow you to study at a venue that suits your needs.

With a reputation for, and a commitment to, providing the highest quality training to education professionals in a range of educational settings, the Faculty can offer you state-of-the-art facilities and all the personalised and high quality support you might need for your PGCE training.

Founded on Quality

Training teachers for over 125 years, Edge Hill’s Faculty of Education has continued to invest and innovate, expanding our portfolio to ensure that expert practitioners are working with the country’s children, young people and adult learners.

This has earned us an enviable national reputation: -

Ofsted Grade 1 ‘Outstanding’ results across all 33 inspected outcomes by the Ofsted Initial Teacher Education inspection, 2011

High quality PGCE programmes to suit all needs, including full-time and flexible routes Based in a state-of-the art £9 million building A leading provider of education and training for the Children’s Workforce

The largest provider of Secondary Initial Teacher Training (ITT) in the UK The largest provider of ITT Secondary shortage subjects in the UK An outstanding provider of ITT in Post-Compulsory Education and Training

The largest provider of Postgraduate Professional Development in the UK The widest range of subjects and delivery options for ITT programmes in the UK

An exceptional selection of programmes, including tailored provision for those who may require support to gain entry to a PGCE programme 95.8% of our PGCE trainees are in employment or further study six months after graduation (Edge Hill University data 2011/12) In-year flexible recruitment and Masters level progression opportunities

Outstanding teaching staff who are involved in national developments and research related to improving the quality of teaching and learning

Personalised high quality and individual support throughout your ITT programme Close partnerships with over 3,000 schools and colleges

School-led and practitioner-based training.

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Expert Tuition

The quality of our teaching staff is outstanding. Our team are experienced practitioners who share their knowledge with trainees to enable them to become excellent practitioners in their own right. They also provide a high level of support, focused on meeting individual needs.

Many of the Faculty’s staff members are active in classroom-based research and in publishing national papers and texts for schools and colleges, while others have high profile roles within Examining Boards and subject associations, ensuring that what you learn is up-to-date and entirely relevant.

Some tutor research is intended to develop and extend ways of working within educational contexts to improve understanding of the profession, while other research focuses on specific subject-based aspects.

This involves strong collaboration with partners and supports practitioners and professionals in researching their own practice and work-based contexts, leading to continuous self-improvement.

Research activity also helps to enhance the links between teaching and learning expertise within the Faculty, creates an environment which provides support and development activities for new, developing and existing academic staff, and promotes the dissemination of applied educational research to the wider community including practitioners and policy makers.

Working in Partnership:

Developing School-Led and School-Centred Training Professional Practice is an essential element of any PGCE programme and in the Faculty of Education we seek to ensure that all our trainees are provided with outstanding learning and training experiences which enable them to make outstanding progress, achieve excellent outcomes and gain a teaching post.

We achieve this by collaboratively working with our existing partners, further developing and strengthening the partnership, whilst also actively seeking to expand, grow, and develop new partnerships. We work closely with schools and settings to increase the school-led aspects of our programmes.

At Edge Hill University we have developed strong relationships with over 3,000 partner schools, colleges and other settings, enabling us to provide an outstanding training experience that gives our trainees a significant advantage with many additional benefits.

Our trainees gain extensive experience in a variety of settings with professional practices that are matched to their training needs. As well as breadth and depth of experience, the diversity of location and demographic is a real strength of the experience and development they gain.

We have partner institutions throughout the North West and in Northern Ireland, the Isle of Man, Yorkshire, Lincolnshire, the West Midlands and Shropshire. We now have the largest number of partnerships of any university in England, meaning you will have an excellent range of settings in which to undertake your teacher training.

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Active in Research and Consultancy

The Faculty of Education has a very strong reputation in all areas of its teaching and research. Its Centre for Learner Identity Studies was inaugurated in 2008 and hosts a well-established annual seminar series and international conference. It is home to a number of scholars who research and publish in the field of learning and identity including masculinities and boyhood, youth agency, special educational needs and social inclusion, dyslexia and the wider school workforce.

A second research centre with a focus on professional practice is also planned. This new centre will be concerned with finding new solutions to the difficulties of ‘putting research into practice’ and will be supporting the agenda of school-led training.

Knowledge exchange and transfer within the Faculty of Education is particularly focused around four priority areas for schools: the teaching of phonics; the teaching of mathematics; effective classroom behaviour; and English as an Additional Language.

The Faculty has teams of staff with professional expertise in these areas who contribute to consultancy, research and research-led teaching. To accompany their books the team have also developed companion websites which include videos of real lessons, transcripts from teachers and students, and links to sites where additional support and resource material is available.

Our Design and Technology Department is a member of the International Technology Education Association based in the USA and regularly attends research conferences.

Our Science Department is research-active, conducting research, presenting and publishing both nationally and internationally.

Research enables us to provide our trainees with up-to-date information about developments while also providing opportunities for them to become involved in activities.

Current research initiatives include: -

Widening Participation (why people from socially disadvantaged backgrounds are under-represented in higher education) Educational Identities (investigating teachers as mentors, for example) The Impact of Postgraduate Study on PGCE performance

The Development of new Diploma Courses in Creative Media, Food Technology and Engineering

Transitions and the impact on the student experience.

Diverse Student Community

Joining a PGCE at Edge Hill means that not only will you be studying at a University with a long history and excellent reputation for teacher training – you will also be part of a community embracing people from different age groups and backgrounds, adding valuable enrichment and diversity to your learning experience.

Edge Hill University offers an inclusive and supportive learning environment made up of students from sixth forms, recent graduates, international students, and those who are returning to education to enhance or change their career direction.

Because of this a number of the PGCEs we offer are available on a flexible basis, enabling many of our trainees to achieve their qualifications while studying around their personal or family commitments.

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A Stimulating Learning Environment The high quality of our training is matched by the unique setting in which it is provided.

Our Faculty of Education is located in a £9 million purpose-built facility which makes for a stimulating learning environment.

This stunning lakeside building features a 300-seat lecture theatre, well-equipped ICT suites, and teaching rooms complete with the very latest technology, plus a popular café where students meet to socialise and discuss their studies.

The Faculty of Education is based at our main Ormskirk campus which consists of 160 acres of spacious, landscaped grounds combining original buildings and gardens from the 1930s with over £220 million of modern resources and sporting and leisure facilities.

Ormskirk is based in the heart of the North West of England, close to Liverpool, and is easily accessible by car, train, bus and plane.

Other campus highlights include:

Our £13.5 million Student Hub, an inspirational and functional building housing the Students’ Union, retail and dining outlets and forming the centre of the campus.

Our sporting and recreational complex, Sporting Edge, has an indoor swimming pool, fitness suites and provision for a variety of sports. Further development of 80 acres of new sports facilities include running tracks, rugby, hockey and football pitches and a new sports pavillion, sports hall, gym and swimming pool.

The modern and fully equipped Arts Centre showcases a varied programme of events and performances from professional artists and theatre companies including dance, drama, music, comedy and cinema.

Learning Resources

Learning Services provide facilities, resources, information and expert staff to support and enhance the learning of our PGCE trainees. Staff provide general and specific support and can help you get the best out of our excellent collections and resources.

- 24/7 access to your course materials and an online community using Learning Edge

- Access to 200,000 items including books and e-books - Loanable laptops

- Spacious social learning areas

- A range of study zones including group work, quiet work and silent study - Printers, photocopiers and scanners - Help desks

- Ask Desk which provides access to our specialist help teams including SpLD support and academic skills, support for dissertations and research skills - Extensive support for subject resources via our specialist web pages edgehill.ac.uk/ls

Outreach Centres

Our outstanding provision is not confined to our main campus – we now deliver an increasing number of programmes from sites across the country. At present we have study centres in Lancashire, Greater Manchester, Merseyside, Cheshire and Shropshire, meaning you can benefit from the high quality training that Edge Hill University has to offer throughout the country.

No matter where you choose to study you will still have access to many of the resources available to students at our Ormskirk campus and receive close personal support.

A new, £16 million, Creative Edge media and computing building providing high-specification suites of industry-standard facilities.

New floor to our Biosciences building providing additional laboratories and computer suites.

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PGCE Study – Your Route to Becoming a Teacher To work as a teacher you need to have Qualified Teacher Status (QTS). One way of achieving this is to successfully complete a PGCE programme which leads to a recommendation for QTS. You can study for a PGCE in the early years, primary, secondary (including 14-19) and post-compulsory education and training sectors.

A PGCE programme focuses on your development as a teacher, rather than just on the subject you intend to teach. After gaining your PGCE we will support you in gaining a teaching post. You must complete a period of time known as your induction year. This is your first year of employment as a Newly Qualified Teacher (NQT) in a school or college.

If you want to work as a teacher in a secondary school you are expected to have a good understanding of your subject, usually to degree level, before studying how to teach it. A range of Subject Knowledge Enhancement courses are available to support your entry onto PGCE programmes (see page 38).

“Edge Hill’s trainees are always of a high calibre and come to us on placement keen and well-prepared. They have a great understanding of teaching and the philosophy of education, and we have been happy to appoint some of them after completing their PGCE programme.”

Elaine Tyrrell, Head Teacher, Highfield St Matthews C of E Primary School

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PGCE Full-Time Programme Our Early Years, Primary, Secondary and Post-Compulsory Education and Training PGCE programmes can be studied on a full-time basis, with many of our secondary PGCEs also available for study on a flexible basis, enabling us to construct a programme to meet your individual needs.

Full-Time Programme

You are able to study for a PGCE on a full-time basis over one year, with a programme that begins in September of each year. Our full-time programmes combine study at our Ormskirk campus with professional practice in placement schools, colleges and other settings.

A blend of academic study, group discussion and reflection, as well as professional practice in the classroom, will give you the knowledge and skills you need to become an outstanding teacher. You will also be introduced to the current educational issues that are central to the teaching profession.

You will be supported by online and distance learning materials and encouraged to develop key skills, including the use of ICT, in order to facilitate your own learning.

PGCE Programmes available to study full-time are: EARLY YEARS - Early Years with QTS*

PRIMARY EDUCATION - English Education with QTS* - Mathematics Education with QTS* - Modern Languages Education with QTS* - Science Education with QTS*

SECONDARY EDUCATION - Applied Art and Design (14-19) with QTS* - Business Education (14-19) with QTS* - Computer Science and Information Technology Education (11-16) with QTS* - Design and Technology (11-16) with QTS* - English (11-16) with QTS* - Geography (11-16) with QTS* - History (11-16) with QTS* - Mathematics (11-16) with QTS* - Modern Languages (11-16) with QTS* - Music (11-16) with QTS* - Physical Education (11-16) with QTS* - Physics with Mathematics (11-19) with QTS* - Religious Education (11-16) with QTS* - Science (Biology) (11-16) with QTS* - Science (Chemistry) (11-16) with QTS* - Science (Physics) (11-16) with QTS*

POST-COMPULSORY EDUCATION AND TRAINING - Post-Compulsory Education and Training (Diploma in Teaching in the Lifelong Learning Sector)

POST-16 ENHANCEMENT The 11-16 programmes include post-16 enhancement, incorporating teaching the 16-19 curriculum.

This will involve reviewing the variety, structure and requirements of the curriculum; observing and planning lessons within this age phase; delivering sessions (either team teaching or solo) and assessing students’ work. *QTS: Qualified Teacher Status

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PGCE Flexible Programme Our flexible route, which is available for a variety of secondary PGCE programmes, enables applicants from a diverse range of backgrounds to enter the teaching profession. It offers a combination of distance learning (meaning you can train from anywhere in the UK), on-campus study and professional practice in placement schools and colleges.

As well as allowing you to learn remotely, this programme also offers flexibility in terms of individual training plans, how you can study, programme outcomes and content, the number of modules studied and the number of weeks spent undertaking professional practice.

You can take as little as one term and up to a maximum of three years to complete your studies and gain a recommendation for QTS, depending on your level of experience.

There are various pathways available and we also offer regular in-year recruitment on our flexible routes, enabling you to start your studies at various intake dates throughout the year.

Example Routes to Flexible PGCE Study

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Katrina had trained in a caring profession but had always wanted to teach. Having a family to care for, and unable to study full-time, she joined the Secondary flexible PGCE in Computer Science and Information Technology Education. This has provided Katrina with the opportunity to train at a distance over a two to three-year period. Essentially, Katrina wanted to be able to teach a subject she loved and studying the secondary flexible programme has enabled her to fulfil her ambition.

Who should choose a Flexible PGCE Programme?

The flexible PGCE programme is ideal for those who cannot commit to a 10-month study programme, as well as for those who already have some experience in school or have been teaching as unqualified teachers in a variety of settings.

As a teaching team we are dedicated to enabling you to develop and progress as a teacher. As such, our flexible PGCE provides an individualised needs assessment and training plan. It also offers you blended learning: a combination of face-to-face teaching, access to the University’s Virtual Learning Environment (VLE) and Saturday cross-curricular lectures.

PGCE Secondary Programmes available to study on a flexible basis are:

SECONDARY EDUCATION - Business Education (14-19) with QTS - Computer Science and Information Technology Education (11-16)* with QTS - Design and Technology (11-16)* with QTS - English (11-16)* with QTS - Mathematics (11-16)* with QTS - Modern Languages (11-16)* with QTS - Music (11-16)* with QTS - Science (Biology) (11-16)* with QTS - Science (Chemistry) (11-16)* with QTS - Science (Physics) (11-16)* with QTS In addition to the above, the PGCE Post-Compulsory Education and Training (Diploma in Teaching and Learning in the Lifelong Learning Sector) programme can be studied on a part-time basis.

QTS: Qualified Teacher Status * including post-16 enhancement

Simon had been teaching unqualified in secondary schools for a number of years and required only the QTS (Qualified Teacher Status) element of the Design and Technology PGCE. As he could provide a quality portfolio of evidence against the 33 Qualified Teacher Status Standards he was able to complete his course in 10 weeks. Simon was impressed with the high quality of support he received and found that achieving the Secondary flexible PGCE programme enabled him to consolidate his career.

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PGCE Flexible Pathways There are various pathways available for the Secondary flexible PGCE programmes.

These have been established so that: •

Existing knowledge and experience can be taken into account to enable trainees to achieve their qualifications in a shorter time frame

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An ample study period can be given to those who need to study over a longer period of time because of their personal commitments.

PATHWAY A

This is for you if: You have extensive successful teaching experience and can demonstrate that you already meet all the standards required for a recommendation for QTS. This is an assessment-only route and can usually be completed within a minimum period of one term.

It involves: -

PATHWAY C

This is for you if: You need to undertake the complete PGCE programme, but cannot attend on a one-year full-time basis or need to enhance your subject knowledge within a programme.

Although this route does involve some limited face-to-face provision, much of the programme is available by independent study and distance learning.

The programme involves all Pathway A elements, plus: -

Successful completion of all Subject Knowledge and Professional Practice modules.

On this flexible Secondary Pathway C, you have up to three years in which to complete a PGCE, so it is possible to develop your subject knowledge as part of the programme through the use of online subject knowledge enhancement.

Combining flexible and part-time study allows trainees to continue in employment, or maintain family commitments, whilst acquiring accredited subject knowledge and before engaging with Professional Practice training.

A Needs Assessment Production of an Individual Training Plan A final placement, comprising a professional practice which must be completed on a full-time basis in a school where the trainee is not employed Successful completion of the Career Entry Development Profile (CEDP).

PATHWAY B

This is for you if: You are a teaching assistant, cover supervisor or other unqualified teacher who currently works in a school and wishes to gain credit for prior experience and learning by receiving a PGCE qualification.

You’ll gain a PGCE award by crediting prior study (APL) and/or prior experience (APEL), as well as a recommendation for QTS, while continuing in your employment.

The programme involves all Pathway A requirements, plus an appropriate selection of the following, according to your developmental needs: -

Subject Knowledge modules Professional Practice modules.

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Studying on Your PGCE Programme Professional Practice

Supporting You

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If undertaking the full-time Early Years PGCE, you’ll spend a minimum of 120 days in schools during your professional practice, including practice in the Early Years Foundation Stage (3-7) years and in Key Stage 1 (5-7) years

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If undertaking the full-time Primary PGCE, you’ll spend a minimum of 120 days in schools during your professional practice including practice in Key Stage 1 (5-7 years) and in Key Stage 2 (7-11 years)

Your mentors are enthusiastic and experienced classroom practitioners, with a real commitment to teacher education, and will spend a considerable amount of time training you. Our mentors undergo regular training and development to ensure that their skills and expertise are enhanced year-on-year and that they are up-to-date with programme developments. Mentors play an active role as members of programme and subject boards and working groups.

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If undertaking the full-time Secondary PGCE, you’ll spend a minimum of 120 days in schools, colleges and other settings

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If undertaking a flexible Secondary PGCE, your time spent on placement depends on your existing levels of experience.

Much of your PGCE will be spent learning in school, including planning and delivering your own lessons to individuals, groups, and whole classes of pupils. Your teaching timetable will increase as your training progresses and you become more confident and competent in the classroom. You will gradually assume responsibility for the children, their achievement and progress, whilst displaying excellence in teaching, learning and assessment.

In addition to those in the North West and West Midlands, Edge Hill University has a nationwide partnership of excellent schools and colleges. We will seek to find appropriate high quality placements to meet your training needs within your UK region.

Assessment Methods

A balanced combination of coursework and observed classroom experience will be assessed against academic criteria and the Teachers’ Standards for the Award of QTS.

You will receive outstanding support from Edge Hill University and the partnership throughout your programme. If you are studying on an Early Years or Primary PGCE you will be supported by an Edge Hill tutor, school mentor and class teacher. Secondary PGCE trainees are supported by an Edge Hill tutor, a professional mentor who oversees all trainees in a setting, and a curriculum mentor who will provide specific support in the specialist subject area.

Further Study Opportunities

Having completed your PGCE, Edge Hill University also offers a wealth of professional development opportunities designed to keep you at the cutting edge of the profession. Credits gained while studying for your PGCE can contribute towards Masters programmes.

The Faculty also offers stand-alone modules in areas such as Mentoring and Special Educational Needs and full Masters programmes specific to particular subject specialisms, all of which further your development as a teacher.

For more information on our full range of postgraduate professional development opportunities, visit our website at edgehill.ac.uk/education

You will also complete a Career Entry Development Profile (CEDP) that serves as an important bridge between your PGCE programme and your Induction Year as a Newly Qualified Teacher (NQT).

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Teaching in an Early Years Setting Helping young children learn and develop can give a great deal of satisfaction to teachers. Seeing them respond positively to lessons is a fitting reward for the preparation and planning that has taken place, making teaching in an Early Years school or setting an extremely enjoyable and fulfilling vocation.

Early Years teaching provides the opportunity to be creative and make learning interesting and lively for young children. This can be through a variety of structured and practical experiences which can make them eager to learn.

As an Early Years teacher you will become an expert in child development, play, practical activities, communication and multimedia. You will teach the Early Years Foundation Stage Curriculum and all the subjects of the National Curriculum at Key Stage 1.

You will keep finding new ways to use everyday and unusual objects to stimulate children’s curiosity and develop their understanding.

Why study an Early Years PGCE with Edge Hill University?

Edge Hill has an enviable reputation for teacher training making our Early Years programme highly popular. The structure of the programme ensures that our newly qualified teachers are extremely well prepared for life in a variety of early years settings when they complete their training.

The relationships we have with a diverse number of early years schools and settings means that our trainees are able to extend their learning while on professional practice. They gain knowledge and understanding of what it is like to work in these environments, while the tuition they receive from both mentors and our experienced team of teaching staff provides them with a theoretical understanding as well as enhanced subject knowledge.

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Full-time

PGCE Early Years with QTS* Application Code ............................................................

Full-time, one year

X124

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Becoming a teacher within the Early Years age phase is one of the most enjoyable and rewarding careers that you can embark upon. If you want to inspire and educate young children and are keen to learn the latest approaches and strategies, then this Early Years PGCE will prepare you to teach and develop children’s learning within the Early Years Foundation Stage and Key Stage 1 of the National Curriculum.

The programme will train you to teach children aged 3-7 across the Early Years Foundation Stage and Key Stage 1, achieving the national professional standards required for the award of recommendation for Qualified Teacher Status (QTS).

Your training will combine on-campus study with professional practice in settings such as nursery schools, primary schools and children’s centres, ensuring you gain both the theoretical knowledge and practical experience to be an outstanding teacher, able to enthuse and inspire young children with creative teaching.

YOUR STUDY PROGRAMME

You will initially undertake an extensive subject knowledge and understanding audit, to identify your main strengths and weaknesses, and enable your tutor to focus on your individual development needs.

The Early Years PGCE has both academic and professional placement modules. Each one will examine children’s progress within the Early Years Foundation Stage curriculum and within the subjects of the National Curriculum at Key Stage 1.

Your PGCE programme consists of three main elements: Personal and Professional Development You’ll develop your learning skills and will learn how to reflect upon and take charge of your own development as a trainee teacher. You’ll gain knowledge of how children learn and how their needs differ, strategies for the core skills of planning, assessment, teaching and class management, along with an understanding of the education system, and of the wider professional role of a teacher in school. You’ll also acquire a critical appreciation of theoretical perspectives, philosophies and research-based findings.

Curriculum You’ll learn about the National Curriculum at Key Stage 1 for each subject and how to plan, teach, and assess it across the whole primary age range. You will also learn about the Early Years Foundation Stage.

Specialist Strand You’ll follow this both at Edge Hill University and in school. This will enable you to pursue your own particular interests in Early Years and prepare for an eventual leadership role in schools or settings.

The importance of play-based learning will be examined in each element. Cross-curricular themes are also considered as are the practical skills of planning for learning, promoting positive attitudes and working in an extended team and with parents and carers.

One of the most important elements of this programme is the practical teaching experience you will gain through placement in one of our partnership schools or nurseries. This hands-on approach is combined with tutor-led sessions and self-study so that you can increase your ability to plan, teach and manage the learning of children aged 3-7 years.

You will learn how to teach pupils across the ability range, how to assess pupils’ progress in learning, manage behaviour and maintain a happy learning environment.

The programme will develop your understanding of how children learn and also consider behaviour management, child development and other important professional issues related to the Early Years Foundation Stage and Key Stage 1. You will be encouraged to develop as a reflective and well informed professional.

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*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

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Example Routes to PGCE Study

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My PGCE: Rachael Patel ENTRY REQUIREMENTS

– GCSEs in English Language and Mathematics at grade C or above (or equivalent qualification) – A first or second class Honours degree from a UK university, in any subject – GCSE at grade C (or equivalent qualification) in combined Science/Physics/Chemistry/Biology and two additional National Curriculum subjects – A commitment to, and understanding of, early years education, normally founded on at least 10 days of experience in early years classrooms in the two years prior to your application – Suitable personal and presentational qualities, including a good standard of written English.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

PGCE Early Years Trainee ............................................................

PGCE Early Years with QTS*

Katie has a degree in Early Childhood Studies. She worked in a reception class for three months as a temporary Teaching Assistant before applying for an Early Years PGCE. She has a particular interest in child development, so during her training she is arranging to spend a few days working in a children’s centre and shadowing an Early Years Teacher.

“As I have always been interested in how children learn and develop, I selected modules that focused on areas of educational needs and disabilities during my psychology degree, as well as those that investigated speech and language delays. After graduation I then spent time gaining voluntary experience, which increased my passion for teaching even further.

I’ve found the Early Years PGCE at Edge Hill prepares you very well for your career as a teacher. This is because it provides you with knowledge of a wide range of teaching and learning strategies, as well as opportunities to gain practical experience.

During my studies I’ve undertaken two professional practices which were closely matched to my individual needs, enabling me to develop good relationships with everyone within each school.

Following these, I was able to spend an additional ten days working with children in the Early Years Foundation Stage (EYFS) of a school for children with social and behavioural problems, which helped to expand my practical experience even further.

Throughout the course the university tutors and staff in the schools have provided excellent support, which has been fantastic.

Everyone has been happy to give advice and guidance whenever needed, including reading through job applications and helping to prepare for interviews.

I am now looking to continue my studies further by undertaking a masters qualification, knowing that the PGCE has provided me with the necessary skills and knowledge to become an excellent early years teacher.”

How Do I Find Out More?

............................................................

For further information please contact: Primary and Early Years Postgraduate Programmes Administrator – Jane Barker On jane.barker@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

PGCE Early Years with QTS*

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More information at ehu.ac.uk/education 30

Teaching in a Primary School Teaching in a Primary school can be an extremely pleasurable and fulfilling vocation. Helping children to learn and develop into confident young people gives a great deal of satisfaction to teachers and seeing them respond positively to lessons is often just reward for hours of careful planning.

One of the joys of Primary teaching is that it provides the opportunity to be creative about how to make learning come alive for children. By providing them with a variety of structured, practical and active experiences they are always eager to learn and reflect on what they have been taught.

As a Primary teacher you will become an expert in the use of drama, role play, discussion, the Internet, games, songs, stories, poems, practical activities and multimedia. Another key attraction of Primary teaching is its diversity which will challenge you to extend your subject knowledge. The more you know about each subject and each child in your class, the more you will be able to spot opportunities to link children’s learning in different subjects so that everything fits together.

Why study a PGCE Primary programme with Edge Hill University?

The PGCE Primary programme at Edge Hill University is highly popular, with many applicants aware of our enviable reputation. Our trainees work extremely hard while on campus, at home and on placement and their efforts are often rewarded with teaching posts soon after they graduate, if not before.

Much of this popularity owes a lot to the excellent structure of our programmes which ensure that, upon completion of their training, our newly qualified teachers are extremely well prepared for life in the classroom.

Our relationship with partner schools means that trainees gain great experience of what it is like to work in a school environment, while the tuition they receive from mentors and our experienced team of teaching staff provides them with a theoretical understanding in addition to enhanced subject knowledge.

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Full-time

PGCE Primary with QTS*

Your final PGCE award title will reflect the specialism you select from the following: PGCE Primary English Education with QTS * PGCE Primary Modern Languages Education with QTS* Application Codes ............................................................

PGCE Primary English Education Full-time, one year X00Q PGCE Primary Mathematics Education Full-time, one year X00G

PGCE Primary Modern Languages Education Full-time, one year X00R PGCE Primary Science Education Full-time, one year X0CF

............................................................

Flexibility, patience, highly developed organisational skills, a thorough understanding of how children learn and a good sense of humour, are vital characteristics of an excellent primary school teacher. This programme can provide you with the opportunity to develop knowledge, understanding, skills and expertise to add to the personal approach that you’ll develop as a highly successful primary teacher.

You will be encouraged to teach with passion and creativity across all subject areas of the National Curriculum and will also specialise in one subject which you may be required to coordinate throughout a school.

You’ll also gain an important insight into planning, preparing and presenting lessons, how to create a positive learning environment and teach children of varying abilities.

PGCE Primary Mathematics Education with QTS* PGCE Primary Science Education with QTS* YOUR STUDY PROGRAMME

You will complete a developmental Needs Assessment as soon as you have accepted an offer of a place. This will help you to analyse any pre-course needs, develop an action plan to prepare yourself for the programme, and compile a portfolio of evidence of your achievements.

Your PGCE programme consists of three main elements: Personal and Professional Development You’ll develop your skills and will learn how to reflect upon and take charge of your own development as a trainee teacher. You’ll gain knowledge of how children learn and how their needs differ, strategies for the core skills of planning, assessment, teaching and class management, along with an understanding of the education system, and of the wider professional role of a teacher in school. You’ll also acquire a critical appreciation of theoretical perspectives, philosophies and research-based findings.

Curriculum You’ll learn about the National Curriculum for each core subject – English, Mathematics, Science and Technologies for Teaching and Learning (TTL) – and how to plan, teach, and assess it across the whole primary age range. A Broad Curriculum module will also prepare you to teach the full range of non-core subjects in the primary curriculum, with the support of an experienced teacher.

Specialist Strand You’ll follow this both at Edge Hill University and in school. This will enable you to pursue your own interests and prepare for an eventual leadership role in school, developing knowledge of your chosen subject specialism and researching the role of a subject leader in the primary school.

The PGCE Primary programme will train you to teach across the 5-11 age range, in Key Stages 1 and 2, achieving the Teachers’ Standards required for the award of Qualified Teacher Status (QTS).

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*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

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Example Routes to PGCE Study

............................................................

Tariq was an accountant with a degree in History. He had helped voluntarily in several primary schools before applying for a PGCE. As he didn’t have an English Language GCSE, he also took and passed the Edge Hill Equivalency Test before he applied.

My PGCE: Tom Pye

PGCE Primary Education Trainee ............................................................

ENTRY REQUIREMENTS

– GCSE English Language, Mathematics and Combined Science/Physics/Chemistry/Biology at grade C or above (or equivalent qualification). You must have already obtained a Grade C or above in English Language and Mathematics at the time of submitting your application – A first or second class Honours degree from a UK university, in any subject – Two further GCSE grade Cs in National Curriculum subjects – A commitment to, and understanding of, primary education, founded on significant, recent and relevant experience. You should normally have spent time in primary classrooms in the two years before your application; in addition, broader relevant experience is valuable – Suitable personal and presentational qualities, including a good standard of written English.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

PGCE Primary with QTS*

Sarah has a degree in English. She worked in a primary school for three months as a temporary Teaching Assistant before applying for a PGCE Primary programme. Sarah has a particular interest in special educational needs, so during her training she arranged to spend a few days working in a special school and shadowing an educational psychologist.

“I’d been working as a paediatric nurse and was looking for a new challenge when my wife, who has been a primary school teacher for a number of years, inspired me to move into teaching. I have loved watching my own young children learn and develop in school, so wanted a career where I could help other children do the same.

The Primary PGCE at Edge Hill has been excellent and, as part of it, I’ve experienced working across a number of year groups in four different schools. Through these broad and practical experiences I have gained valuable insight into how different schools work and gathered great ideas from a variety of colleagues.

Alongside this, the tutorials we undertake as part of the course have been particularly informative. They have provided knowledge of how to deliver lessons to different age groups and even included a field trip to look at learning outside the classroom, which was the perfect way to combine education with lots of fun!

Throughout the course the staff have been excellent; they are so enthusiastic, inspirational and supportive. Spending time with them gives you the confidence and self-belief to succeed. Finding that work-life balance can be difficult, but the guidance you receive from them every step of the way helps to get you through.

I’ve now secured my first permanent teaching position and know that the support from Edge Hill University will continue during my Newly Qualified Teacher year and beyond.”

How Do I Find Out More?

............................................................

For further information please contact: Primary and Early Years Postgraduate Programmes Administrator – Jane Barker On jane.barker@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

PGCE Primary with QTS*

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Full-time

PGCE Primary Mathematics Specialist with QTS* Application Code ............................................................

Full-time, one year

X1G2

............................................................

This PGCE will develop your pedagogical knowledge and provide you with a wide range of teaching approaches, enabling you to support, enhance and direct children’s understanding and acquisition of mathematics.

During the programme you will develop a range of teaching strategies and carefully consider the language and rich vocabulary related to mathematical concepts and procedures. Alongside this you will identify common errors and misconception, focusing on those associated with primary arithmetic, allowing you to develop an awareness of how these may be addressed.

As well as this you will design, implement and analyse a small-scale practitioner research project into children’s mathematical learning, whilst also considering the links between mathematics and other subjects. You will contemplate mathematics beyond the classroom and develop ways of planning to provide a balanced learning experience that incorporates investigation, exploration, consolidation and the application of knowledge and skills.

School experience is an integral part of the course and you will have opportunities to undertake professional practices throughout primary schools and into secondary settings. Your university and school-based training will allow you to draw upon an extensive network of outstanding primary mathematics specialist teachers, leading mathematics teachers and subject experts in the secondary settings.

YOUR STUDY PROGRAMME

The PGCE starts with a summer school which is designed to capture your love of learning and allow you to begin the process of developing your Mathematics subject knowledge. You will audit your subject knowledge in order to identify your main strengths and weaknesses and enable your tutors to focus on your individual development needs Your PGCE programme consists of three main elements: Personal and Professional Development You’ll develop your skills and will learn how to reflect upon and take charge of your own development as a trainee teacher. You’ll gain knowledge of how children learn and how their needs differ, strategies for the core skills of planning, assessment, teaching and class management, along with an understanding of the education system, and of the wider professional role of a teacher in school. You’ll also acquire a critical appreciation of theoretical perspectives, philosophies and research-based findings.

Curriculum You’ll learn about the National Curriculum for each core subject – English, Mathematics, Science and Technologies for Teaching and Learning (TTL) – and how to plan, teach, and assess it across the whole primary age range. A Broad Curriculum module will also prepare you to teach the full range of non-core subjects in the primary curriculum, with the support of an experienced teacher.

Specialist Strand Choosing Mathematics as your specialism will allow you to enhance and deepen your own knowledge of the subject, undertake action research projects in school, and further your knowledge and understanding of how Mathematics is taught and led in school. You will also develop a clear understanding of the needs of children who struggle to learn Mathematics, gaining an understanding of how to teach them effectively and give them the confidence to progress.

As Edge Hill has links with Chongqing Normal University in China you will have the opportunity to consider international mathematical perspectives, broadening your knowledge of other educational institutes and pedagogical approaches.

On completion of the PGCE you will qualify as an outstanding Primary teacher who will bring specialist mathematical knowledge and skills to a first teaching post, whilst laying the foundations to become a leader in mathematics/mathematics specialist teacher.

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*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

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Example Routes to PGCE Study

James has a degree in mathematics and has worked in industry prior to a change in his career. Having a number of friends involved in teaching, he decided to look at the options available to him. He considered both Primary and Secondary, but after spending some time in each age group, he very quickly realised the primary route was for him. He had always enjoyed mathematics very much, so was delighted to have the opportunity to specialise in this, while still having the opportunity to study all the National Curriculum subjects. He is looking forward to the challenge ahead.

My PGCE: Rachel Gourley

Primary and Early Years Mathematics Subject Leader ............................................................

PGCE Primary Mathematics Specialist with QTS*

............................................................

“To ensure children secure the foundations on which excellent mathematics is built, it is essential that they receive high-quality and stimulating mathematical experiences from a young age.

ENTRY REQUIREMENTS

– A first or second class honours degree – GCSE at grade A or A* (or equivalent qualification) in Mathematics GCSE at grade C (or equivalent qualification) in English Language – GCSE at grade C (or equivalent qualification) in Combined Science/Physics/Chemistry/Biology and two additional National Curriculum subjects (as taught in Key Stages 1 and 2) – A commitment to, and understanding of, primary education, normally founded on at least 10 days experience in primary classrooms in the two years prior to your application - Suitable personal and presentational qualities, including a good standard of written English.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

In response to this, and to support government recommendations that there should be a mathematics specialist in every primary school, Edge Hill University has introduced the Primary Mathematics Specialist PGCE.

The aim of this programme is to enable graduates who have a passion for mathematics to develop as outstanding primary mathematics teachers, whilst also qualifying as highly employable practitioners working across the primary age range and curriculum.

Training on the PGCE takes place both in university and in schools, allowing trainees to access an extensive network of outstanding primary mathematics specialist teachers and leading mathematics teachers, as well as subject experts in secondary settings.

Through these rich partnerships our trainees have the opportunity to undertake professional practices where they can contribute to the teaching of mathematics throughout primary and into secondary school level, enabling them to develop a wide repertoire of teaching methods.

On completion of the PGCE, trainees will qualify as outstanding primary teachers with specialist mathematical knowledge and skills.

They will also have developed the foundational skills necessary to become an effective, inspirational leader in mathematics or a mathematics specialist teacher; a role for which there is currently great demand.”

How Do I Find Out More?

............................................................

For further information please contact: Primary and Early Years Postgraduate Programmes Administrator – Jane Barker On jane.barker@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

PGCE Primary Mathematics Specialist with QTS*

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More information at ehu.ac.uk/education 36

Teaching in a Secondary School Educating young adults and being able to inspire them into sharing your passion for a particular subject is one of the main reasons why people choose to train as a secondary teacher. Outstanding teaching requires enthusiasm combined with an ability to communicate clearly and to make complicated concepts accessible for all to learn.

An understanding of how pupils of varying ages and abilities learn most effectively is important.

Imagination is crucial, as is the need to challenge and support and the ability to develop and sustain excellent relationships with pupils.

Seeing a child evolve into a mature and confident young adult throughout their time in secondary education, especially if also working as a form tutor, is something that teachers find particularly gratifying.

Helping pupils to begin to shape an idea of their chosen vocation in life is a very powerful and rewarding responsibility for secondary teachers.

Why study a Secondary PGCE with Edge Hill University?

Edge Hill is the largest provider of Secondary Initial Teacher Training in the UK and also offers the widest range of subjects and delivery options. Our Secondary PGCE programmes provide outstanding teaching and learning opportunities in an environment that engages interest and motivation.

Our extensive portfolio of specialist subjects, delivered by expert practitioners at the cutting edge of the latest developments in education, makes us the number one choice for many prospective teachers.

Every individual that trains on one of our programmes can be assured an exceptional learning experience that will equip them with all the necessary attributes to become an excellent teacher.

Our newly qualified teachers enter the profession with a vision and an informed, thoughtful and innovative attitude and approach to secondary education; they possess a range of academic, professional and vocational knowledge, understanding, skills and values.

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More information at ehu.ac.uk/education 38

Enhancing Subject Knowledge If you have the passion and conviction to teach at Secondary level but lack the desired entry qualifications, we offer supplementary support to enhance your subject knowledge development.

These courses identify areas for development in your subject knowledge and provide a range of opportunities for additional study to meet your particular needs.

You will not be required to pay any additional tuition fees for any of the subject knowledge development and you may be eligible for additional bursary support.

Online subject knowledge development

Edge Hill University has developed a range of online modules to support subject development in Design and Technology, Mathematics, Modern Languages, Physics, Chemistry and Religious Education. These may be studied at your own pace and will provide accredited subject study modules up to Level 6.

The modules are available to study either as a part of an Individual Training Plan within a flexible PGCE or before the start of a PGCE full-time route. They can also be used to refresh or broaden existing degree level knowledge.

Enhancement programmes

In Physics, Chemistry and Mathematics, enhancement programmes are available ranging from 2 to 36 weeks according to the need of each student. These provide an opportunity for graduates without a directly-related degree but with a relevant A level (or equivalent), to train as a secondary school teacher in these subjects.

For Design and Technology, Modern Languages (French, German, Spanish), Biology, Computer Science and Information Technology, Music, and Religious Education, a combination of online subject knowledge development and summer subject knowledge training is available. Bursaries may be available depending on the length of study undertaken.

For further details contact:

Bernard Kerfoot (Chemistry and Physics) T: 01695 584540 E: kerfootb@edgehill.ac.uk Martin Pickett (Mathematics) T: 01695 584402 E: pickettm@edgehill.ac.uk

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Full-time

Applied Art and Design (14-19) with QTS* Application Code ............................................................

Full-time, one year

WX1C

............................................................

In recent years, there has been a sharp increase in the diversity and depth of study of Art and Design, meaning there is more opportunity for young people to engage with the subject than ever before. In order to make the most of such exciting prospects, today’s teachers must have the passion to unlock the creativity of every individual they teach.

By studying this programme you will gain the opportunity to develop expertise in several areas of Applied Art and Design, together with the strategies that can be used for developing creativity and capability using a wide range of materials. In addition, you will be able to explore ways of relating this directly to learning activities during school placements.

YOUR STUDY PROGRAMME

You will initially undertake an extensive subject knowledge and understanding audit, to identify your main strengths and areas for development, and enable your tutor to focus on your individual development needs.

In addition to acquiring a range of core skills, during your study time on campus you will develop: – Understanding of Applied Art and Design and an ability to plan relevant lessons accordingly – Professional and academic skills through the completion of a short set of tasks – Knowledge of essential educational theory – Awareness of appropriate teaching and assessment methods – Understanding of the national curriculum and ability to plan relevant lessons effectively – Excellent working knowledge of the latest ICT software used in schools/colleges – Greater awareness of your role within the teaching profession through study of professional values.

Edge Hill has purpose-built accommodation and high quality resources to enable you to develop up-to-date expertise in both subject knowledge and teaching ability in a friendly and supportive environment.

40

*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

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Example Routes to PGCE Study

............................................................

Oliver has a degree in Fashion and Textiles. On graduation he did an MA then worked in the fashion industry for four years both here and in Italy. From his fashion experience in the industry he then became involved in working with other artists to inspire young people and held a joint exhibition in a city gallery. It was through engaging with these young people that he was inspired to pursue a career in teaching and intends to apply for the Applied Art and Design PGCE.

My PGCE: Sarah Bamber ENTRY REQUIREMENTS

– GCSE English Language and Mathematics at grade C or above (or equivalent qualification) – A relevant first degree from a UK higher education institution or equivalent qualification – A degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence – A demonstrable interest in teaching within the curriculum area.

You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

PGCE Applied Art and Design Trainee ............................................................

Applied Art and Design (14-19) with QTS*

Eleanor has a degree in Interior Design. She spent a year as a retail manager in a large department store; however she had little job satisfaction so began some voluntary work on a play scheme. She then worked as a teaching assistant in a secondary school – it was this experience that confirmed her desire to teach and she is looking to apply to study an Applied Art and Design PGCE.

“While on residency as part of my undergraduate degree I realised that my ambition was to become a teacher where I could share my passion for the arts with others.

Since starting the secondary PGCE in Applied Art and Design I have learnt how to become a confident teacher, while at the same time enhanced my subject knowledge even further. Throughout my studies everything at Edge Hill has been focused on giving trainees the time to reflect on what they have studied, as well as the resources they need to continually develop their creative skills.

The PGCE has provided me with the perfect opportunities to make the transition from artist to art teacher and included a variety of practical topics, such as behaviour management, voice projection and safeguarding, which have been complemented by visits from guest speakers who have discussed how these issues are managed in their own institutions.

From the outset you are fully supported by your tutors, including during your professional practices where you are able to apply all the theory you have learnt. As part of this I have spent time in both secondary and post-16 institutions where I have been involved with pupil referrals and taken part in educational visits.

There’s no doubt that this course will act as the springboard for my whole career and I have already secured my first teaching position at Rainhill High School. Alongside this, I am planning to complete a Masters qualification in Education here at Edge Hill.”

How Do I Find Out More?

............................................................

For further information please contact: Course Leader – Rhonda Catterall On 01695 584457 Or catterar@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

Applied Art and Design (14-19) with QTS*

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Full-time or Flexible

Business Education (14-19) with QTS* Application Codes ............................................................

YOUR STUDY PROGRAMME

............................................................

In addition to acquiring a range of core skills, during your study time on campus you will develop:

Full-time, one year Flexible, up to three years

N1X1 N1X2

The world of Business is extremely diverse, covering areas such as finance, economics, human resource management, law, marketing and management. It also touches on topical issues such as e-commerce, creativity and enterprise, sustainability, globalisation and ethics – therefore Business teachers really do need to have their finger on the pulse.

This course will bring you right up-to-date with today’s Business Education environment and will address the key approaches to providing a high quality learning environment for the managers, economists and marketing professionals of tomorrow.

You will initially undertake an extensive subject knowledge audit, to identify your main strengths and areas for development, and enable your tutor to focus on your individual development needs.

– Enhanced subject knowledge and professional and academic skills – Strategies to develop students’ enterprise skills, including the planning and delivery of an Enterprise Day for Key Stage 3 pupils in a Partnership School – Knowledge of essential educational theory – Ability to plan lessons effectively – Appropriate and innovative teaching and assessment methods – Your own professional voice enabling you to articulate the benefits of students studying Business at Key Stage 4 and Key Stage 5 and the impact on the wider school.

It will also equip you with the skills and knowledge you need to teach across the 14-19 age range, covering vocational programmes such as BTEC Business as well as traditional GCSE, AS and A2 courses.

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*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

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Example Routes to PGCE Study

............................................................

Alison has worked for a number of years within the telecoms industry during which time she completed her Business Management degree part-time.

She has completed the PGCE Business Education by way of the Flexible Pathway C whilst working part-time. She needed to enhance her subject knowledge in certain key areas and therefore studied two modules online before undertaking any professional practice. Her professional practices have been arranged using the opportunities for flexible working that her employer has provided and her own holiday entitlement. The programme has taken the full three years that a trainee is allowed to use on the flexible route.

My PGCE: Jonny Moffett ENTRY REQUIREMENTS

– GCSE English Language and Mathematics at grade C or above (or equivalent qualification) – A relevant first degree from a UK higher education institution or equivalent qualification – A degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence – A demonstrable interest in teaching within the curriculum area.

You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

PGCE Business Education Trainee ............................................................

Business Education (14-19) with QTS*

Paul completed his degree in Business Studies three years ago and has been working in industry ever since. The lack of job satisfaction together with positive experiences dealing with young people in sport made him re-think his career aspirations and he decided to enter the teaching profession. He enrolled on the full-time PGCE Business Education course and after having successfully completed this, has obtained a teaching post.

“After a number of years in industry I became frustrated by spending day after day sitting behind a desk at a computer. I realised that my passion for business was not being served and quickly came to realise that a career in teaching was the best way to reignite that enthusiasm.

On top of Edge Hill’s proven track record in teacher training, the communication I had with the course leaders and representatives was fantastic prior to accepting my place on the course.

This course is certainly challenging and demanding, but for those with a desire to teach and a passion for the subject, the commitment it requires is worth it. The support and encouragement you get are second to none and the experiences provided make sure that the skills needed are suitably developed.

I’ve been on two professional practices and both provided a fantastic backdrop to my PGCE year. I was given a holistic teaching experience and as each professional practice drew to an end I found it sad to be leaving behind colleagues and students that I’d worked with over a sustained period. Although challenging, each day in school was different and only confirmed my desire to teach for a living.

I certainly feel that Edge Hill will help me realise my ambition to be a great teacher. It’s a great course supported by excellent staff and this combination has made sure that I now feel equipped to begin my career with confidence.”

How Do I Find Out More?

............................................................

For further information please contact: Course Leader – Helena Knapton On 01695 650873 Or knaptonp@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

Business Education (14-19) with QTS*

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Full-time or Flexible

Computer Science and Information Technology Education (11-16) with QTS* Application Codes ............................................................

Full-time, one year Flexible, up to three years

G5X1 G5XC

............................................................

Computer Science and Information Technology in schools is developing at a rapid rate in order to prepare young people for the demands of the modern world.

What used to be a ‘desirable’ in job specifications is quickly becoming an ‘essential’ as advanced IT equipment and software are now commonplace in every work environment. As such, today’s Computer Science and Information Technology teachers require a detailed knowledge of current trends and approaches that will prove most beneficial to school leavers.

This course will provide you with the opportunity to interact with the latest specialist software and tools in order to both increase your knowledge of technology and support and enhance other aspects of teaching and learning in secondary schools.

44

YOUR STUDY PROGRAMME

You will initially undertake an extensive subject knowledge and understanding audit, to identify your main strengths and areas for development, and enable your tutor to focus on your individual development needs.

In addition to acquiring a range of core skills, during your study time on campus you will develop: – Understanding of the curriculum, including Computer Science and Information Technology courseware from Key Stage 3 to post-16 qualifications – Excellent working knowledge of the latest ITC tools and software used in schools, and the ability to assist other teaching colleagues in the use of them – Enhanced subject knowledge in a range of areas, including programming, algorithms, data structures, data design, database design, spreadsheet modelling, web authoring, desktop publishing and aspects of computer control – Knowledge of essential educational theory – Awareness of appropriate and innovative teaching and assessment methods – Strategies to encourage students’ practical skills development – Ability to plan lessons effectively – Greater awareness of your role within the teaching profession through study of professional roles and responsibilities.

*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

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Example Routes to PGCE Study

............................................................

Melissa started work as a teaching assistant in a secondary school and decided that she wanted to train as a teacher. She investigated the Secondary Flexible programme Pathway C, which would enable her to continue working alongside her studies. She then gained support from her school to pursue this route. Melissa was assessed as needing to complete all elements of the standard PGCE programme. Her school has mentored her through the professional practices. Melissa expects to complete her studies over three years.

My PGCE: Daniel Burgess

PGCE Computer Science and Information Technology Education Trainee ............................................................

Computer Science and Information Technology Education (11-16) with QTS*

Imran had an honours degree in computing and became an IT technician and then a Network Manager with a local school. He was often asked by IT teachers to demonstrate software, or to explain to pupils how the school network operated. When he expressed an interest in teaching, the IT department at the school were particularly supportive.

On completion of his PGCE, he returned to the school as a Computer Science and Information Technology teacher.

“After graduating from university I became a teaching assistant and within a short space of time had built up a really good relationship with the pupils. I enjoyed this experience so much that I decided to progress my career further and undertake teacher training.

ENTRY REQUIREMENTS

– GCSE English Language and Mathematics at grade C or above (or equivalent qualification) – A relevant first degree from a UK higher education institution or equivalent qualification – A degree classification usually at 2:2 or above – Satisfactory levels of Computing and Information and Communication Technology competence – A demonstrable interest in teaching within the curriculum area.

You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

I’d heard lots of good things about Edge Hill University from colleagues and I liked how my Secondary PGCE could be studied flexibly to fit around my existing work commitments. It has definitely proven to be a good choice for me.

Throughout the course I have found that trainees are provided with all the resources they need to become effective teachers and the tutors are very supportive, both in class and on professional practice. Everyone does all they can to help you achieve your goals.

So far I have completed professional practices in two very contrasting schools. The first involved spending 40 days training how to teach ICT, which built my confidence and subject knowledge in the classroom, while the second was a 50 day placement where I could refine my practice and try out new ideas. During my second professional practice I was also allocated 19 hours of teaching each week, working across all year groups.

Edge Hill University really has provided me with so many opportunities and I am now looking forward to securing my first teaching role and, in time, leading my own subject.”

How Do I Find Out More?

............................................................

For further information please contact: Course Leader – Dawn Hewitson On 01695 650979 Or dawn.hewitson@edgehill.ac.uk Flexible Course Leader – Colette Giblin On 01695 650990 Or Colette.giblin@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

Computer Science and Information Technology Education (11-16) with QTS*

45

Full-time or Flexible

Design and Technology (11-16) with QTS* Application Codes ............................................................

Full-time, one year Flexible, up to three years

W9XD W9X1

............................................................

Design and Technology provides opportunities for pupils to engage in projects that are challenging, relevant and motivating and helps to develop a range of skills across areas such as communications, creativity and project management. Efficient and intelligent teaching can help to nurture and harness talent within the classroom and set pupils on their way towards a rewarding and fulfilling career in industry.

Expert tutoring, excellent placement support and a wide range of high quality on-campus facilities will enable you to gain up-to-date expertise in both your subject knowledge and teaching skills, to make you an innovative and successful secondary Design and Technology teacher. You can choose to specialise in one of the following areas: Resistant Materials; Food Technology; Textiles Technology or Systems and Control.

46

YOUR STUDY PROGRAMME

You will initially undertake an extensive subject knowledge and understanding audit, to identify your main strengths and weaknesses, and enable your tutor to focus on your individual development needs.

You’ll also have the opportunity to develop your expertise in at least two areas of Design and Technology, in line with Design and Technology Association recommendations.

In addition to acquiring a range of core skills, during your study time on campus you will develop: – Strategies to develop students’ abilities to work with a wide range of equipment and materials, such as wood, metal, plastics, textiles, modelling materials, computers and electrical and mechanical components – Knowledge of essential educational theory – Awareness of appropriate and innovative teaching and assessment methods, including various practical activities – Understanding of the curriculum – Ability to plan lessons effectively – Excellent working knowledge of the latest ICT tools and software used in schools – Broader subject knowledge and professional and academic skills – Greater awareness of your role within the teaching profession through study of professional values.

If you wish to undertake the Food Technology specialism, you will follow the PGCE Design and Technology pathway and specialise in Food Technology teaching up to Key Stage 4.

*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

edgehill.ac.uk

47

Example Routes to PGCE Study

Laura is a graduate of Furniture Design and Craftsmanship. She spent ten years running her own business before deciding on a career in teaching. Prior to the start of her PGCE, Laura studied additional subject knowledge modules in resistant materials. As part of her full-time PGCE in Design and Technology she undertook professional practices in two different schools. These provided her with an abundance of practical teaching skills. On completing her programme she took up a teaching position in an inner city school in London, something that she had always set her sights on.

Daniel is a mature applicant with a wealth of engineering experience.

He worked for many years in the Aerospace Industry for a large multinational company. He completed his PGCE using the flexible Pathway C whilst working part-time. This involved him developing his subject knowledge using the online modules available before he undertook his professional practices. He is now employed in a specialist technology college.

My PGCE: Lee Peachey

PGCE Design and Technology Trainee ............................................................

ENTRY REQUIREMENTS

– GCSE English Language and Mathematics at grade C or above (or equivalent qualification) – A relevant first degree from a UK higher education institution or equivalent qualification – A degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence – A demonstrable interest in teaching within the curriculum area.

You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

Design and Technology (11-16) with QTS*

............................................................

“After several years working in architecture, I decided to do a voluntary placement in a high school to see if my skills could be transferred to the classroom. Within the first week I knew it was the profession for me and, once the head of department recommended Edge Hill, I looked into the course and decided it was an exciting and viable option.

The number of partnership schools in my local area was another factor in why I chose Edge Hill and after looking around the outstanding facilities in the Design and Technology department I was surprised to see the variety of resources and modern technologies available for trainees to use.

The PGCE has many excellent areas, but I particularly liked the two-week enhancement course that’s offered. It gave me a secure knowledge-base in woodwork, metalwork and plastics, and explained the processes and machinery used to teach design and technology at all key stages.

I would also say that the relevant and up-to-date lectures that Edge Hill runs were fundamental to my professional development, covering areas such as legislation and duty of care to pupils as well as techniques for behaviour and classroom management.

Everybody wants to pull together and help each other and I’ve always felt able to approach anybody within the Faculty for advice.

My course leader has been extremely helpful and gone the extra mile to make sure that my professional development progressed the way it should. He’s been a brilliant asset.”

How Do I Find Out More?

............................................................

For further information please contact: Course Leader – David Sergeant On 01695 584458 Or sergeand@edgehill.ac.uk Flexible Course Leader – Justine Smith On 01695 584303 Or Justine.Smith@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

Design and Technology (11-16) with QTS*

47

Full-time or Flexible

English (11-16) with QTS* Application Codes ............................................................

Full-time, one year Flexible, up to three years

QXXX QX31

............................................................

There are many reasons why people choose to teach English – a love of literature and language, a passion for poetry and drama, or an interest in Media and ICT. Or, even more importantly perhaps, the belief that pupils require good literacy skills in order to be able to succeed in life.

Whatever your reason, this course will challenge, extend and develop your understanding of teaching English. It will prepare you to teach students from 11-16, to address the National Curriculum and the literacy demands of the English Framework. It will also introduce you to a wide range of exciting, innovative and interactive methods, including the use of Drama and ICT, to further secondary school students’ understanding and use of English as well as their literary knowledge.

48

YOUR STUDY PROGRAMME

You will initially undertake an extensive subject knowledge and understanding audit, to identify your main strengths and areas for development, and enable your tutor to focus on your individual development needs.

In addition to acquiring a range of core skills, during your study time on campus you will develop: – Awareness of appropriate and innovative teaching and assessment methods, including group work, role play and focused literacy sessions – Strategies to encourage students’ understanding and use of English, including using drama, film and ICT – Knowledge of essential educational theory – Understanding of the curriculum – Ability to plan lessons effectively, incorporating lively, interactive techniques to help students develop confidence and self-esteem – Excellent working knowledge of the latest ICT tools and software used in schools – Broader subject knowledge and professional and academic skills – Greater awareness of your role within the teaching profession through study of professional values.

*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

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49

Example Routes to PGCE Study

Joshua is a mature teacher with a PhD in English Literature and experience of teaching adults on a part-time basis at Oxford University.

He wanted a more permanent career in which he could continue to find job satisfaction and intellectual stimulus and enrolled on a PGCE programme. He enjoyed discovering how educational theory and classroom practice linked together. Joshua completed professional practice in a comprehensive school, a special educational needs school and a sixth form college where he was offered, and accepted, an NQT post.

Teresa has a young child and had previously started a PGCE programme. Due to personal circumstances, she was unable to complete the PGCE, but continued to work in various education settings. The Secondary flexible PGCE programme allowed Teresa to produce an endorsed portfolio to reflect her previous teaching experience. Teresa completed the Secondary Flexible Pathway B programme in two terms.

My PGCE: Sarah Webb

Flexible PGCE English Trainee ............................................................

English (11-16) with QTS*

............................................................

“Apart from its excellent reputation for PGCE studies I chose Edge Hill as it provided the flexible route. I really needed this as I wanted to continue working part-time until the final synoptic placement.

ENTRY REQUIREMENTS

– GCSE English Language and Mathematics at grade C or above (or equivalent qualification) – A relevant first degree from a UK higher education institution or equivalent qualification – A degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence – A demonstrable interest in teaching within the curriculum area.

You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

Other things that greatly appealed were the beautiful surroundings, the facilities such as Blackboard (VLE) – which is a great support when you are off-campus – and the Saturday workshops for the main lectures, as this fits in really well with my family life.

It’s my family that have been my inspiration to do this. I started my English degree when my youngest son was just five months old, as I wanted a change of career after selling giftware for 21 years. I wanted to do something that would stretch my academic skills while fitting in with my young family and I feel that teaching English has really helped me to understand my son’s needs at school.

My relationship with the tutors is second to none and I have a fantastic rapport with my tutors who have been amazing. I email them my lesson plans and resources each week which they go through and give me constructive feedback and advice.

Doing a PGCE is not easy, but the most reassuring thing is that my tutors are only an email away and they always make me feel good about my capabilities and myself. They offer fantastic and friendly advice and have given me some great starters that I have used a lot and which my classes have loved.”

How Do I Find Out More?

............................................................

For further information please contact: Course Leader – Phil Rigby On 01695 584824 Or rigbyp@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

English (11-16) with QTS*

49

Full-time

Geography (11-16) with QTS* Application Code ............................................................

Full-time, one year

F8X1

............................................................

Geography has an important role in educating young people about the diverse society and changing world within which we live. It also values knowledge and objectivity, builds a vital awareness of places, cultures and issues and helps pupils appreciate the nature of facts: that they may be biased, selective and may change.

Teachers must demonstrate a commitment to encouraging such a questioning mind-set.

This programme is acknowledged to be at the cutting edge of new approaches to innovative Geography education in the classroom as well as incorporating an excellent fieldwork experience.

YOUR STUDY PROGRAMME

You will initially undertake an extensive subject knowledge and understanding audit, to identify your main strengths and areas for development, and enable your tutor to focus on your individual development needs.

In addition to acquiring a range of core skills, during your study time on campus you will develop: – Strategies to encourage students’ practical skills development, including organising outside field trips and fieldwork – Knowledge of essential educational theory – Awareness of appropriate and innovative teaching and assessment methods, including group work, role play and simulations – Understanding of the curriculum – Ability to plan lessons effectively – Excellent working knowledge of the latest ICT tools and software used in schools – Broader subject knowledge and professional and academic skills – Greater awareness of your role within the teaching profession through study of professional values.

You will also undertake a three-day residential trip to Castleton, learning how to organise field trips and prepare field work for pupils.

50

*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

edgehill.ac.uk

51

Example Routes to PGCE Study

............................................................

Petra has a degree in Physical Geography and Geology. She worked in a secondary school for one year as a teaching assistant before applying for a Secondary PGCE. She had a particular interest in special educational needs, so during her training she arranged to spend some of her professional practice in the Special Needs department in the school working with specialist teachers. She gained a Secondary PGCE in Geography and is now working as a full-time Geography teacher.

My PGCE: Helen Pugh

PGCE Geography Trainee ............................................................

Geography (11-16) with QTS*

Neil is a mature trainee who was a little daunted about starting a degree.

But after completing an enjoyable three years studying for a Geography degree, he decided to remain at Edge Hill and undertake the PGCE programme. Neil appreciated the great support from the tutors at Edge Hill, along with that received from the mentors in the partner schools, and he now has a full-time job in a partnership school.

“Two things about Edge Hill stood out for me – its fantastic reputation for teaching and its location.

ENTRY REQUIREMENTS

– GCSE English Language and Mathematics at grade C or above (or equivalent qualification) – A first degree from a UK higher education institution or equivalent qualification – A relevant degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence – A demonstrable interest in teaching within the curriculum area. You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

I’d definitely recommend this course because you really are provided with all the support necessary to succeed and the teaching staff are excellent. The course gives you the confidence to develop your own teaching style and provides opportunities to gain the best practical experiences during your professional practice.

There’s no doubt that the course has been extremely challenging, but then I did expect that. What I didn’t expect was to learn so much about myself and about geography while on professional practice. The amount of satisfaction you get from the job is the most important outcome of the PGCE, and teaching students about the world and how it is constantly changing is crucial in a child’s education. I strongly believe that this course has taught me the true value of education.

The course changes you, challenges you in every way possible and is a very intense year. However, you will become a teacher who can teach anywhere and anything by the end of it, the sense of achievement is massive and you realise that being a teacher really does make a difference to pupils’ lives on a daily basis.

I am now working in an Edge Hill University partnership school in Cheshire where I also have the role of curriculum mentor for Geography.”

How Do I Find Out More?

............................................................

For further information please contact: Course Leader – Charles Rawding On 01695 584207 Or rawdingc@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

Geography (11-16) with QTS*

51

Full-time

History (11-16) with QTS* Application Code ............................................................

Full-time, one year

V1X1

............................................................

History is not about dwelling on the past – it’s about bringing it to life and interpreting it intelligently in order to seek explanation of the present and the future.

By teaching pupils how to use historical sources, analyse interpretations, construct arguments and conduct historical enquiries, you can help them to rediscover the past and bring History right up-to-date.

This long-established, popular programme incorporates high quality tutoring, excellent placement support and exciting fieldwork opportunities. You’ll be encouraged to develop innovative and modern approaches to teaching and learning, including the use of ICT, to make you a high quality and successful history teacher at secondary school level.

YOUR STUDY PROGRAMME

When you have been offered a place you will be invited to an induction event. You will be required to explore the nature and extent of your historical understanding and take part in a series of online seminars.

These are designed to help you reflect on the nature of History subject knowledge. This auditing process will then direct you to a series of resources designed to extend your subject knowledge so that you begin the programme with an informed understanding of its demands.

In addition to acquiring a range of core skills, during your study time on campus you will develop: – Strategies to develop students’ historical understanding in creative and stimulating ways, including organising fieldwork, use of ICT and museum work – Develop an understanding of active teaching methods and the philosophy of ‘Learning to Learn’ – Understanding the conceptual structure of the History curriculum – Knowledge of essential educational theory – Awareness of appropriate and innovative teaching and assessment methods, including simulations and role play – Ability to plan lessons effectively – Excellent working knowledge of the latest ICT tools and software used in schools – Broader subject knowledge and professional and academic skills – Greater awareness of your role within the teaching profession through study of professional values.

You will also develop your subject knowledge by participating in field visits to a wide range of sites: the Edwardian Castles of North Wales; developing urban history trails in Liverpool; working in National museums with museum educators.

52

*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

edgehill.ac.uk

53

Example Routes to PGCE Study

............................................................

Philip worked for a number of years as a learning support assistant in a centre for pupils with learning difficulties. He came to the programme with a real understanding of the needs of these pupils and an awareness of the challenges that teaching can present. He was a very active participant in the University sessions and keen to gain a deeper understanding of the secondary classroom and develop a more extensive range of teaching approaches.

My PGCE: Claire Studdart

PGCE History Trainee ............................................................

History (11-16) with QTS*

Emma has a First Class honours degree in History and was a very astute PGCE trainee. She enjoyed the challenge of the taught element of the Edge Hill programme which highlighted the real connections between university History and the History that would be taught as part of the national curriculum. Emma completed both professional practices in Liverpool schools and proved to be an innovative teacher.

“I had already completed my degree at Edge Hill, so once I realised that teaching was what I wanted to do, it was an easy choice to study my PGCE here because of the University’s great reputation.

ENTRY REQUIREMENTS

– GCSE English Language and Mathematics at grade C or above (or equivalent qualification) – A relevant first degree from a UK higher education institution or equivalent qualification – A degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence – A demonstrable interest in teaching within the curriculum area.

You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

Edge Hill is somewhere I’d definitely recommend; not only is it well organised with supportive tutors, but everyone is made to feel like they are part of one big family.

The course has included a variety of educational visits to find out how certain locations can be used for school visits and I’ve experienced two very good schools for my professional practices.

This has enabled me to put my teaching skills and behaviour management techniques into practice, something I know I’ll find invaluable in the future.

My studies have provided me with a great support network that I’m not sure I’d have encountered anywhere else and I think the fact that I’ve completed my PGCE at Edge Hill will be of great advantage when starting my career as a teacher. I’ve found that the tutors are always looking out for you and they are now helping me with my job searches, which can only be of benefit.”

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

How Do I Find Out More?

............................................................

For further information please contact: PGCE Secondary Programme Leader – Lynne Warham On 01695 584732 Or lynne.warham@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

History (11-16) with QTS*

53

Full-time or Flexible

Mathematics (11-16) with QTS* Application Codes ............................................................

Full-time, one year Flexible, up to three years

GX11 G1X1

............................................................

Mathematics is a vibrant and challenging subject that is highly relevant to everyday life. It is required for the analysis of problems within a number of areas such as science, technology, management and commerce, and has a major impact on decision-making in the modern world. It also helps to develop clear and logical thought – a real asset for anyone, whichever career they choose to pursue.

As such, it is vitally important for teachers to ensure that school leavers possess enough skill in Mathematics to be able to make a positive contribution to not only their chosen occupation, but to society in general.

This comprehensive course incorporates the very latest curriculum requirements and offers you the chance to learn from leading experts in Mathematics teacher training. You will strengthen your subject knowledge and boost your personal and professional ICT skills, ensuring you are at the cutting edge of teaching and learning.

54

YOUR STUDY PROGRAMME

You will initially undertake an extensive subject knowledge and understanding audit, to identify your main strengths and areas for development, and enable your tutor to focus on your individual development needs.

In addition to acquiring a range of core skills, during your study time on campus you will develop: – Awareness of appropriate and innovative teaching and assessment methods, including whole-class teaching, group work, practical work and the use of computers and calculators – Strategies to encourage trainees’ numeric development, including oral and mental Mathematics, and the importance of correct numeric terminology – Knowledge of essential educational theory – Understanding of the curriculum and current teaching practice – Ability to plan lessons effectively – Excellent working knowledge of the latest ICT tools and software used for both personal benefit and as a teaching tool – Stronger subject knowledge – Greater awareness of your role within the teaching profession through study of professional values.

*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

edgehill.ac.uk

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Example Routes to PGCE Study

............................................................

Gordon was a non-qualified Mathematics teacher, with a degree in the subject, who had substantial experience teaching in a school. He wanted to obtain Qualified Teacher Status and after a successful interview he completed his needs assessment which established his training plan placing him on the Flexible route Pathway A. Gordon successfully completed all elements of his training plan in a 13 week period and is now a qualified Mathematics teacher.

My PGCE: Rob Hosker

PGCE Mathematics Trainee ............................................................

Mathematics (11-16) with QTS*

Charlotte graduated with a Mathematics degree and, despite being interested in the profession, was unsure whether a career in teaching was really for her. She decided to sample life in a school classroom gaining some experience which assured her that she did want to become a teacher. Safe in the knowledge that she was well prepared for what the future held, Charlotte signed up to study a PGCE at Edge Hill University.

“After spending the last 16 years working in the music industry, I wanted a complete change in career and decided to become a teacher.

ENTRY REQUIREMENTS

– GCSE English Language and Mathematics at grade C or above (or equivalent qualification) – A relevant first degree from a UK higher education institution or equivalent qualification – A degree classification usually at 2:2 or above – An A level in Mathematics (or equivalent level 3 qualification) – Satisfactory levels of Information and Communication Technology competence – A demonstrable interest in teaching within the curriculum area.

You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

A couple of places offered the route into teaching that I was interested in but, after talking to some of my friends who work in education, the overwhelming advice was that I should choose Edge Hill University.

My feelings were that schools placed a high value on trainees who had studied there and as well as this the PGCE route is one that some of my friends had taken and I liked and felt comfortable with the timetable.

My two professional practices so far have been real contrasts – first a grammar school and the second a comprehensive where I had a really full timetable to cover. This, however, gave me the opportunity to experience some areas not available in my first professional practice, such as working with Special Educational Needs pupils and teaching assistants.

The course, in short, has given me the opportunity to teach my subject for a living. I’ve now secured my first post at an excellent local school, thanks in no small part to the terrific support Edge Hill provided.

Time really has flown since I began the course, but when I think about how much I’ve learnt it really does strike me how far I’ve come.”

How Do I Find Out More?

............................................................

For further information please contact: Course Leader – Martin Pickett On 01695 584402 Or pickettm@edgehill.ac.uk Flexible Course Leader – Felix Obadan On 01695 584073 Or obadafe@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

Mathematics (11-16) with QTS*

55

Full-time or Flexible

Modern Languages (11-16) with QTS* Application Codes ............................................................

French, Full-time, one year Flexible, up to three years

German, Full-time, one year Flexible, up to three years

R1X9 R1X1

R2X9 R2X1

Mandarin, Full-time, one year Flexible, up to three years

T1XX T1X1

Urdu, Full-time, one year Flexible, up to three years

T55X T5X1

Spanish, Full-time, one year Flexible, up to three years

R4XX R4X1

............................................................

Teaching a language is an intellectual challenge that gives pupils access to another culture and way of life, and helps to enhance their job prospects in the future.

It also promotes a sense of understanding and appreciation of how countries interact and how working and social relationships can be vastly improved through a shared dialogue.

YOUR STUDY PROGRAMME

You will initially undertake an extensive subject knowledge and understanding audit, to identify your main strengths and areas for development, and enable your tutor to focus on your individual development needs.

In addition to acquiring a range of core skills, during your study time on campus you will develop: – Stronger knowledge of your specialist language(s) – Awareness of appropriate and innovative teaching and assessment methods, such as the use of interactive whiteboards, podcasts and computer-based resources – Strategies to encourage trainees’ holistic language development in the four skill areas of listening, speaking, reading and writing, as well as knowledge about the country and culture – Understanding of the curriculum and current teaching practice – Ability to plan lessons effectively – Excellent working knowledge of the latest ICT tools and software used in schools – Greater awareness of your role within the teaching profession through study of professional values – Knowledge of essential educational theory.

This comprehensive course enables you to learn innovative teaching methods whilst developing your own language knowledge and skills. You will also receive support to develop a second (or third if appropriate) language to ensure you have more to offer prospective employers.

56

*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

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57

Example Routes to PGCE Study

Throughout his time at university studying languages, Andrew worked on a voluntary basis with children. This experience and his love for languages have inspired him to apply for the Secondary PGCE in Modern Languages programme, following the full-time route. Andrew is currently on professional practice in schools and it is this ‘hands-on’ element of the programme he enjoys the most. On completion of his PGCE, Andrew intends to make a positive impact on children’s lives, aiming to work in a teaching role that focuses on pupils with special educational needs.

Caring for a child and an infirm parent, Anne was unable to contemplate a full-time course. She had completed her languages degree on a part-time basis with the Open University but had no previous teaching experience. She was accepted onto Pathway C to do the full Flexible PGCE programme. She attended university alongside full-time route PGCE trainees and is now on her second professional practice.

My PGCE: Sara Bowdler

PGCE Modern Languages Trainee ............................................................

ENTRY REQUIREMENTS

– GCSE English Language and Mathematics at grade C or above (or equivalent qualification) – A relevant first degree from a UK higher education institution or equivalent qualification – A degree classification at 2:2 or above – Satisfactory levels of Information and Communication Technology competence – A demonstrable interest in teaching within the curriculum area.

You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

Modern Languages (11-16) with QTS*

............................................................

“I found out about my course through friends who are teachers and then did my own research online. I actually read a profile of a career changer whose story sounded identical to mine, which really inspired me to go for it, so hopefully my thoughts will do the same for someone else.

Edge Hill’s absolute support through what can only be described as an intense year is what makes the place so special. As an example, I applied to do this course a few years ago, but had to withdraw due to a family bereavement. The staff here were brilliant about it and, even though I wasn’t even a student at that point, they made me feel extremely well looked after.

I’d say the course has definitely met my expectations. It’s made very clear what is involved and how tough it is going to be so you are prepared for what’s ahead. The subject-specific seminars give you all the theory behind the profession, but then it is even better when you actually get out there and teach it, test it and mould it to your own personality and teaching style.

The people you meet really make it too and with the mentors having such a wealth of experience it’s impossible not to pick up tips and useful information.

After ten years working in the insurance industry I’d got to a stage where it wasn’t rewarding anymore and, more importantly, I wasn’t using my languages at all. I thought what’s the point in learning a language to then not use it, so did the PGCE and it’s the best decision I ever made.”

How Do I Find Out More?

............................................................

For further information please contact: Course Leader – Monika Reece On 01695 650962 Or reecem@edgehill.ac.uk Flexible Course Leader – Helen Thomas On 01695 650962 Or thomast@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

Modern Languages (11-16) with QTS*

57

Full-time or Flexible

Music (11-16) with QTS* Application Codes ............................................................

Full-time, one year Flexible, up to three years

WX31 W3X1

............................................................

Music combines personal experience, knowledge, skills and understanding in a creative and cultural context that enriches and energises life. Through a fine balance of imagination and practicality, teachers can use Music to both develop a pupil’s playing skills and allow them to enjoy a liberating freedom of expression.

This popular and highly regarded course encourages you to continue with your own performing skills during the year and to share your music making and knowledge. It also incorporates exciting and innovative ‘active learning’ and fieldwork opportunities as well as extensive educational theory and hands-on practical experience.

YOUR STUDY PROGRAMME

You will initially undertake an extensive subject knowledge and understanding audit, to identify your main strengths and areas for development, and enable your tutor to focus on your individual development needs.

In addition to acquiring a range of core skills, during your study time on campus you will develop: – Awareness of appropriate and innovative teaching and assessment methods, including composition, performance and appraising – Strategies to introduce trainees to a range of live and recorded music from different times and cultures, including from the British Isles, Western, classical, folk, jazz and popular genres – Knowledge of essential educational theory – Understanding of the curriculum and current teaching practice – Ability to plan lessons effectively – Excellent working knowledge of the latest ICT hardware and software used in schools – Broader subject knowledge – Greater awareness of your role within the teaching profession through study of professional values.

Facilities in the Music Department include a digital sound studio, technology labs, a design suite and a post-production room and there are a wide range of instruments available, from guiros to African drums.

The building is wireless enabled and software available to use includes Cubase, Adobe Audition, ProTools, Reason and Sibelius.

Throughout the course there is input from leading professionals from a range of backgrounds who deliver lectures, seminars and practical performance workshops.

58

*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

edgehill.ac.uk

59

Example Routes to PGCE Study

............................................................

Winston had worked in the music industry as a producer and frustrated musician for 20 years. He had gained a degree in management but really wanted to share his love of music with others. He contacted Edge Hill and an appropriate training plan was agreed that would allow him to complete some formal Level 6 accredited modules as part of a Flexible PGCE. While on the programme Winston undertook teaching both in a specialist Arts College and a single sex comprehensive school. The mentors supporting him on his final professional practice were so impressed that they offered him a position within the department before he had completed his training.

My PGCE: Roisin O’Donnell

PGCE Music Trainee ............................................................

ENTRY REQUIREMENTS

– GCSE English Language and Mathematics at grade C or above (or equivalent qualification) – A relevant first degree from a UK higher education institution or equivalent qualification – A degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence – A demonstrable interest in teaching within the curriculum area.

You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

How Do I Find Out More?

Music (11-16) with QTS*

Sarah started her PGCE directly after graduating with a BA (Hons) in Music. She undertook training in an 11-16 Roman Catholic High School and an 11-18 Technology College over the course of the year and these contrasting professional practices allowed her to develop a rounded teaching competence. Sarah felt so confident after completing her training that she was appointed to the post of Head of Music in a large and successful secondary school.

“I was attracted to studying at Edge Hill after reading that the University had achieved Grade 1 ‘Outstanding’ in its most recent Ofsted inspection. In addition to this I liked how the PGCE Secondary Music course is structured and how, through the excellent relationships Edge Hill has with its partner schools and colleges, your professional practice is matched to your training needs.

On my first professional practice I spent four days per week in a school. Initially I observed lessons until I became familiar with the pupils and school and by the second term I was teaching a 50 percent timetable. I am now undertaking my second professional practice where I am teaching a 75 percent timetable, approximately 15 lessons per week.

Throughout both professional practices I have been assigned to a class where I am responsible for taking registration and teaching Personal, Social and Health Education (PSHE). I also meet regularly with my Curriculum Mentor to discuss my progress and targets, as well as meet with my Professional Mentor and trainees from other subjects to receive broader professional development advice.

During the PGCE I have gained a wide range of experiences in a variety of settings, including special educational needs schools, primary schools and sixth form colleges, while the assignments have been planned in such a way that I have never felt swamped by the workload.

I would say that this course has made me a much more confident and organised person who is ambitious and eager to succeed. I am now looking forward to securing my first teaching role and continuing my professional development.”

............................................................

For further information please contact: Course Leader – Donna Cummins On 01695 650993 Or donna.cummins@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

Music (11-16) with QTS*

59

Full-time

Physical Education (11-16) with QTS* Application Code ............................................................

Full-time, one year

X9C6

............................................................

Thanks to high profile Government campaigns, teaching children ways to stay fit and healthy has never been so important. In addition to physical benefits, teaching PE also helps pupils to become skilful and intelligent performers, boosts their self-esteem and allows them to gain other worthy attributes such as the ability to work selflessly and as part of a team, humility and a determination to succeed.

As a secondary school teacher in Physical Education you’ll face heavy demands on your mind, body and time.

This course is carefully designed to prepare you fully for the physical and mental challenges you will face, giving you the skills and stamina necessary to become an assured and high quality teacher of this subject.

60

YOUR STUDY PROGRAMME

You will initially undertake an extensive subject knowledge and understanding audit, to identify your main strengths and areas for development, and enable your tutor to focus on your individual development needs.

In addition to acquiring a range of core skills, during your study time on campus you will develop: – Awareness of appropriate and innovative teaching and assessment methods, including theoretical and physical challenges and games – Strategies to develop trainees’ abilities in a wide range of sports, including dance, gymnastics, athletics, swimming and various outdoor and adventurous activities – Knowledge of essential educational theory – Understanding of the curriculum – Ability to plan lessons effectively – Good working knowledge of the latest ICT tools and software used in schools – Broader subject knowledge and professional and academic skills – Greater awareness of your role within the teaching profession through study of professional values.

*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

edgehill.ac.uk

61

Example Routes to PGCE Study

............................................................

Liz, who has a sports degree from Edge Hill, had thought about becoming a PE teacher but wasn’t certain it would be the right choice for her. To see if teaching suited her she gained employment as a teaching assistant in a secondary school where she worked with a variety of children. This experience has made her realise that teaching is the right career move to make and she now hopes to secure a place on the PGCE at Edge Hill.

My PGCE: Erin Dixon

PGCE Physical Education Trainee ............................................................

Physical Education (11-16) with QTS*

Stephen qualified as a physiotherapist and has been working in the NHS. He now feels that he would like to teach PE as he has always had an interest in physical activity. As his first degree is not in the subject he has helped out in a number of schools on a voluntary basis and now feels that this is the right career move to make. He intends to apply to Edge Hill University to complete a PGCE in Physical Education.

“One of Edge Hill’s special points is its stimulating learning environment – it’s a unique and amazing place to study with a vast amount of resources and facilities.

ENTRY REQUIREMENTS

– GCSE English Language and Mathematics at grade C or above (or equivalent qualification) – A relevant first degree from a UK higher education institution or equivalent qualification – A degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence – A demonstrable interest in teaching within the curriculum area.

You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

I chose the secondary Physical Education PGCE because it offered the development of practical, reflective and analytical skills.

Coming from a dance background I was worried that I might be limited in the various skills needed to teach PE, but the way the course is designed enables those with a mutual passion for teaching to come together and share their knowledge, helping everyone to be the best possible teachers they can be.

I’ve particularly enjoyed the practical side of the course, taking part in different workshops and focusing on individual sports. This has enabled me to experience first-hand the learning of a skill and how it is broken down, really developing my understanding.

The course has given me the chance to meet new people from various backgrounds and has allowed me to learn a lot about myself, such as how I react in different situations, how I work under pressure and how I learn from my triumphs and mistakes – most importantly – it has helped me to become a better teacher.”

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

How Do I Find Out More?

............................................................

For further information please contact: Course Leader – Rob Burgess On 01695 584807 Or burgesr@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

Physical Education (11-16) with QTS*

61

Full-time

Physics with Mathematics (11-19) with QTS* Application Code ............................................................

Full-time, one year

F311

............................................................

This PGCE combines the two shortage subject areas of physics and mathematics to provide teacher training in these distinct subjects, whilst also giving the opportunity to observe and teach physics at sixth form level.

Providing a strong focus on subject knowledge, the programme combines intensive subject-study sessions with research-informed pedagogy, whilst enabling you to gain relevant experience through four days per week of school-based training.

Whether you are a recent graduate or seeking a career change, perhaps from a background of physics or engineering, the programme will prepare you to take up your first teaching post with confidence, equipped with the academic and vocational skills, knowledge, values and understanding that will greatly enhance your employability opportunities.

62

YOUR STUDY PROGRAMME

You will initially undertake an extensive subject knowledge and understanding audit, to identify your main strengths and areas for development, and enable your tutor to focus on your individual development needs.

In addition to acquiring a range of core skills, during your study time on campus you will develop: – Awareness of appropriate and innovative teaching and assessment methods, including experiments and investigative work, group discussions, role play, project work, presentations and examinations – Knowledge of health and safety requirements and strategies for maintaining a quality laboratory work environment – Knowledge of essential educational theory – Understanding of the curriculum – Ability to plan lessons effectively – Excellent working knowledge of the latest ICT tools and software used in schools – Broader subject knowledge and professional and academic skills – Greater awareness of your role within the teaching profession through study of professional values.

*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

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Example Routes to PGCE Study

Peter has a physics degree and has a wealth of experience from working within the engineering industry for a large multi-national company. This has enabled him to develop many skills including problem solving and mathematical modelling and analysis, as well as providing him with a solution driven approach and the ability to remain positive when working in pressurised situations. Wanting a career change and to discover whether teaching would be for him, Peter participated in school-based observations to develop his awareness of the role. Now certain of his career aspirations, he is planning to begin a physics subject knowledge enhancement course at Edge Hill University to prepare him further for the Physics with Mathematics PGCE. Peter is aware that physics and mathematics are shortage subjects and believes the ability to teach both disciplines will greatly enhance his employment opportunities.

My PGCE: Nicholas Long

PGCE Physics with Mathematics Trainee ............................................................

Physics with Mathematics (11-19) with QTS*

............................................................

“Since graduating from my physics degree I have continuously worked in schools and thought a lot about becoming a teacher.

ENTRY REQUIREMENTS

– GCSE English Language and Mathematics at grade C or above (or equivalent qualification) – A relevant first degree from a UK higher education institution or equivalent qualification (this should be in a Physics, Engineering, Mathematical Sciences or closely related subject such as Energy Science and Technology, Astronomy and Space Science or Chemical Physics) – A degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence – A demonstrable interest in teaching within the curriculum area.

You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

Choosing to study the secondary Physics with Mathematics PGCE at Edge Hill University has been one of the best decisions I’ve ever made. By learning about both science and mathematics I’ve encountered a huge range of ideas and philosophies that have made my teaching more thoughtful and imaginative.

My professional practices, which are a key part of the course, have been really varied too and have enabled me to apply everything I have learnt in the classroom. I found everyone at the schools I was based at to be hugely encouraging and they provided me with lots of valuable and constructive advice.

The support we receive from our tutors is another great feature of this PGCE. They do all they can to help and go above and beyond what you might expect, which has made a big difference to my confidence.

Without doubt this course has definitely helped me to achieve my goals and I am now looking forward to starting my first teaching post in September.”

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

How Do I Find Out More?

............................................................

For further information please contact: Course Leader – Ben Porter On 01695 650968 Or porterb@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

Physics with Mathematics (11-19) with QTS*

63

Full-time

Religious Education (11-16) with QTS* Application Code ............................................................

Full-time, one year

V6X9

............................................................

Religious Education makes an essential contribution to pupils’ knowledge and understanding of the communities, cultures and truth claims that shape the world around them. Through Religious Education pupils develop knowledge of the beliefs and practices of the major world religions as well as begin to develop the skills to make sense of the impact of these beliefs and values on peoples’ lives.

Teaching Religious Education gives pupils the opportunity to learn about and reflect upon the religious experiences of people around the world and through time. It also provides a forum for them to develop their own personal response to questions of meaning and value such as “Does God exist?” and “Is there life after death?”

The course aims to develop reflective and analytical skills as well as providing practical experience in planning effective lessons and learning strategies, hands-on classroom experience, and opportunities to further your own subject knowledge. It also enables you to develop useful contacts for the future, through meeting and talking with faith practitioners from a variety of world religions.

64

YOUR STUDY PROGRAMME

You will initially undertake an extensive subject knowledge and understanding audit, to identify your main strengths and areas for development, and enable your tutor to focus on your individual development needs.

In addition to acquiring a range of core skills, during your study time on campus you will develop: – Strategies to develop students’ understanding of various religious and ethical issues through discussion and debate, research, and field trips to faith communities – Understanding of the curriculum and Local Agreed Syllabi, which influence the teaching of Religious Education according to the concerns and values of the faith communities within a particular area – Knowledge of essential educational theory – Awareness of appropriate and innovative teaching and assessment methods, including collage and display work, ICT research and presentations, videos, coursework and examination – Ability to plan lessons effectively – Excellent working knowledge of the latest ICT tools and software used in schools – Knowledge and understanding of RE at Key Stage 3 and Religious Studies at Key Stage 4 and post-16 – Understanding of the role RE can play in promoting citizenship and community cohesion.

You will also develop your subject knowledge and gain useful contacts with religious communities that could help you during your teaching career, by visiting places of worship and meeting faith practitioners from the six main world religions represented in the Local Agreed Syllabi.

*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

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65

Example Routes to PGCE Study

............................................................

Suzanne has a background in retail management and has a degree in Philosophy. She has wide experience of training adults, but limited school-based experience. Her subject knowledge was enhanced by completing a range of online subject knowledge enhancement modules in RE before she joined the Religious Education PGCE, where she has particularly enjoyed her professional practices. Suzanne is now in the process of applying for her first school-based teaching position.

My PGCE: Asha Musa

PGCE Religious Education Trainee ............................................................

ENTRY REQUIREMENTS

– GCSE English Language and Mathematics at grade C or above (or equivalent qualification) – A relevant first degree from a UK higher education institution or equivalent qualification – A degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence – A demonstrable interest in teaching within the curriculum area.

You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

Religious Education (11-16) with QTS*

Ashifa has an MA in Theology from an American Institution. She taught RE in an elementary school in the USA and has also been employed at a sixth form college as a general RE teacher, been Head of RE, and has experience of teaching A level. She would like to gain QTS and intends to apply to study the PGCE in Religious Education at Edge Hill.

“The course content in Edge Hill’s Religious Education PGCE looked excellent and I thought it would suit me well. The chance to do an enhancement course in the subject before I started teacher training was also very appealing and gave me the chance to develop my knowledge further.

The course has really met my expectations and I’ve had exceptional support from my course leader all the way through. I have worked really hard throughout because I wanted to achieve the level my tutor said I could, and I genuinely feel that I have.

The way the course is structured has allowed me to develop at my own pace, but still meet the deadlines and deliver all my lessons. I can only emphasise how important it is that PGCE trainees receive strong support in an encouraging atmosphere and the staff at Edge Hill provide that in abundance.

There are times when you’re tested to your limits and situations where, as a trainee, you could be undermined and your professional manner tested, but the superb tutors give you the tools to handle all those situations and still deliver all your planning and assignments.

I certainly have become the confident and able teacher that, at one time, I never imagined I could be.”

How Do I Find Out More?

............................................................

For further information please contact: Course Leader – Francis Farrell On 01695 584220 Or farrellf@edgehill.ac.uk Flexible Course Leader – Mike Ashton On 01695 584220 Or ashtonm@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

Religious Education (11-16) with QTS*

65

Full-time or Flexible

Science (Biology) (11-16) with QTS* Application Codes ............................................................

Full-time, one year Flexible, up to three years

C1X1 CAX1

YOUR STUDY PROGRAMME

You will initially undertake an extensive subject knowledge and understanding audit, to identify your main strengths and areas for development, and enable your tutor to focus on your individual development needs.

............................................................

In addition to acquiring a range of core skills, during your study time on campus you will develop:

As such, the course aims to develop your reflective and critical skills and equip you with the expertise and knowledge required to become a competent and assured secondary school teacher of Biology, with sufficient subject knowledge to not only teach across the Biology disciplines at Key Stage 3, but also contribute outside your specialist subject at Key Stage 4.

– An awareness of appropriate and innovative teaching and assessment methods, including experiments and investigative work, group discussions, role play, project work, presentations and examinations – A knowledge of the health and safety requirements and strategies for maintaining a safe laboratory working environment – An understanding of essential educational theory – An understanding of the science curriculum – The ability to plan outstanding lessons and deliver them effectively – Excellent working knowledge of the latest ICT tools and software used in schools – Broader subject knowledge in Biology and also in your non specialist science disciplines (i.e. Chemistry and Physics) – Professional and academic skills including Educational Research methodology – An awareness of your role within the teaching profession through an increasing awareness of professional values – An awareness and expertise that will allow you to form positive relationships with both pupils and colleagues – A knowledge of a range of classroom management techniques and the awareness to implement them.

Biology is a natural science and covers many topics and disciplines related to the study of life and living organisms, including their structure, function, growth origin and evolution. To prepare you to teach this exciting subject, this PGCE has been designed to be activity-led and meet the latest Biology curriculum requirements.

You will also develop your subject knowledge by participating in numerous activities, which have in the past included visits to places of scientific and fieldwork interest, guest speakers and Science, Technology, Engineering and Mathematics (STEM) Challenge days in the North West.

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*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

edgehill.ac.uk

67

Example Routes to PGCE Study

After completing a degree in Environmental Science, Nazira gained a position in a local sixth form college teaching GCSE and A level Biology.

She then began a PGCE in Post-Compulsory Education and Training and continued to teach three days a week at the college as well as undertaking maternity cover in schools. With the offer of full-time employment at one of these schools, she wanted to achieve Qualified Teacher Status. Nazira was inducted onto the flexible Science (Biology) programme and chose to follow Pathway A, which requires assessment on one professional practice only.

Owen worked in a variety of jobs after leaving school. He studied for his Science A levels on a part-time basis and then embarked on a degree in Genetics, gaining a 2:1. After working with his own secondary school-aged children Owen decided to become a teacher. He completed ten days voluntary observation and assisting in a school which confirmed his choice of profession and he began the full-time PGCE Science (Biology) course.

My PGCE: Chris Rees

PGCE Science (Biology) Trainee ............................................................

ENTRY REQUIREMENTS

– GCSE English Language and Mathematics at grade C or above (or equivalent qualification) – A relevant first degree from a UK higher education institution or equivalent qualification.The subject of the degree should be relevant to the Biology discipline – A degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence – A demonstrable interest in teaching within the curriculum area.

You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

Science (Biology) (11-16) with QTS*

............................................................

“I was working towards my PhD when I realised that the only thing that I enjoyed about the course was the time I spent teaching and carrying out practical work. As I wanted to work in an environment that was continuously challenging, yet also enjoyable, I began to study for my PGCE.

I chose Edge Hill University because I was aware of its excellent reputation for initial teacher training, particularly with respect to the support it provides to trainees. I found this support and the ease of access that I had to my tutors, as well as other teaching experts, was vital in helping me through what was an extremely challenging and demanding year. Their knowledge, passion and encouragement were paramount in helping me to succeed and to attain the skills necessary to develop into an outstanding teacher.

The professional practices offered as part of the course provided a fantastic setting for my PGCE year and I had the opportunity to develop relationships with the staff and pupils at a variety of schools. It is true that every lesson is different, but it was the diverse challenges I faced daily in school that confirmed my desire to become a teacher.

Edge Hill has provided a great experience on my journey to becoming a teacher, from initially providing me with the opportunity to enhance my subject knowledge right through my training. Having now secured a teaching post in London I feel ready to face the challenges ahead, knowing that the University will continue to support me throughout my career.”

How Do I Find Out More?

............................................................

For further information please contact: Course Leader – Bernard Kerfoot On 01695 584640 Or kerfootb@edgehill.ac.uk Flexible Course Leader – Dee Wyatt On 01695 584279 Or wyattd@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

Science (Biology) (11-16) with QTS*

67

Full-time or Flexible

Science (Chemistry) (11-16) with QTS* Application Codes ............................................................

Full-time, one year Flexible, up to three years

F2X1 F1X1

............................................................

By training to become a teacher of Chemistry, the science of matter and chemical reactions, you will be ideally placed to progress in your career.

The Government has placed a focus on training teachers of Chemistry to raise educational standards and help today’s young people acquire appropriate knowledge, skills and values. Once qualified, you will be ideally placed to use your expertise to meet this demand and embark upon a rewarding and satisfying teaching career.

As such, this PGCE has been designed to develop your reflective and critical skills and equip you with the expertise and knowledge required to become a competent and assured secondary school teacher of Chemistry, with sufficient subject knowledge to not only teach across the Chemistry disciplines at Key Stage 3, but also contribute outside your specialist subject at Key Stage 4.

YOUR STUDY PROGRAMME

You will initially undertake an extensive subject knowledge and understanding audit, to identify your main strengths and areas for development, and enable your tutor to focus on your individual development needs.

In addition to acquiring a range of core skills, during your study time on campus you will develop: – An awareness of appropriate and innovative teaching and assessment methods, including experiments and investigative work, group discussions, role play, project work, presentations and examinations – A knowledge of the health and safety requirements and strategies for maintaining a safe laboratory working environment – An understanding of essential educational theory – An understanding of the science curriculum – The ability to plan outstanding lessons and deliver them effectively – Excellent working knowledge of the latest ICT tools and software used in schools – Broader subject knowledge in Chemistry and also in your non specialist science disciplines (i.e. Biology and Physics) – Professional and academic skills including Educational Research methodology – An awareness of your role within the teaching profession through an increasing awareness of professional values – An awareness and expertise that will allow you to form positive relationships with both pupils and colleagues – A knowledge of a range of classroom management techniques and the awareness to implement them.

You will also develop your subject knowledge by participating in numerous activities, which have in the past included visits to places of scientific and fieldwork interest, guest speakers and GET SET Challenge days in the North West.

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*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

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69

Example Routes to PGCE Study

Navid achieved a degree in Forensic Science which encompassed modules across all of the science disciplines and he recognised these could be valuable in teaching science at secondary level. His ambition for this was strengthened during the final year of his degree when he undertook some observation in a local secondary school. Navid applied for the Chemistry strand of the PGCE Science programme at Edge Hill University and was offered a place on the condition that he studied 12 modules of Chemistry Subject Knowledge Enhancement (SKE). This reinforced his knowledge and allowed him more time to extend his school experience. It also allowed him time to get to know Edge Hill and the Science Team. Following completion of the SKE modules Navid began the PGCE programme which he has now successfully completed.

My PGCE: Chris Harrison

PGCE Science (Chemistry) Trainee ............................................................

“When choosing a University to train at Edge Hill really stood out to me, both for its reputation amongst teachers and for its campus location.

ENTRY REQUIREMENTS

– GCSE English Language and Mathematics at grade C or above (or equivalent qualification) – A relevant first degree from a UK higher education institution or equivalent qualification. The subject of the degree should be in a Chemistry-based discipline – A degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence – A demonstrable interest in teaching within the curriculum area. You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

Recommending this PGCE is easy because the teaching staff are fantastic and the support they give you is excellent. Right from the start they are building your confidence and preparing you for your first time in front of a class. Throughout the course the opportunities to gain the best experiences are wide and varied, with staff able to draw upon and provide examples from their own teaching careers. They are always willing to help, from generating ideas for the classroom to support with writing job applications.

Science (Chemistry) (11-16) with QTS*

............................................................

Although the course is very challenging it is also extremely rewarding and you learn a great deal along the way. It is satisfying seeing pupils develop and there’s a great sense of achievement that goes with seeing first-hand the progress they make. It really shows you how valuable a good and engaging education is.

The PGCE is an intensive year but it is worth every minute. You emerge from it as a teacher with confidence and experience to teach anywhere and deal with anything. You also witness what a positive difference you can make to the lives of pupils each day.”

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

How Do I Find Out More?

............................................................

For further information please contact: Course Leader – Bernard Kerfoot On 01695 584640 Or kerfootb@edgehill.ac.uk Flexible Course Leader – Dee Wyatt On 01695 584279 Or wyattd@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

Science (Chemistry) (11-16) with QTS*

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Full-time or Flexible

Science (Physics) (11-16) with QTS* Application Codes ............................................................

Full-time, one year Flexible, up to three years

F3X2 F3X1

............................................................

Physics is a fascinating subject that covers a wide range of areas, not least those of matter and energy and how they react with each other. If you have a passion for physics and would like to inspire young people, while helping to raise educational standards in this subject, then there has never been a better time. The Government has classified physics as a shortage subject and is looking to increase the number of specialist physics teachers in the country, meaning that once qualified you would be ideally placed to meet this demand and take advantage of excellent career opportunities.

This course aims to develop your reflective and critical skills as well as equip you with the expertise and knowledge required to become a competent and assured secondary school teacher of Physics, with sufficient subject knowledge to not only teach across the Physics disciplines at Key Stage 3, but also contribute outside your specialist subject at Key Stage 4.

YOUR STUDY PROGRAMME

You will initially undertake an extensive subject knowledge and understanding audit, to identify your main strengths and areas for development, and enable your tutor to focus on your individual development needs.

In addition to acquiring a range of core skills, during your study time on campus you will develop: – An awareness of appropriate and innovative teaching and assessment methods, including experiments and investigative work, group discussions, role play, project work, presentations and examinations – A knowledge of the health and safety requirements and strategies for maintaining a safe laboratory working environment – An understanding of essential educational theory – An understanding of the science curriculum – The ability to plan outstanding lessons and deliver them effectively – Excellent working knowledge of the latest ICT tools and software used in schools – Broader subject knowledge in Physics and also in your non specialist science disciplines (i.e. Biology and Chemistry) – Professional and academic skills including Educational Research methodology – An awareness of your role within the teaching profession through an increasing awareness of professional values – An awareness and expertise that will allow you to form positive relationships with both pupils and colleagues – A knowledge of a range of classroom management techniques and the awareness to implement them in the classroom.

You will also develop your subject knowledge by participating in numerous activities, which have in the past included visits to places of scientific and fieldwork interest, guest speakers and GET SET Challenge days in the North West.

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*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

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Example Routes to PGCE Study

............................................................

My PGCE: Michael Willshire

PGCE Science (Physics) Trainee ............................................................

ENTRY REQUIREMENTS

– GCSE English Language and Mathematics at grade C or above (or equivalent qualification) – A relevant first degree from a UK higher education institution or equivalent qualification. The subject of the degree should be in a Physics-based discipline – A degree classification usually at 2:2 or above – Satisfactory levels of Information and Communication Technology competence – A demonstrable interest in teaching within the curriculum area.

You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.

Please note, for the purposes of Initial Teacher Training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English. If you have graduated in the last five years an academic reference is required.

If you do not have the GCSEs required, we offer Equivalency Tests (see page 82).

Trainees starting an Initial Teacher Training (ITT) programme will also be required to pass Professional Skills Tests in Literacy and Numeracy before starting their programme, see the How to Apply pages for further details.

How Do I Find Out More?

Science (Physics) (11-16) with QTS*

Humayun had a degree in Civil Engineering and so undertook a Subject Knowledge Enhancement course to enable him to prepare to join the Science (Physics) PGCE. He opted for units not relating to his engineering experience, yet which complemented his degree, including the topics of Electricity, Magnetism and the Earth and Space.

“As a graduate with a 2:1 in Physics I decided to explore becoming a teacher as it had always appealed to me. As part of this I spent time working voluntarily in local schools and found that I really enjoyed the environment as well as the enthusiasm of young people.

I then chose to visit an Edge Hill University open day due to its outstanding reputation for initial teacher training and was thoroughly impressed by the campus, the facilities and the resources. I found it was also a good opportunity to speak to tutors and gain an understanding of what a PGCE entailed.

The guidance and support on this course has been excellent from start to finish and I received valuable advice, feedback and mentoring throughout my professional practices. Lecturers at Edge Hill gave me a confident understanding of all aspects of teaching, ranging from the legal responsibilities and Ofsted guidelines, to differentiation strategies and behaviour management techniques.

In my experience the tutors were always there for every PGCE student, whether it was to provide help with written assignments, guidance on a particular aspect of teaching, or just advice on how to teach a certain topic.

I feel that Edge Hill has a real commitment to ensuring that its students find employment after their course has finished too.

Throughout my training I was able to attend a number of lectures, seminars and workshops about composing an outstanding CV, writing the perfect application letter, as well as how to prepare for teaching interviews. This was certainly of benefit to me and on completion of my PGCE I immediately secured a permanent teaching position at an independent school.”

............................................................

For further information please contact: Course Leader – Bernard Kerfoot On 01695 584640 Or kerfootb@edgehill.ac.uk Flexible Course Leader – Dee Wyatt On 01695 584279 Or wyattd@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

Science (Physics) (11-16) with QTS*

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More information at ehu.ac.uk/education 72

School-Centred Initial Teacher Training (SCITT) Edge Hill University currently works closely with a selected range of School-Centred Initial Teacher Training (SCITT) providers which include Merseyside, Manchester and Lancashire (MML), Pennine Lancashire (PL) and Three Counties Alliance (TCA).

The University has worked closely with these SCITT providers to ensure that the programmes they have designed further enhance the quality of teachers entering the profession, and the quality of the design and delivery of teacher training, as well as driving forward an enhanced model of school improvement that has real impact on the schools within each Partnership.

Each SCITT partnership comprises Ofsted-graded ‘outstanding’ schools and settings, ‘good’ schools with outstanding features, and Edge Hill as the University provider offering accreditation of a trainee’s Masters Level work. The schools, school leaders, and teachers are very much the drivers of this innovative Initial Teacher Training programme, which currently offers Qualified Teacher Status (QTS) with a Postgraduate Certificate in Education, plus an additional 60 credits at M level, accredited by Edge Hill University.

To join this Initial Teacher Training programme in one of the SCITTs we work with you should apply through UCAS to your chosen SCITT. You would then undertake your training within a cluster of identified schools where you will be able to learn and develop the skills required to become an outstanding teacher.

Each SCITT recruits, trains and then supports trainees to secure employment, enabling new teachers to have the best possible start to their teaching career.

The trainees within each SCITT will learn and train in a diverse range of schools and work with the best educators to build on their outstanding potential from the start of their programme. They will have access to Expert Practitioners across the cluster and be able to put all their learning into practice from day one.

For further information about applying to a SCITT please visit the website of their lead school: Merseyside, Manchester and Lancashire (MML) SCITT which is led by Tarleton Academy www.tarletonacademy.org

Pennine Lancashire (PL) SCITT which is led by Alder Grange Community and Technology School www.aldergrange.com Three Counties Alliance (TCA) SCITT which is led by Minsthorpe Academy www.minsthorpe.wakefield.sch.uk

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School Direct is a programme where schools, or partnerships of schools, apply for trainee teacher places.

The School Direct schools choose which accredited provider to work with, negotiate how the training is structured and agree how the funding will be divided between the school and the provider. The provider is accountable and responsible for the recommendation of the award of Qualified Teacher Status (QTS).

Two types of School Direct training places are available:

- The School Direct Training Programme which is open to all graduates and funded by tuition fees that are paid by the trainee, who may receive a bursary from the Teaching Agency (TA).

- The School Direct Training Programme (salaried) which is an employment-based route into teaching for high quality graduates with three or more years’ career experience. The trainee is employed as an unqualified teacher by a school and the Teaching Agency (TA) provides funding, which the school can use to subsidise the trainee’s salary and/or training.

As an accredited provider, Edge Hill University currently works with the following lead Primary and Secondary schools: Primary Schools - Burscough Priory Science College - Ladywood School and Outreach Centre, Bolton - Mawdesley St Peter’s C of E Primary School - Roundthorn Primary School, Oldham - St Peter’s C of E Primary School, Shropshire - The Bridge School, Islington, London - The Marches School, Shropshire

Secondary Schools - Alder Grange, Rawtenstalle - Blackrod and Rivington, Rivington, Horwich - Burscough Priory Science College, Burscough - Byrchall High, Ashton in Makerfield - Childwall High, part of the Enterprise Trust, Liverpool - Deyes High, Maghull - Lymm High, Cheshire - Minsthorpe, Yorkshire - The Marches, Shropshire - The Sutton Academy, St. Helens

Primary PGCE Undertaking a Primary Initial Teacher Training (ITT) programme with School Direct via Edge Hill University will enable you to achieve a specific PGCE award linked to a specialist area. These are: -

PGCE Primary English Education with QTS* PGCE Primary Mathematics Education with QTS* PGCE Primary Modern Languages Education with QTS* PGCE Primary Science Education with QTS*.

Your specialism will be confirmed once you are made an offer however you should indicate on your application which specialism(s) you would like to be considered for.

Training for a Primary PGCE would involve the completion of at least 120 days in school which would be undertaken in schools linked to the designated lead school. It also involves attending taught sessions at Edge Hill University’s Ormskirk campus for two days per week, during seventeen weeks of the programme.

The entry requirements needed to join the primary programme include: demonstrating a commitment to, and understanding of, primary education, normally founded on at least 10 days of experience in primary classrooms in the two years prior to your application; GCSE at grade C (or equivalent qualification) in English Language and Mathematics; suitable personal and presentational qualities; a good standard of written English.

In addition, before the programme commences you must have: a first or second class Honours degree from a UK university; an A level in your chosen specialism, or evidence of significant coverage of your choice of specialism within your first degree/higher degree; GCSE at grade C (or equivalent qualification) in Combined Science/Physics/Chemistry/Biology, as well as two additional National Curriculum subjects (as taught in Key Stages 1 and 2).

More information at ehu.ac.uk/education 74

*Successful completion of the programme leads to a recommendation for Qualified Teacher Status (QTS)

School Direct – Primary and Secondary PGCE Training Programme Secondary PGCE Secondary PGCE trainees will study their School Direct programme jointly between the cluster of schools and Edge Hill University. They will receive a comprehensive training with the schools on a number of priority areas which include assessment, reading, cross curricular literacy, phonics, English as a Second Language, behaviour management and Special Needs (SEND). This comprehensive training will involve working with the lead partnership schools and attending taught sessions at Edge Hill’s Ormskirk Campus.

The course takes one year to complete and is for graduates wishing to achieve a Postgraduate Certificate in Education with Qualified Teacher Status (QTS). The PGCE will provide 120 credits towards an MA, which is equivalent to two thirds of an MA. Qualified Teacher Status gives you license to teach in any 11-18 Secondary school.

Trainees applying for a Secondary PGCE should be able to demonstrate: a commitment to, and understanding of, secondary education, normally founded on at least 5 days of experience in a secondary school; GCSE at grade C (or equivalent) in English Language and Mathematics; Grade B at A level in a relevant subject (or equivalent).

Applying for School Direct PGCE Training Applications for School Direct programmes can be made through the ‘Get into Teaching’ section of the Department for Education’s website. These can be made once allocations have been confirmed, which is usually at the end of October. Applicants will be able to search for places by lead school name, subject or location.

Please note that: - For the purposes of initial teacher training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English -

-

Applicants are required to undertake national Professional Skills Tests in Literacy and Numeracy prior to entry to these programmes. Successful completion of the Professional Skills Tests will form part of the conditions of any offer of a place.

Further details can be found at edgehill.ac.uk/skillstests An academic reference is required for all students who have graduated in the last five years.

In addition, applicants must have, or be in the process of obtaining, a first or second class honours degree (or equivalent) from a UK university. All subjects are acceptable, but should be relevant to the subject being studied. Where an applicant is in their final year, then a successful outcome should be predicted by the referee.

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More information at ehu.ac.uk/education 76

Teaching in the Post-Compulsory Education and Training/Lifelong Learning Sector If you want a career that provides variety and opportunity, combined with the ability to help people achieve their potential, then teaching in the Post-Compulsory Education and Training (PCET)/Lifelong Learning Sector (LLS) could be for you.

Teachers and trainers working within the Post-Compulsory Education and Training sector deliver learning sessions to individuals from the age of 16 upwards, although many settings now also cater for learners from the age of 14.

The PCET sector, which used to focus mainly on Further Education (FE), now encompasses colleges, adult and community learning centres, library and archives, public service sector, armed forces, prison education, health service and private training organisations.

Teaching and working with learners from across the PCET sector is quite different from teaching in a school and it offers many rewards and challenges. Many learners within the sector arrive with a wealth of experience – both academic and skills-based. Teaching within the sector enables trainee teachers to develop and enhance effective approaches to teaching and learning, which both connect and celebrate the experience and diversity of the learners they work with.

As learners in the sector often bring with them an existing knowledge base, PCET teachers can find themselves in a class full of lively debate and discussion. This can enable them to create an environment where learners are able to discuss their views and opinions openly and freely in an atmosphere of mutual trust and respect. This can be a stimulating experience for both learner and teacher and it is often from such dialogue that mutual learning occurs.

Another aspect of teaching in the PCET sector is the opportunity to help learners take a second chance in achieving their ambitions. People returning to education are often ready to seize opportunities and meet new challenges, and they can often make exceptional students who are highly committed to achieving their goals. To be part of this process can be exhilarating, rewarding and extremely fulfilling.

There are many areas in which a qualified PCET teacher can teach, including: •

Academic subjects (like Mathematics, English and Science) often leading to qualifications such as GCSEs and A levels

•

Vocational courses which train students for careers such as catering, construction, childcare, photography and woodwork, often leading to vocationally linked qualifications such as NVQs

•

The 14 - 19 vocational routes delivered in colleges, schools and settings.

Once you become a qualified and experienced teacher in the PCET sector you will find there are many opportunities to enable you to progress in your career.

These include becoming an advanced practitioner, a learning coach, a senior lecturer, a programme leader, course manager or head of division. In these roles you can continue to teach while gaining additional responsibilities.

When qualified, teachers in the PCET sector can also gain Qualified Teacher Learning and Skills (QLTS) status which places them on a national register of qualified teachers for the sector. This process is usually undertaken during the first year of teaching, following achievement of the PCET teaching award, Diploma in Teaching in the Lifelong Learning Sector, via a process known as ‘professional formation’.

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Full-time and Part-time

PGCE Post-Compulsory Education and Training (Diploma in Teaching in the Lifelong Learning Sector) Application Codes ............................................................

YOUR STUDY PROGRAMME

............................................................

The programme has six modules which combine to give you a range of skills and knowledge from preparing for teaching, learning and assessment to subject specific teaching and learning. Having formed some essential knowledge and skills to establish your professional practice in the classroom, the subsequent modules cover broader topics that are relevant to Post-Compulsory Education and Training.

Full-time, one year Part-time, two years

X341 X342

Being able to make a difference to people’s lives in the learning environment is not exclusive to teaching those in their formative years. In the Lifelong Learning Sector (LLS), young people are on the cusp of making important decisions about their future, and the teachers who work with them are important influences on their choices.

The adult learner participating in a training programme can be inspired into forming new ideas, taking different approaches to their job or even changing career.

This PGCE is a Learning and Skills Improvement Service (LSIS) endorsed qualification that is ideal for graduates seeking to specialise in teaching their subject within the Post-Compulsory Sector, or those wishing for a career change. Please note that successful completion of this programme leads to a recommendation for Qualified Teacher Learning and Skills status (QTLS).

The award is offered as a professional graduate level (Level 6) or as a postgraduate level (Level 7) award. The award is offered on either a full-time or part-time basis.

HOW YOU ARE ASSESSED

There is a range of assessment, including coursework, observations of teaching, presentations and reflection, which have a focus on developing the knowledge, skills and understanding that will be useful in the learning setting.

A number of modules are assessed through portfolios of evidence drawn from your practice and thus encourage the development of innovation in teaching and learning activities. During the programme you will be observed formally eight times. These observations will be shared across the Edge Hill University partnership by tutors and subject specific mentors. This approach offers you feedback, not only on generic aspects of teaching but also the teaching and development of your subject specialism.

Three accredited awards are available within the overall programme: – University Certificate of Credit – Level 6 (Module 1) – University Advanced Certificate – Level 7 (Modules 1-3) – Professional Graduate Certificate - Level 7 (Modules 1-6).

The 90 Level 7 credits form an exciting progression to the Masters in Education programme, offering half of the total 180 credits.

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Example Routes to PGCE Study

After a career in the health service Tom wanted to use the many skills he had acquired to teach in the Lifelong Learning Sector. As he wanted to remain in employment while he gained his teaching qualification he found the PGCE in Post-Compulsory Education and Training at Edge Hill University ideal as it allowed him to study on a part-time basis and undertake the required modules around his shifts. Tom has now successfully achieved his PGCE and has secured a teaching position at a local college.

My PGCE: Susan Bone

PGCE Post-Compulsory Education and Training (PCET) Trainee ............................................................

ENTRY REQUIREMENTS

– Good Honours degree (2:2 or above) in an appropriate subject, that is a subject clearly part of the Post-Compulsory curriculum – GCSE Grade C or equivalent in Mathematics and English Language preferred. If not held on entry they must be achieved by exit in order to achieve eligibility for QTLS status.

If you do not have the GCSEs required, we offer Equivalency Programmes (see page 82).

PGCE Post-Compulsory Education and Training (Diploma in Teaching in the Lifelong Learning Sector)

............................................................

“I had always wanted to enter the teaching profession and, feeling the time was right, joined the PGCE in Post-Compulsory Education and Training at Edge Hill University.

During my studies I have found that although the course comprises a lot of hard work, it does provide you with the high quality training and essential experience to become a professional teacher.

Whilst on the course, my personal tutor advised me to complete an academic psychological profile through Student Services, the results identifying dyslexia and problems with my processing of information. This knowledge will now help me to further understand the individual, sometimes complex, needs of my students and enable me to develop techniques that will help them.

As part of my professional practice I have been teaching an all-male cohort. As a group they have mostly failed at school and admit to disliking education, so I am using the skills I have gained at Edge Hill to change their outlook and provide them with a positive and enjoyable experience, while also teaching my specialist subject. I’ve now witnessed results and watched them acquire confidence and gain a mutual trust and respect for each other. They all admit to now enjoying college and are achieving, which I am very proud about.

How Do I Find Out More?

It is with thanks to Edge Hill that I have accomplished what I set out to do, whilst also having some great experiences and making several new friends. More importantly, I have also developed a real passion for my work and am currently in the process of discussing a full-time opportunity for when I graduate.”

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For further information please contact: Course Leader – Lindsey Marsh On 01695 657289 Or lindsey.marsh@edgehill.ac.uk Part-time Course Leader – John Dickinson On 01695 650830 Or dickinsj@edgehill.ac.uk

Alternatively, visit our website or come to an Education-specific event or Open Day (page 90).

If you require support in accessing this information call our Course Information, Advice and Guidance Team on 01695 657000 or email study@edgehill.ac.uk

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More information at ehu.ac.uk/pgceapply 80

How to Apply If you have the necessary entry requirements to study on a full-time or flexible PGCE programme, you must apply through UCAS Teacher Training via the UCAS website – www.ucas.com. This service replaces the Graduate Teacher Training Registry (GTTR) from previous years.

When applying, please remember to use the course code specified on each course page.

The Teacher Training cycle normally opens on 1st November each year. When you make your application through Apply 1, you will be asked to provide up to three choices. Each of these choices will be considered at the same time.

When a course opens, it must stay open for a minimum of two weeks. However there are no application deadlines after this period, so it is recommended that you submit your application early.

If you are unsuccessful with your applications through Apply 1, you will be entered into Apply 2. You will then be able to apply for any courses still with vacancies.

However in Apply 2 you can only apply for one course at a time.

Admissions Tutors receive large numbers of applications every year and as such it is vital to make a good first impression by submitting a strong application. One of the best ways to do this is through your Personal Statement which allows you to convey your qualities, experience and desire for teaching.

Advice about writing a strong personal statement can be found at edgehill.ac.uk/pgceapply For information about applying for School-Centred Initial Teacher Training please see page 72.

Application Requirements

If you make an application within five years of graduating, or are still to complete your degree, it is normally a requirement that the principal reference should be provided by a university tutor.

Applicants are also encouraged to complete at least 10 days experience in a school, college or setting prior to applying.

Successful applicants will undergo a personal and/or group interview and practising teachers from the sector will normally be involved in the interviewing process.

If you do not have the necessary entry requirements to study on a full-time or flexible Secondary PGCE programme and wish to embark on one of our subject knowledge enhancement routes (see page 38), you should make an application for the PGCE. You can then be considered for a place on one of the subject knowledge enhancement courses.

Those applying to start Initial Teacher Training will be required to undertake Professional Skills Tests in Literacy and Numeracy prior to entry. Further details can be found on our website: edgehill.ac.uk/skillstests If you accept a formal offer from Edge Hill University, you will be required to meet the requirements for Initial Teacher Training (ITT), including the requirements for health and physical capacity to teach and clearance to work with children.

The above requirements are correct at the time of going to print. You should note that the national regulatory requirements are subject to change, sometimes at short notice. Potential trainees must be able to comply with all such changes that are notified to you by Edge Hill University.

For information about applying for a School Direct PGCE Training programme please see page 74.

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More information at ehu.ac.uk/tests 82

Equivalency Programmes – Meeting GCSE/Level 2 requirements If you are applying to Edge Hill University and don’t possess the required GCSEs or appropriate Level 2 award, you can gain the equivalent qualification by enrolling on, and completing, one or more of the following programmes: GCSE Equivalence: - English - Mathematics - Science Level 2* - Literacy - Numeracy * Please note these Level 2 qualifications are only suitable for those applying for Post-Compulsory Education and Training.

These modules allow you to gain the required qualifications and while on these programmes you will take part in a range of activities to aid your progress and equip you for the examination in the relevant subject area.

For further information, including dates, fees, venues and times, please visit our website edgehill.ac.uk/tests or email us at edgehilltests@edgehill.ac.uk

You can also telephone 01695 657148 if you would like to discuss your options with a member of the team.

Please note that when applying to UCAS Teacher Training, you must remember to note that you are currently working towards achieving the desired GCSE qualification, however Mathematics and English must be taken before applying for a Primary PGCE.

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Fees and Finance Information for UK and EU students only

Full-time and Flexible PGCEs and PCET

Contacting Student Finance

• •

Early application is advised to ensure funding is available at the start of term. Financial support for living costs, available only to full-time students, is based on household income. All payments are made via the Student Loans Company.

Eligible trainees will be able to borrow the full cost of their tuition fee from the Government in the form of a loan.

•

You do not have to pay for your course upfront You can get a loan to cover the cost of your tuition which you start to repay once you have left university and are earning over £21,000 per year Any monies still owed after 30 years will be written off.

Subject to household income, full-time PGCE and PCET trainees may also apply for a maintenance loan and qualify for a maintenance grant to help with living expenses.

For further information, including tuition fees, please visit edgehill.ac.uk/postgraduate/fees You may also wish to visit the Teaching Agency website for details on teaching bursaries at www.education.gov.uk/get-into-teaching/ funding/postgraduate-funding More information at edgehill.ac.uk/postgraduate/fees 84

All assessment for fee loans, maintenance grants and maintenance loans are made online at direct.gov.uk/studentfinance

If you apply for a tuition fee loan your tuition fees will be paid directly to the University.

A ‘recognised student’ must normally have resided in the UK for three years prior to commencement of the programme. Please note that this residence could have been for the purpose of receiving full-time education (EU nationals or children of such a person).

Additionally, students must meet certain immigration conditions. If you are unsure about your status please contact the Admissions Unit on 01695 650950.

International Students There have been a number of changes to the entry criteria for PGCE programmes and as such it may not be possible for all international students to apply to the programme.

Financial assessments are subject to means testing made against a student’s parental household income, except where: – A student has reached the age of 25 before the start of the academic year in which he/she begins his/her course – A student has regularly supported him/herself out of his/her own earnings for three consecutive years – A student is under 25 and is married before the start of the course. In such circumstances their spouse’s income will be taken into account when the financial assessment is carried out

We recommend that international students interested in studying one of our PGCE programmes contact the International Office in advance of submitting an application to Edge Hill University to see if they are eligible. International students should also note that on completion of the PGCE, Qualified Teacher Status is not confirmed until completion of an Induction Year within an English school that holds a tier 2 sponsor licence.

For further information please contact international@edgehill.ac.uk, or visit edgehill.ac.uk/international

– A student meets the criteria of ‘estrangement’ from parents – A student has the care of a person under the age of 18 on the first day of the academic year.

If a student is over 25 and cohabiting, or married, their partner’s income will be taken into account when the means test is carried out for financial support.

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Student Support Careers Service

Accommodation

Our award-winning Careers website provides PGCE trainees with all the information they need to apply successfully for teaching posts. It is widely used and extremely popular with PGCE trainees who can use the e-guidance service to check over draft letters of application.

Please note that if you sign a contract with a property owner it is independent of Edge Hill University and strictly between yourself and the landlord. Any contract entered into with a private landlord is a legally binding contract for a fixed term. This means that you are financially liable for the whole term of the contract once you have signed it.

Edge Hill University’s Careers Centre is based on the ground floor of the Student Information Centre (SIC) and provides a comprehensive and up-to-date careers information and guidance service for all PGCE trainees.

PGCE trainees benefit from our excellent teaching vacancy service which provides links to schools, local authorities and other organisations who recruit teachers, both in the UK and overseas. Workshops are organised with course tutors to help trainees secure their first teaching post by offering help with application and interview techniques. Careers events are also organised with the Faculty of Education so that trainees can meet with possible future employers and professional bodies for their on-going career development.

Edge Hill University has an excellent record in graduate employment and recent statistics show that 95.8% of PGCE trainees (2011/2012) were in employment or further study six months after graduation. Trainees benefit from the high reputation that Edge Hill University has in the training of teachers and find that they are very much sought after by schools and Local Authorities throughout the UK. For more information, visit edgehill.ac.uk/careers

Finance and Welfare Rights

Prospective PGCE trainees can take advantage of our free ‘financial health-check’ where you can discuss your financial situation, in complete confidence, with an adviser from Student Services. Our advisers will be able to inform you what funding and financial help you are entitled to, such as maintenance loans, grants, bursaries and any discretionary funds and what the associated costs of studying, such as tuition fees, will amount to.

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To help you in your search for accommodation, the Accommodation Office provides general information about private sector properties in the local area, including purpose built student accommodation in Liverpool City Centre.

Non-resident students are welcome to use the social, health care, laundry and all other on-campus facilities including the car park, subject to availability.

Health

Established links with a local practice enable us to offer extensive health care provision. Doctor’s surgeries are held at our Health and Wellbeing Centre, Milton House, and the Nursing Sister in charge is available for drop-in enquiries and treatment on weekdays from 8:30am to 4:30pm.

Care Leavers

Edge Hill University has received the Buttle UK Quality Award for the specific support we provide for students who have been in the care of their Local Authority.

There is a dedicated member of the Student Services Team available to offer guidance and support to Care Leavers. For more information contact the Student Information Centre Information Desk.

Childcare Support

Edge Hill University is committed to students who are parents in meeting their individual childcare needs.

We offer a guidance and support service including information on financial help for childcare, as well as advice on where to find childcare places.

Inclusive Services

Our Inclusive Services Team provides information, guidance and support including: • • • • •

Reasonable adjustments to learning, teaching and assessment including placements, due to dyslexia; physical or sensory impairments; mental wellbeing or health issues; autism Help with accessing facilities and equipment Applying for Disabled Students’ Allowances (DSA) Dyslexia assessment and support Study skills and technology support.

We are friendly and professional and you can discuss your requirements in complete confidence by contacting us using one of the following methods: In person: ASK Desk, 1st Floor, University Library, or Student Information Centre, Ormskirk campus By telephone: 01695 584372/584190

By e-mail: inclusiveservices@edgehill.ac.uk

You can also visit our Inclusive Services webpage for further information at: edgehill.ac.uk/ls/support/inclusiveservices

Counselling Service

The Counselling Service, part of the University Student Services Department, is located within the Health and Wellbeing Centre, Milton House. The Service provides one to one counselling and a range of group work, workshops and training. Any PGCE trainee who would like to use this service can self-refer at any time.

Workshops cover a range of issues to support trainees such as learning to relax and confidence building. In addition, the Service also runs a Social Support Group for students who want to be part of a social network that helps them to get the best out of their time at University. All groups and workshops are advertised throughout the year.

Regular drop-in sessions are held daily within the Health and Wellbeing Centre. These are short 20 minute sessions where students can speak to a trained counsellor, access sources of information or be signposted to an alternative source of help. No appointment is needed for the drop-in which is usually held between 2:00pm and 3:00pm daily. The service opens until 7:00pm one evening per week to provide flexibility for students on professional practice.

Appointments can be made by telephone on 01695 650988, by email at counselling@edgehill.ac.uk, or by using the online form on our website at edgehill.ac.uk/counselling edgehill.ac.uk

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How to Find Us Edge Hill University is located close to the cities of Liverpool, Manchester and Preston.

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The University is easily accessible via the A59 and A570 and has good motorway links including the M58 and M6. National bus and rail links combine with a local dedicated bus service which operates throughout the day from the campus to Ormskirk town centre.

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OTHER CENTRES INCLUDE: Woodlands Centre Southport Road Chorley Lancashire PR7 1QR Tel: 01257 517126/7 Fax: 01257 517139 Shrewsbury College of Art and Technology Edge Hill University Office Radbrook Campus Radbrook Road Shrewsbury Shropshire SY3 9BL Tel: 01743 342496

EDGE HILL PROGRAMMES ARE ALSO AVAILABLE AT: Holy Cross College Manchester Road Bury Lancashire BL9 9BB Tel: 0161 762 4500

Hopwood Hall College Middleton Campus Rochdale Road Middleton Manchester M24 6XH Tel: 0161 886 7070

Minsthorpe Community College Minsthorpe Lane South Elmsall West Yorkshire WF9 2UJ Tel: 01977 657600

Preston College Fulwood Campus St. Vincent’s Road Preston PR1 6AS Tel: 01772 225000

edgehill.ac.uk/location

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Finding Out More Open Days

Our popular Open Days present the ideal opportunity for you to see our high quality facilities and discuss your requirements face-to-face with a subject tutor.

At one of these days you can: • Take a guided tour of the campus • Look around the buildings and facilities related to specific courses • Speak to tutors or attend a talk about a particular subject • Explore cafés, social spaces and sports facilities • Find out about fees and student finance • Get advice about potential career prospects • Find out about the support available for students with additional needs.

For open day dates, to view event programmes and to book a place online visit our website at edgehill.ac.uk/postgradopendays

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Education Open Evenings

We also hold Open Evenings specifically for those who are interested in our range of courses delivered by the Faculty of Education, including PGCEs. You will have the opportunity to listen to presentations, receive advice and guidance, familiarise yourself with the application process and learn what financial support may be available.

Further details about Faculty of Education open events can be accessed by visiting edgehill.ac.uk/educationevents Further details of our PGCE provision and Edge Hill University in general can be found on our website at edgehill.ac.uk/education

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Edge Hill University St Helens Road, Ormskirk, Lancashire, L39 4QP United Kingdom