PGCert English (Secondary, Flexible)

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Brunel University

Comments about PGCert English (Secondary, Flexible) - At the institution - Uxbridge - Greater London

• Objectives
  As a core subject in the National Curriculum, English is at the heart of education in the twenty-first century. Interest in the content and practice of the English curriculum is sharpened further by an increasing awareness of the importance of language in relation to learning and the role of communication in an advanced technological society. English teachers today need more than a solid grounding in the study of literature. They need to be aware of the ways in which children read a vast range of texts in a variety of media; they need to understand how speaking and listening skills are developed; they need to be able to respond to and assess pupils' use of language; they need insight into the needs of very able pupils, those with special educational difficulties and those for whom English is an additional language. Teaching English in the secondary school is a demanding but exciting and worthwhile career that should be rooted in a confident familiarity with the kind of innovative classroom practice to which, as one of our PGCert trainees, you will be immediately introduced. The Brunel PGCert (Secondary) course in English equips you with the skills of subject specialist teaching. It also allows you to gain an understanding of teachers' professional knowledge including the application of Information and Communications Technology.
• Entry requirements
  Entry Requirements You should have or expect to have by the start of the course a degree or equivalent qualification in English or a related subject such as linguistics or media studies from a UK or EU university at second class honours level or above together with GCSE or GCE O level passes at Grade C or equivalent in English Language and Mathematics. Some BA/BSc or MA/MSc degrees from institutions outside the EU are acceptable in accordance with DfES regulations. You must also be able to demonstrate that your course has included a substantial proportion of relevant study in English in relation to the demands of the 11-16 English curriculum. In addition you must have enthusiasm and the determination to apply your knowledge of English within a variety of educational settings. You must have an interest in education and learning. Experience of working with young people is desirable and you must be able to communicate clearly and grammatically in spoken and written standard English. You must have an interest in education and learning. Experience of working with young people is desirable and you must be able to communicate clearly and grammatically in spoken and written standard English. Trainees are recruited from a range of backgrounds and applications from mature students and ethnic minorities are welcome. Perhaps you are already teaching in a school as an unqualified member of staff. You may be a well qualified overseas trained teacher but lack Qualified Teacher Status. Following a detailed needs analysis it may be that you can be recommended for QTS after completing only one assessed module of school experience in which you would need to demonstrate that you can meet all the standards required for Qualified Teacher Status. Protection of Children Act: All applicants for Initial Teacher Training courses should note that institutions are required by the Department for Educational Skills to check the possible criminal background of all those who apply to work with children. The University reserves absolute discretion to withdraw any offer without challenge in the light of any information received.
• Academic title
  PGCert English (Secondary, Flexible)
• Course description
  Course Summary
  
  English is one of the three core subjects of the National Curriculum, along with Maths and Science. With increased national emphasis upon literacy within a broad and balanced curriculum, there is a growing demand for well-qualified teachers of English. The complex nature of literacy across the curriculum and in a technological society where children 'read' through varied media makes this an exciting time in which to teach English.
  
  The University works in partnership with local schools for initial teacher education through a professional tutor system (teachers in school who act as monitors during school placements) which not only helps to ensure that courses are meeting the needs of schools but also gives students a sound appreciation of the profession.
  
  Qualified Teacher Status (QTS)
  All primary and secondary courses meet Government requirements. Successful completion of the PGCert programme and evidence of achieving the Standards for Qualified Teacher Status (QTS) will lead to the award of a PGCert with recommendation for QTS. These Standards include the National Skills Tests for numeracy, literacy and ICT.
  
  This route to acquiring QTS is aimed at individuals who wish to have existing commitments, qualifications and experience taken into account. After initial screening and interview involving colleagues from local partner schools, a detailed analysis of training needs based on the standards for career entry is carried out, with audits of subject knowledge and information and communication technology (ICT). An appropriate programme is then devised, the length of it depending on the individual's training needs but based on a maximum of seven modules and a minimum of two modules.
  
  Training commences at a negotiated time during the academic year and the length will depend on your individualised training programme.
  
  Throughout, the programme integrates theory and practice. Full use is made of school experience to develop trainees' professional knowledge to enable you to:
  
      * consider the nature of your subject and its status and purpose within the secondary school 11-18 curriculum;
  
      * acquire knowledge and understanding of the National Curriculum as well as post-16 syllabuses;
  
      * develop the ability to select, generate and make appropriate use of a range of resources to promote learning in your subject; apply your knowledge of your subject to the preparation, planning, teaching, assessment and evaluation of pupils' work in schools;
  
      * develop as a creative, reflective and innovative professional, able to meet the challenges presented by educational change;
  
      * apply your knowledge of your subject to the preparation, planning, teaching, assessment and evaluation of pupils' work in schools;
  
      * develop as a creative, reflective and innovative professional, able to meet the challenges presented by educational change.
  
  Modules (all core)
  
      * General Professional Education
      * Planning, Teaching and Assessment
      * Subject Knowledge ands Understanding: Inclusive Practice
      * QTS Skills Test
      * School Experience (two modules)
        Trainees normally spend eight weeks in school for the first School Experience module and the final synoptic module is compulsory for all trainees (usually of eight weeks).
  
  Special Features
  
      * The modular route is designed to provide a more flexible but rigorous and high quality route leading to Qualified Teacher Status (QTS). This type of programme will suit you if you are seeking an adaptable course which will suit your present commitments, qualifications and experience.
      * You might be a mature candidate or you might have previous teaching experience in supporting learners in classrooms or teaching English as an additional language.
      * As a leading centre of education and with roots in teacher training dating back to 1798, we are able to provide first class teacher training that is internationally recognised.
      * With more than two centuries experience in education, we pride ourselves in producing high-quality teachers with the skills and knowledge to help others develop and learn.
      * A Brunel PGCert is a recognised symbol of quality teacher training which accounts for our high employment rates.
      * Many of our lecturers are internationally and nationally recognised for their research and advise and work with government and other agencies on education policy issues.
      * All successful trainees receive a Career Entry Development Profile, which serves to enhance continual professional development, especially during the induction year of teaching.
  
  What they say:
  
  "The course is very well designed with systematic attention to the teaching of reading" Ofsted Inspectors
  
  "Brunel's added value is employability" The Independent on education
  
  "Subject tutors' research and professional interests, both nationally and internationally have a positive impact on the course" Ofsted Inspectors
  
  "The course has fulfilled my expectations and I have enjoyed it right from the start. I am only in the second term and I have already had exposure to two very different kinds of schools. In the first term I was in an inner city school with lots of discipline problems whilst my current school is completely the opposite. This variety is really important and provides you with a good basis to start planning your career in teaching." Yusuf, Secondary PGCE
  
  "Placement schools are selected carefully to ensure that students observe and work with good teachers" Ofsted Inspectors
  
  "Support is always there. Most of the time though, you don't need help because you get so much support from the schools where your placements are." Caroline, Secondary PGCE
  
  "The University tutors consciously model good teaching practice through sessions which are lively, varied in organisation, briskly-paced, challenging, meticulously planned and supported by good documentation" Ofsted Inspectors
  
  "I did my undergraduate course and my Master's at Brunel, so if I didn't like the place I had plenty of time to find out! I still chose to do my PGCE here because of my positive experiences. I already have more than 10 years experience teaching in Uganda but wanted to get back into teaching. I decided to do the PGCE as a refresher course and because my diploma is not recognised in this country. I am very glad I did. Everything is new and schools are very different to where I used to teach. To go straight into teaching without this course would really have been diving in at the deep end. Even with my own personal experience in teaching I would definitely recommend the Brunel PGCE, especially if you have been trained overseas." Mildred, Secondary PGCE
  
  "The training in schools is of high quality, mentors are clear about their role and responsibilities and consequently provide good guidance" Ofsted Inspectors
  
  "Brunel placement students are enthusiastic and committed. They introduce new ideas, new practice and reinstate school priorities" Head of Sparrow Farm Junior School, Feltham
  
  Assessment
  
  Modules are assessed by means of assignments including essays and reflective writing supported by portfolios of evidence. Brunel University works in partnership with schools in assessing trainees' teaching competence. Schools submit regular progress reports and compile a profile at the end of each module of school experience. By the end of the course trainees must have attained all the standards needed for Qualified Teacher Status to be recommended to the Department for Education and Skills for QTS.
  
  Assessment against the Standards for Qualified Teacher Status is for the 11-16 age range.
  
  Teaching Methods
  
  Unlike traditional PGCert courses trainees work via independent learning with sustained periods of school experience. In addition, there is a series of Brunel University study days each year.
  
  Careers
  
  English is one of the three core subjects of the National Curriculum, along with Maths and Science. With increased national emphasis upon literacy within a broad and balanced curriculum, there is a growing demand for well qualified teachers of English. The complex nature of literacy across the curriculum and in a technological society where children read' through varied media makes this an exciting time in which to teach English.
  
  Schools need committed teachers of English who are able to provide young people with communicative and critical skills for life and who are also able to contribute to literacy initiatives across the curriculum.
  
  The job is demanding but there are now many exciting opportunities and rewarding career prospects.
  

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