Duration:
1 year (full-time)
Number of Credits:
60
Start date(s):
September 2026
Train as a teacher based in a school of your choice, while still gaining a PGCE qualification from Roehampton and qualified teacher status.
Did you know?
Roehampton offers an unusually wide range of secondary subject specialisms and has training partnerships (primary and secondary) with over 150 schools.
Ofsted rates our primary age courses as "Outstanding" and our secondary age courses as "Good" (2023 report).
Core route
Professional Studies is the core module in the PGCE Primary Programme. The focus is on pedagogy rather than subject specific content so that students develop the wider knowledge, skills and understanding necessary to achieve the Teachers’ Standards (DfE 2021) and enter the teaching profession. There is a focus on understanding the assess-plan-learn cycle and on groups vulnerable to underachievement in the education system, as well as on professionalism. The module draws together the taught and school experience elements of learning through guided analysis of learning using videos, planning and, as the course progresses, students’ own in-school experiences.
Embedded within the module is exposure to, and opportunities to reflect on, good and outstanding practice through effective partnership with local schools including through intensive training and practice (ITaP) experiences.
The course is mapped against the Core Content Framework (DfE, 2019) drawing on literature from this document as well as other seminal research to provide a secure evidence base from which students can develop and evaluate their practice.
The Core Curriculum module focuses on subject knowledge and pedagogy in the core subjects: English, Mathematics and Science. It links closely with the Professional Studies module and the pedagogical understanding contained therein.
The teaching and learning strategies adopted in this module aim to reflect, model and exemplify the range of approaches that students will encounter within primary teaching and learning and encourage students to become independent, autonomous learners. Students will be encouraged to analyse and evaluate the teaching and learning approaches they encounter within partnership schools. Principles underlying ongoing practice will be explored in the light of theory and research. Through this approach, students will be encouraged to generate their own provisional teaching and learning theories and to inform these through experience, critical reflection, discussion, research and reading.
Curriculum area units aim to introduce students to key concepts and enable them to develop professional competence, including planning appropriate learning intentions, teaching and assessment strategies. They aim also to enthuse students about the value of the subject within the curriculum and to inspire them to become passionate teachers of English, mathematics and science.
Embedded within the module is exposure to, and opportunities to reflect on, high quality practice through effective partnership with local schools including through intensive training and practice (ITaP) experiences.
The course is mapped against the Core Content Framework (DfE, 2019) drawing on literature from this document as well as other seminal research to provide a secure evidence base from which students can develop and evaluate their practice.
The Wider Curriculum module focuses on subject knowledge and pedagogy in the foundation subjects and RE, allowing students to meet and exceed the requirements of the Core Content Framework (2019). It links closely with the Professional Studies module and the pedagogical understanding contained therein. As well as being separate subjects, opportunities will be given, where possible, to make connections between subjects and learning in this module to allow for broad areas of learning and thematic work.
Throughout the module, taught units draw upon the students’ current stage of professional development and reflect current themes from the Professional Studies module. Learning to teach the primary curriculum involves reflective evaluation of the cycle of planning, teaching and assessment. Critical, reflective practice is therefore an overarching aspect of this module, aiming to develop students’ critical evaluation, through analysis of the curriculum and their understanding of effective learning and teaching in order to improve their practice.
This module places students in the school environment, via two placements in contrasting settings. It facilitates students’ professional development in the five areas of professional learning (APLs - behaviour management, pedagogy, curriculum, assessment, professional behaviours), which align with the five core areas of the Core Content Framework (DfE, 2019). Students will apply, in practice, the knowledge, skills and behaviours that define great teaching, as taught in their Professional Studies, Core and Wider Curriculum modules. Intensive training and practice (ITaP) placements will form part of the school experience. Students will train to teach children aged 3-11 and their assessed placements will be within this age range. For students on a Lead Partner route or Apprentices, placements are arranged by the Lead Partner or apprentice employing school.
Apprenticeship Pathway
Professional Studies is the core module in the PGCE Primary Programme. Its focus is the core knowledge, skills and understanding necessary to support a teacher as they achieve the Teachers’ Standards (DfE 2012) and enter the teaching profession. The emphasis will be on the ‘whole’, e.g. ways of interlinking key aspects of practice and the wider role of the teacher. As the students move through this module of study, there will be an increasing emphasis on analysing the primary practices experienced by the trainees with a consideration of contemporary issues and research.
Embedded within the module is exposure to and opportunities to reflect on good and outstanding practice through effective partnership with local schools including through intensive training and practice (ITaP) experiences.
School Direct students have the same input and assessment as core students. They will be drawing on a different range of experience to inform their understanding of the course owing to the structure of their placements in their host schools.
The Core Curriculum module focuses on subject knowledge and pedagogy in the core subjects: English, Mathematics and Science. It links closely with the Professional Studies module and the pedagogical understanding contained therein.
The teaching and learning strategies adopted in this module aim to reflect, model and exemplify the range of approaches that students will encounter within primary teaching and learning and encourage students to become independent, autonomous learners. Students will be encouraged to analyse and evaluate the teaching and learning approaches they encounter within partnership schools. Principles underlying ongoing practice will be continually explored in the light of theory and research. Through this approach students will be encouraged to generate their own provisional teaching and learning theories and to inform these through experience, critical reflection, discussion, research and reading.
Throughout the module, taught units build on students’ developing knowledge and understanding, and reflect current themes from the Professional Studies module. Learning to teach the primary curriculum involves reflective evaluation of the cycle of planning, teaching and assessment. Reflective practice is therefore an overarching aspect of this module, aiming to develop students' critical evaluation, through analysis of the curriculum and examination of recent research and current debate.
Curriculum area units aim to introduce, enthuse and develop professional competence, including planning appropriate learning intentions, teaching and assessment strategies.
The Wider Curriculum module focuses on subject knowledge and pedagogy in the foundation subjects: Art and Design, Computing, Design and Technology, Modern Foreign Languages, Geography, History, Music and Physical Education, as well as in Religious Education. It links closely with the Professional Studies module and the pedagogical understanding contained therein. As well as being separate subjects, opportunities will be given, where possible, to make connections between subjects and learning in this module to allow for broad areas of learning and thematic work.
Throughout the module, taught units draw upon the trainees' current stage of professional development and reflect current themes from the Professional Studies module. Learning to teach the primary curriculum involves reflective evaluation of the cycle of planning, teaching and assessment. Critical reflective practice is therefore an overarching aspect of this module, aiming to develop trainees' critical evaluation, through analysis of the curriculum and their understanding of effective learning and teaching in order to improve their practice.
Curriculum area units aim to introduce, enthuse and develop professional competence, including planning appropriate learning intentions, teaching and assessment strategies.
This module places students in the school environment, via two placements in contrasting settings. It facilitates students’ professional development in the five areas of professional learning (APLs - behaviour management, pedagogy, curriculum, assessment, professional behaviours), which align with the five core areas of the Core Content Framework (DfE, 2019). Students will apply, in practice, the knowledge, skills and behaviours that define great teaching, as taught in their Professional Studies, Core and Wider Curriculum modules. Intensive training and practice (ITaP) placements will form part of the school experience. Students will train to teach children aged 3-11 and their assessed placements will be within this age range. For students on a Lead Partner route or Apprentices, placements are arranged by the Lead Partner or apprentice employing school.
Lead Partner Pathway (full-time and part-time)
This module places students in the school environment, via two placements in contrasting settings. It facilitates students’ professional development in the five areas of professional learning (APLs - behaviour management, pedagogy, curriculum, assessment, professional behaviours), which align with the five core areas of the Core Content Framework (DfE, 2019). Students will apply, in practice, the knowledge, skills and behaviours that define great teaching, as taught in their Professional Studies, Core and Wider Curriculum modules. Intensive training and practice (ITaP) placements will form part of the school experience. Students will train to teach children aged 3-11 and their assessed placements will be within this age range. For students on a Lead Partner route or Apprentices, placements are arranged by the Lead Partner or apprentice employing school.
Professional Studies is the core module in the PGCE Primary Programme. The focus is on pedagogy rather than subject specific content so that students develop the wider knowledge, skills and understanding necessary to achieve the Teachers’ Standards (DfE 2021) and enter the teaching profession. There is a focus on understanding the assess-plan-learn cycle and on groups vulnerable to underachievement in the education system, as well as on professionalism. The module draws together the taught and school experience elements of learning through guided analysis of learning using videos, planning and, as the course progresses, students’ own in-school experiences.
Embedded within the module is exposure to, and opportunities to reflect on, good and outstanding practice through effective partnership with local schools including through intensive training and practice (ITaP) experiences.
The course is mapped against the Core Content Framework (DfE, 2019) drawing on literature from this document as well as other seminal research to provide a secure evidence base from which students can develop and evaluate their practice.
The Core Curriculum module focuses on subject knowledge and pedagogy in the core subjects: English, Mathematics and Science. It links closely with the Professional Studies module and the pedagogical understanding contained therein.
The teaching and learning strategies adopted in this module aim to reflect, model and exemplify the range of approaches that students will encounter within primary teaching and learning and encourage students to become independent, autonomous learners. Students will be encouraged to analyse and evaluate the teaching and learning approaches they encounter within partnership schools. Principles underlying ongoing practice will be explored in the light of theory and research. Through this approach, students will be encouraged to generate their own provisional teaching and learning theories and to inform these through experience, critical reflection, discussion, research and reading.
Curriculum area units aim to introduce students to key concepts and enable them to develop professional competence, including planning appropriate learning intentions, teaching and assessment strategies. They aim also to enthuse students about the value of the subject within the curriculum and to inspire them to become passionate teachers of English, mathematics and science.
Embedded within the module is exposure to, and opportunities to reflect on, high quality practice through effective partnership with local schools including through intensive training and practice (ITaP) experiences.
The course is mapped against the Core Content Framework (DfE, 2019) drawing on literature from this document as well as other seminal research to provide a secure evidence base from which students can develop and evaluate their practice.
The Wider Curriculum module focuses on subject knowledge and pedagogy in the foundation subjects and RE, allowing students to meet and exceed the requirements of the Core Content Framework (2019). It links closely with the Professional Studies module and the pedagogical understanding contained therein. As well as being separate subjects, opportunities will be given, where possible, to make connections between subjects and learning in this module to allow for broad areas of learning and thematic work.
Throughout the module, taught units draw upon the students’ current stage of professional development and reflect current themes from the Professional Studies module. Learning to teach the primary curriculum involves reflective evaluation of the cycle of planning, teaching and assessment. Critical, reflective practice is therefore an overarching aspect of this module, aiming to develop students’ critical evaluation, through analysis of the curriculum and their understanding of effective learning and teaching in order to improve their practice.
Professional Studies and Teaching Experience (Core, Lead Partner and Apprenticeship)
This module will introduce students to research-informed, practical approaches to important aspects of professional knowledge. These include: behaviour management; safeguarding; assessment for learning; adaptive teaching; literacy; numeracy; special educational needs; inclusion and pastoral care. Students will learn in cross-curricular groups and a number of sessions will be led by expert practitioners in local schools.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise their emerging pedagogical skills, and to meet current professional standards, currently the Teachers’ Standards (2012).
Throughout the module, students will be encouraged to think critically about aspects of learning and pedagogy in order to help them to become confident, autonomous professionals.
The module aims to support students to develop as teachers by:
enabling them to meet all areas of the Department for Education's Core Content Framework;
auditing their existing knowledge and skills in the light of Social Sciences education requirements and developed strategies for on-going subject knowledge enhancement;
developed a critical awareness of current debates about the content, value and purpose of Social Sciences within the curriculum and linked these to classroom practice;
begun to develop an understanding of how pupils learn and make progress in Social Sciences
enhanced their understanding and professional practice through research, reading, analysis and reflection;
reflected on their achievements and identified areas for on-going professional development.
This module allows student teachers to practise their emerging pedagogical skills, and to meet current professional standards, currently the Teachers' Standards (2012).
Throughout the module, students will be encouraged to think critically about aspects of learning and pedagogy in order to help them to become confident, autonomous professionals. Strong connections are made with taught course via Abyasa an online learning platform, so that there is full coverage of the CCF, including: Professional Behaviours, Behaviour Management, Curriculum, Pedagogy and Assessment.
Professional Studies and Teaching Experience (SCITT)
This module will introduce students to research-informed, practical approaches to important aspects of professional knowledge. These include: behaviour management; safeguarding; assessment for learning; adaptive teaching; literacy; numeracy; special educational needs; inclusion and pastoral care. Students will learn in cross-curricular groups and a number of sessions will be led by expert practitioners in local schools.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise their emerging pedagogical skills, and to meet current professional standards, currently the Teachers’ Standards (2012).
Throughout the module, students will be encouraged to think critically about aspects of learning and pedagogy in order to help them to become confident, autonomous professionals.
The module aims to support students to develop as teachers by:
enabling them to meet all areas of the Department for Education's Core Content Framework;
auditing their existing knowledge and skills in the light of Social Sciences education requirements and developed strategies for on-going subject knowledge enhancement;
developed a critical awareness of current debates about the content, value and purpose of Social Sciences within the curriculum and linked these to classroom practice;
begun to develop an understanding of how pupils learn and make progress in Social Sciences
enhanced their understanding and professional practice through research, reading, analysis and reflection;
reflected on their achievements and identified areas for on-going professional development.
This module provides the opportunity for students to put into practice the subject and professional knowledge, skills and understanding they have acquired in subject modules 1 and 2 and the professional studies module and to thereby demonstrate that they have met the TDA's Standards required for the recommendation of the award of QTS. The module is essentially developmental with students taking increasing responsibility for auditing and acquiring the required subject and professional knowledge needed for the planning, teaching and assessment of their subject specialism, demonstrating their awareness of professional values, responsibilities and practice and the contribution they make to the successful education of all children.
The school experience provides the context for the students to critically reflect upon their teaching and its impact upon the effective learning of pupils, informed as it will be by their observation of others, discussion with mentors and subject tutors, their reading and research. It will also provide the setting for them to demonstrate their ability to work in teams, to manage themselves and others and be managed, to take and act upon the advice of professionals, to be flexible, creative, multi-skilled and responsible. It will be the first step in the students taking responsibility for their continuing professional development as teachers, allowing them to make informed career choices and to produce a BYCIT (Beginning your career in Teaching) with clear targets for their induction year.
The school experience module should be seen in three distinct and developing phases; foundation, development and consolidation, corresponding with the Autumn, Spring and Summer Terms. Each phase will contain both formalised monitoring and formative assessment via the School Experience Profiles at the end of the Autumn and Spring terms and Summative assessment at the end of the Summer Term.
Note:
Where a student has a fail against any Teaching Standard either at the formative phase at the end of teaching experience 1 or at the summative phase at the end of teaching experience on the consolidation phase then this may affect the ability to find a further placement where one is agreed. Placements are dependent on offers from schools, which the University has to request, and cannot guarantee the timing of. As such this can affect the length of time it takes to complete the course.
Subject modules (Apprenticeship)
This module will enable student teachers to develop and consolidate their subject-specific knowledge across the Art & Design secondary curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Art & Design curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Art & Design within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Art & Design; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop their subject-specific knowledge of the Science curriculum with a focus on Biology. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be studied in conjunction with the Teaching Experience and Professional Studies modules.
The module aims to teach students to:
acquire the knowledge and skills set out in the Department for Education's Core Content Framework.
audit their existing understanding of the science curriculum with a focus on Biology build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of science with a focus on Biology within the curriculum and link these to classroom practice.
deepen their understanding of how to plan for pupil progress in science with a focus on Biology and generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection.
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop and consolidate their subject-specific knowledge across the Business Studies and Economics secondary curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to support students to develop as teachers by:
enabling them to meet all areas of the Department for Education's Core Content Framework;
auditing their existing knowledge and skills in the light of Business and Economics education requirements and developed strategies for on-going subject knowledge enhancement;
developed a critical awareness of current debates about the content, value and purpose of Business and Economics within the curriculum and linked these to classroom practice;
begun to develop an understanding of how pupils learn and make progress in Business and Economics
enhanced their understanding and professional practice through research, reading, analysis and reflection;
reflected on their achievements and identified areas for on-going professional development.
This module will enable student teachers to develop their subject-specific knowledge of the Science curriculum with a focus on Chemistry. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to teach students to:
acquire the knowledge and skills set out in the Department for Education's Core Content Framework.
audit their existing understanding of the science curriculum with a focus on Chemistry and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of science with a focus on Chemistry within the curriculum and link these to classroom practice.
deepen their understanding of how to plan for pupil progress in science with a focus on Chemistry and generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection.
reflect on their achievements and identify areas for professional development.
This module enables student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, computing. They learn how to take a research-informed approach to key pedagogical skills, including planning, teaching and assessment, as set out in the Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience and Professional Studies modules to allow student teachers to practise these emerging skills.
Throughout the module, students think critically about the curriculum and pedagogy in order to help them to become creative, confident, autonomous professionals. They will integrate their developing understanding of how to teach computing with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims that students:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
develop their existing understanding of computing and build strategies for developing their subject knowledge further;
develop a critical awareness of current debates about the content, value and purpose of computing within and across the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in computing, taking into account the needs, backgrounds and interests of their pupils;
develop a repertoire of appropriate assessment strategies and to make evidence informed decisions;
enhance their professional practice through research, reading, analysis and reflection;
reflect on their and their pupils’ achievements and identify areas for further professional development.
This module will enable student teachers to develop and consolidate their subject-specific knowledge across the Dance secondary curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Dance curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Dance within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Dance; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop and consolidate their subject-specific knowledge across all specialisms within Design and Technology (D&T) and of the Secondary D&T curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Design and Technology curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Design and Technology within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Design and Technology; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable you to develop and consolidate your subject knowledge and knowledge of the curriculum in their specialism, drama. It will teach you how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. You should take this module in conjunction with the Teaching Experience module, allowing you to practise these emerging skills.
Throughout the module, you will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help you to become a confident, autonomous professional. You will integrate your developing understanding of how to teach drama with your wider understanding of how to be a teacher through the Professional Studies module.
The module aims to support you to develop as a teacher by:
enabling you to meet all areas of the Department for Education's Core Content Framework;
auditing your existing knowledge and skills in the light of drama education requirements and developed strategies for on-going subject knowledge enhancement;
developed a critical awareness of current debates about the content, value and purpose of drama within the curriculum and linked these to classroom practice;
begun to develop an understanding of how pupils learn and make progress in drama
enhanced your understanding and professional practice through research, reading, analysis and reflection;
reflected on your achievements and identified areas for on-going professional development.
This module will enable student teachers to develop their subject-specific knowledge of language, literature, and the secondary English curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. The module should be studied in conjunction with the Teaching Experience and Professional Studies module.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the English curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of English within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in English and generate a repertoire of appropriate assessment strategies;
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module enables student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, Food and Nutrition (D&T). They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education's Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Food and Nutrition curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Food and Nutrition within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Food and Nutrition; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop their subject-specific knowledge of language, literature, and the secondary Geography curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. The module should be studied in conjunction with the Teaching Experience and Professional Studies modules.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Geography curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of geography within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Geography and generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop their knowledge of their subject-specific knowledge across the History Secondary curriculum. Students will learn how to take a research-informed approach to pedagogy in History, understanding how pupils learn, how to plan for progress, design resources and assessment, as set out in the Core Content Framework and Department for Education’s Teachers’ Standards. The module should be read in conjunction with the Teaching Experience and Professional Studies module.
Throughout the module, students will be encouraged to think critically about aspects of curriculum, pedagogy and assessment in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the History curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of History within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in History; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module enables student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, mathematics. They learn how to take a research-informed approach to key pedagogical skills, including planning, teaching and assessment, as set out in the Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
develop their existing understanding of Mathematics and build strategies for developing their subject knowledge further;
develop a critical awareness of current debates about the content, value and purpose of Mathematics within and across the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in mathematics, taking into account the needs, backgrounds and interests of their pupils;
develop a repertoire of appropriate assessment strategies and to make evidence informed decisions;
enhance their professional practice through research, reading, analysis and reflection;
reflect on their and their pupils’ achievements and identify areas for further professional development.
This module will enable student teachers to develop and consolidate their subject-specific knowledge across the MFL secondary curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the MFL curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of MFL within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in MFL; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop and consolidate their subject-specific knowledge across the Music secondary curriculum. They will learn how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Music curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Music within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Music; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, Physical Education. It will teach them how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Physical Education curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Physical Education within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Physical Education; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop their subject-specific knowledge of the Science curriculum with a focus on Physics. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. The module should be studied in conjunction with the Teaching Experience and Professional Studies module.
The module aims to teach students to:
acquire the knowledge and skills set out in the Department for Education's Core Content Framework.
audit their existing understanding of the science curriculum with a focus on Physics and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of science with a focus on Physics within the curriculum and link these to classroom practice.
deepen their understanding of how to plan for pupil progress in science with a focus on Physics and generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection.
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, Psychology. It will teach them how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Psychology curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Psychology within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Psychology; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop and consolidate their subject knowledge and knowledge of the basic curriculum of all schools: Religious Education and the local agreed syllabus in the location of their placement school(s). It will teach them how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of Religious Education curricula and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Religious Education within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Religious Education and generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, Social Sciences. It will teach them how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to support students to develop as teachers by:
enabling them to meet all areas of the Department for Education's Core Content Framework;
auditing their existing knowledge and skills in the light of Social Sciences education requirements and developed strategies for on-going subject knowledge enhancement;
developed a critical awareness of current debates about the content, value and purpose of Social Sciences within the curriculum and linked these to classroom practice;
begun to develop an understanding of how pupils learn and make progress in Social Sciences
enhanced their understanding and professional practice through research, reading, analysis and reflection;
reflected on their achievements and identified areas for on-going professional development.
Subject modules (Core, Lead Partner and SCITT)
This module will enable student teachers to develop and consolidate their subject-specific knowledge across the Art & Design secondary curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Art & Design curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Art & Design within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Art & Design; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop their subject-specific knowledge of the Science curriculum with a focus on Biology. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be studied in conjunction with the Teaching Experience and Professional Studies modules.
The module aims to teach students to:
acquire the knowledge and skills set out in the Department for Education's Core Content Framework.
audit their existing understanding of the science curriculum with a focus on Biology build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of science with a focus on Biology within the curriculum and link these to classroom practice.
deepen their understanding of how to plan for pupil progress in science with a focus on Biology and generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection.
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop and consolidate their subject-specific knowledge across the Business Studies and Economics secondary curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to support students to develop as teachers by:
enabling them to meet all areas of the Department for Education's Core Content Framework;
auditing their existing knowledge and skills in the light of Business and Economics education requirements and developed strategies for on-going subject knowledge enhancement;
developed a critical awareness of current debates about the content, value and purpose of Business and Economics within the curriculum and linked these to classroom practice;
begun to develop an understanding of how pupils learn and make progress in Business and Economics
enhanced their understanding and professional practice through research, reading, analysis and reflection;
reflected on their achievements and identified areas for on-going professional development.
This module will enable student teachers to develop their subject-specific knowledge of the Science curriculum with a focus on Chemistry. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to teach students to:
acquire the knowledge and skills set out in the Department for Education's Core Content Framework.
audit their existing understanding of the science curriculum with a focus on Chemistry and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of science with a focus on Chemistry within the curriculum and link these to classroom practice.
deepen their understanding of how to plan for pupil progress in science with a focus on Chemistry and generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection.
reflect on their achievements and identify areas for professional development.
This module enables student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, computing. They learn how to take a research-informed approach to key pedagogical skills, including planning, teaching and assessment, as set out in the Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience and Professional Studies modules to allow student teachers to practise these emerging skills.
Throughout the module, students think critically about the curriculum and pedagogy in order to help them to become creative, confident, autonomous professionals. They will integrate their developing understanding of how to teach computing with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims that students:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
develop their existing understanding of computing and build strategies for developing their subject knowledge further;
develop a critical awareness of current debates about the content, value and purpose of computing within and across the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in computing, taking into account the needs, backgrounds and interests of their pupils;
develop a repertoire of appropriate assessment strategies and to make evidence informed decisions;
enhance their professional practice through research, reading, analysis and reflection;
reflect on their and their pupils’ achievements and identify areas for further professional development.
This module will enable student teachers to develop and consolidate their subject-specific knowledge across the Dance secondary curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Dance curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Dance within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Dance; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop and consolidate their subject-specific knowledge across all specialisms within Design and Technology (D&T) and of the Secondary D&T curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Design and Technology curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Design and Technology within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Design and Technology; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable you to develop and consolidate your subject knowledge and knowledge of the curriculum in their specialism, drama. It will teach you how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. You should take this module in conjunction with the Teaching Experience module, allowing you to practise these emerging skills.
Throughout the module, you will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help you to become a confident, autonomous professional. You will integrate your developing understanding of how to teach drama with your wider understanding of how to be a teacher through the Professional Studies module.
The module aims to support you to develop as a teacher by:
enabling you to meet all areas of the Department for Education's Core Content Framework;
auditing your existing knowledge and skills in the light of drama education requirements and developed strategies for on-going subject knowledge enhancement;
developed a critical awareness of current debates about the content, value and purpose of drama within the curriculum and linked these to classroom practice;
begun to develop an understanding of how pupils learn and make progress in drama
enhanced your understanding and professional practice through research, reading, analysis and reflection;
reflected on your achievements and identified areas for on-going professional development.
This module will enable student teachers to develop their subject-specific knowledge of language, literature, and the secondary English curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. The module should be studied in conjunction with the Teaching Experience and Professional Studies module.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the English curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of English within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in English and generate a repertoire of appropriate assessment strategies;
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module enables student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, Food and Nutrition (D&T). They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education's Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Food and Nutrition curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Food and Nutrition within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Food and Nutrition; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop their subject-specific knowledge of language, literature, and the secondary Geography curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. The module should be studied in conjunction with the Teaching Experience and Professional Studies modules.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Geography curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of geography within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Geography and generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop their knowledge of their subject-specific knowledge across the History Secondary curriculum. Students will learn how to take a research-informed approach to pedagogy in History, understanding how pupils learn, how to plan for progress, design resources and assessment, as set out in the Core Content Framework and Department for Education’s Teachers’ Standards. The module should be read in conjunction with the Teaching Experience and Professional Studies module.
Throughout the module, students will be encouraged to think critically about aspects of curriculum, pedagogy and assessment in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the History curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of History within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in History; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module enables student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, mathematics. They learn how to take a research-informed approach to key pedagogical skills, including planning, teaching and assessment, as set out in the Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
develop their existing understanding of Mathematics and build strategies for developing their subject knowledge further;
develop a critical awareness of current debates about the content, value and purpose of Mathematics within and across the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in mathematics, taking into account the needs, backgrounds and interests of their pupils;
develop a repertoire of appropriate assessment strategies and to make evidence informed decisions;
enhance their professional practice through research, reading, analysis and reflection;
reflect on their and their pupils’ achievements and identify areas for further professional development.
This module will enable student teachers to develop and consolidate their subject-specific knowledge across the MFL secondary curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the MFL curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of MFL within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in MFL; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop and consolidate their subject-specific knowledge across the Music secondary curriculum. They will learn how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Music curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Music within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Music; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, Physical Education. It will teach them how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Physical Education curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Physical Education within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Physical Education; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop their subject-specific knowledge of the Science curriculum with a focus on Physics. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. The module should be studied in conjunction with the Teaching Experience and Professional Studies module.
The module aims to teach students to:
acquire the knowledge and skills set out in the Department for Education's Core Content Framework.
audit their existing understanding of the science curriculum with a focus on Physics and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of science with a focus on Physics within the curriculum and link these to classroom practice.
deepen their understanding of how to plan for pupil progress in science with a focus on Physics and generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection.
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, Psychology. It will teach them how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of the Psychology curriculum and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Psychology within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Psychology; generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop and consolidate their subject knowledge and knowledge of the basic curriculum of all schools: Religious Education and the local agreed syllabus in the location of their placement school(s). It will teach them how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to teach students to:
acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
audit their existing understanding of Religious Education curricula and build strategies for developing subject knowledge;
develop a critical awareness of current debates about the content, value and purpose of Religious Education within the curriculum and link these to classroom practice;
deepen their understanding of how to plan for pupil progress in Religious Education and generate a repertoire of appropriate assessment strategies.
enhance their professional practice through research, reading, analysis and reflection;
reflect on their achievements and identify areas for professional development.
This module will enable student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, Social Sciences. It will teach them how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to support students to develop as teachers by:
enabling them to meet all areas of the Department for Education's Core Content Framework;
auditing their existing knowledge and skills in the light of Social Sciences education requirements and developed strategies for on-going subject knowledge enhancement;
developed a critical awareness of current debates about the content, value and purpose of Social Sciences within the curriculum and linked these to classroom practice;
begun to develop an understanding of how pupils learn and make progress in Social Sciences
enhanced their understanding and professional practice through research, reading, analysis and reflection;
reflected on their achievements and identified areas for on-going professional development.
What is Lead Partner Route?
We are ranked in the top 3 universities in London for the quality of our research in the field of Education (REF 2021), reflecting the world-class expertise of our staff.
Lead Partner Route is a government-led initiative that seeks to place schools at the centre of Initial Teacher Education (ITE). Working with University of Roehampton, our partner schools take a leading role in recruiting trainee teachers and in designing and delivering the training programme.
There are two possible routes if you are thinking of training via Lead Partner Route:
Lead Partner Route (salaried)
This is open to high quality graduates, principally to people coming to teaching from other careers or those who may already have experience of working in a school setting. Applications are made to individual schools or alliances of schools, rather than to Roehampton. The schools pay a salary based on that of an unqualified teacher, but there is not government bursary paid for secondary specialisms that woud attract a bursary on the non-salaried routes.
Lead Partner Route (tuition fee)
This route is open to all high quality graduates. Applications are made to individual schools or alliances of schools, rather than to Roehampton. Secondary trainees are paid bursaries for subjects that attract a bursary.
Both primary and secondary routes lead to a PGCE with 60 master's credits on successful completion. There will be three assignments across the year like the university led routes. In addition to having a mentor in your school, you will be visited by a Roehampton tutor periodically throughout the year.
Secondary Lead partner Part-time PGCE
Structure
In Year 1 students spend 2 days a week in school and one day a week in University (on Wednesdays). In the summer term students spend three days a week in school.
In Year 2 autumn term –students spend 3 days a week in school up to the end of December unless they have not completed sufficient days in which case the course may extend into January.
Induction – part-time students are expected to attend induction days in September on Wednesdays and Thursdays.
Intensive Training and Practice – Apprentices are expected to attend ITaP training days. These cover 5 additional days at University which will be publicised in our calendar.
Modules and assessment
Students undertake the same modules as full-time students. All of the teaching is completed in year 1. Students will be able to undertake assignment 3 in the fourth term of the course.
Contrasting/Away Placement – 12 weeks
Students will spend 12 weeks on placement in a contrasting school. This will be arranged by the Lead Partner Alliance. The timing will also be arranged by the Alliance.
Fees and Finance
Students pay £9535 in year 1 of the programme.
Students from the UK and EU who are undertaking part-time studies on PGCE Primary and Secondary are eligible to apply for both a Student Loan and Maintenance Loan. Students may also be eligible to receive a training bursary or scholarship for living costs depending on the subject that they are studying. Students must reapply for funding in each year of their studies.
Career
Take the lead in shaping a sustainable future in education.
- Teaching
- Management and leadership roles within schools and other education settings
- Charity roles
- Policy advice
- National assessment
- Curriculum development.
Open days and webinars
Get a real taste of our campus, community and what it’s like to study at Roehampton
Applying
How to apply
If you wish to start your PGCE at the beginning of September 2024, please submit your application on this page. For further information on applying to teacher training courses you can find lots of information on the Get Into Teaching website.
Specific Entry Requirements
Please note the entry requirements for Lead Partner routes are the same as for university-led routes. You can read the requirements for Primary here, and the requirements for Secondary here.
Non-UK qualifications
These are now checked through ENIC.
General entry requirements
How to apply
If you wish to start your PGCE at the beginning of September 2024, please submit your application on this page. For further information on applying to teacher training courses you can find lots of information on the Get Into Teaching website.
Specific Entry Requirements
Please note the entry requirements for Lead Partner routes are the same as for university-led routes. You can read the requirements for Secondary here, and the requirements for Primary here.
Non-UK qualifications
These are now checked through ENIC.
General entry requirements
Fees and funding
UK students
Tuition fees
| Entry date | PGCE Primary / Secondary (full-time) | PGCE Primary / Secondary (part-time) |
|---|---|---|
| September 2026 | £9,970 | £4,895 |
Prices shown are for the first year of your degree.
Funding your studies
We also provide other ways to support the cost of living, including on-campus car parking, hardship support and some of the most affordable student accommodation and catering in London.
You will be required to complete an enhanced DBS check prior to starting the programme.
One re-take placement may be allowable (at no additional cost) across the length of your course. This is subject to a 're-start' and application process alongside a placement panel to check on suitability in relation to our current Assessment Policy.
International students
Tuition fees
| Entry date | PGCE Primary / Secondary (full-time) | PGCE Primary / Secondary (part-time) |
|---|---|---|
| September 2026 | £18,250 | £9,125 |
Prices shown are for the first year of your degree.
Funding your studies
We also provide other ways to support the cost of living, including on-campus car parking, hardship support and some of the most affordable student accommodation and catering in London.
Need help or advice before applying?
Education
The School of Education is renowned for its high-quality teaching and research, and is one of the principal teacher training providers in the UK.
