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Subject area: Secondary Teacher Training

About Secondary Teacher Training

We have four routes into secondary teaching, the Postgraduate Certificate in Secondary Education (PGCE) - see below, the Graduate Teacher Programme (GTP), the Overseas Trained Teacher Programme (OTTP) and the Assessment Only (AO) Route to QTS.  91% of trainees on the Secondary PGCE at UEL (2010-11) were recommended for Qualified Teacher Status (QTS). This exceeds the percentage of trainees recommended for QTS at other London Providers.

We work in partnership with schools in east London and beyond.

Our Secondary provision is rated Good with Outstanding Features by Ofsted (2010). We have also been recognised by Ofsted as having exceptionally strong partnerships with schools and colleges, delivering 'outstanding' training sessions and having a 'vibrant, highly productive' team of tutors and administrative staff dedicated to quality teacher training provision.

Our schools partnership network covers a wide range of areas: inner city, suburban, mixed and single sex, inclusive, non-selective and selective, high achieving as well as those in more challenging circumstances.  WE are also proud to report that 85% of trainees from minority ethnic backgrounds completing the Secondary PGCE at UEL (2010-11) secured a teaching post. This is significantly ahead of trainees from minority ethnic backgrounds in post from other London providers (71%) and across the ITT Sector (70%).

We are one only of a few institutions that provide a Subject Knowledge Booster course to secondary PGCE and GTP students. To refresh subject knowledge over a much longer period of time we provide a Mathematics Enhancement course (MEC), a Physics Enhancement course (PEC), a Chemistry Enhancement course (CHEC) for potential maths, physics and chemistry teachers; and a 16 week Languages Enhancement course for potential French and Spanish teachers.

Full-time Home or EU eligible students studying on the Secondary PGCE programme in maths, physics, chemistry, general science, biology or modern foreign languages will receive a National College for Teaching and Leadership bursary.

The percentage of trainees who were in a teaching post within six months of completing the programme was ahead of other London providers for all secondary subjects, and in many cases was also ahead of  the ITT Sector average:

  • Religious Education 91% of UEL trainees in a teaching post (81% London Providers)
  • Design Technology 90% of UEL trainees in a teaching post (72% London Providers)
  • English  89% of UEL trainees in a teaching post (84% London Providers)
  • Physical Education 88% of UEL trainees in a teaching post (82% London Providers)
  • ICT 85% of UEL trainees in a teaching post (66% London Providers)
  • Science 85% of UEL trainees in a teaching post (80% London Providers).
  • Modern Languages 83% of UEL trainees in a teaching post (69% London Providers)

PGCE Secondary Course Calendar

PCTE Programme Structure

Ofsted Report 2012

The key strengths of the secondary partnership are:

  • good quality outcomes for trainees across all secondary subjects, preparing trainees very well to deliver high quality subject teaching both as a trainee and later as an NQT
  • challenging urban school contexts which demand trainees’ perseverance and commitment; almost all trainees rise to this challenge and attain very well in schools with high student mobility, high proportions of students who speak English as an additional language, disabled students and students with special educational needs
  • high employment and the good reputation of the secondary course that successfully supports recruitment to East London schools
  • good quality training in managing behaviour so that trainees and NQTs are confident in setting high expectations and helping students develop positive attitudes to learning
  • highly reflective NQTs, who quickly become mentors themselves, and
    trainees who want to listen and learn to continually improve their practice

The key strengths of the employment-based partnership are:

  • the rising trend of good outcomes for trainees
  • the good understanding the trainees develop of the connection between
  • the theory of teaching and classroom practice through their training
  • the emphasis given to ensuring individual trainees teach in diverse school settings and receive the personalised support they need to make at least good progress
  • the expertise of the university tutors in helping trainees develop their subject knowledge and their skills in preparing trainees and NQTs for their wider professional role
  • the quality of the mentors supporting trainees in school, who coach and guide trainees effectively in meeting the Teachers’ Standards
  • the rigorous selection arrangements through which quality entrants to the profession are identified and their initial needs established at the outset.

 

Courses

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"81% of students are happy with their university experience at UEL" National Student Survey

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