The PGCE Secondary is the first phase of a career-long process of personal and professional development, which will equip you to become a secondary school teacher. The PGCE Secondary is a course in Initial Teacher Training which is accredited by the DfE, the successful completion of which will accord you Qualified Teacher Status (QTS).

Students who successfully complete their PGCE have the option to use 90 credits they have accredited towards a part time MA Education.

We believe strongly that to be able to teach successfully you must acquire a good understanding of the ‘big ideas’ of science as well as learning about how to teach science. The university-based time is therefore divided into two main parts:

  • Core Science
  • Science Education Issues

The course is organised as three modules:

  • Professional Issues in school based education
  • Teaching and Learning in the Curriculum
  • Self-directed Study

The programme of study for the academic year is organised as follows:

  • Term 1 (14 weeks)

You will spend the first two weeks engaged in an induction programme on Durham University campus.  For the six weeks following this, you will spend Monday – Wednesday in your preliminary placement school in west Cumbria, and Thursday – Friday at Durham University. For the final six weeks of this term, you will spend Monday – Friday in your preliminary placement school.

  • Term 2 (14 weeks)

As in term one, you will spend the first two weeks of this term on Durham University campus.  For the six weeks following this, you will spend Monday – Wednesday in your main placement school in west Cumbria, and Thursday – Friday at Durham University. For the final six weeks of this term, you will spend Monday – Friday in your main placement school.

  • Term 3 (9 weeks)

You will spend almost all of this term at your main placement school, with only a handful of days at Durham University campus.

You will be assessed on your progress over the duration of this course. Assessments will be made related to:

  • school based tasks
  • teaching performance
  • professional conduct