Choose to study this full-time, one-year course within our School of Education and you can be confident of being well on your way to becoming an exciting and creative teacher of Art and Design who can provide access to this essential subject for all pupils.
You’ll gain a wide range of valuable and relevant experience during your time with us at our City North Campus, just three miles north of Birmingham city centre.
This will provide the essential foundations for enthusiastic and ambitious teachers of this exciting and wide-ranging subject at secondary level.
You’ll engage in education, pedagogy and professional studies sessions and curriculum workshops. These will take place in both university and school settings, and will develop your expertise in generic educational and professional issues and subject pedagogy.
You’ll gain the skills and understanding to take up positions in schools as a teacher of your subject with the potential to contribute fully to the life of the school. The course is designed around the Teachers’ Standards and the award of Qualified Teacher Status (QTS).
You’re encouraged to work creatively towards gaining evidence of your practice in the Teachers’ Standards. University assignments are at Masters level and complement your growing competence in school-based practice, enabling you to demonstrate evidence-based understanding of professionalism, and teaching and learning.
Our next Postgraduate Open Day will be on Wednesday 23 November. Registration will open shortly.
In the meantime, register your details and we'll contact you when more information is available.
We are the top university providing education training in the West Midlands, and 25th in the UK. (Guardian University Guide 2016)
Visit our School site for more student work and extra information.
Our students have gone on to work with companies such as:
You must have a good degree (minimum 2:2 but 2:1 or 1st preferred) from a UK higher education institution or equivalent in Art and Design or an art-related subject.
You must also have a GCSE grade C or above (or equivalent) in both English language and mathematics prior to enrolment.
If you do not already have GCSEs in English language and mathematics, or their equivalent, and are not registered to take them, you should visit Equivalency Testing.
It should be noted that applicants taking the equivalency tests need to have passed prior to enrolment.
For entry onto a teaching course from September 2014 you will also be required to pass the Skills Tests in Literacy and Numeracy
For secondary teacher training there is an expectation that you will have had some general experience of working with secondary age students in a school setting.
In preparation for the selection interview stage of the recruitment process you are required to engage in a teaching episode, observed by an experienced qualified teacher.
It will support your application to undertake this teaching episode prior to application and in advance of your interview.
At interview you will also need to present a portfolio of personal work which should include a selection of work completed before, during and after your degree.
The selection interview will assess your subject knowledge and personal qualities such as the potential to relate well to secondary age students, enthusiasm, sensitivity, communication skills and robustness and resilience for teaching.
You will also take a written test to assess your standard of English.
Applicants must meet The National College for Teaching and Leadership requirements for Initial Teacher Training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).
|PGCE||Sep 2016||FT||1 year||£9,000||Apply online now|
|PGCE||Sep 2017||FT||1 year||£9,250||Apply online now|
|PGCE||Sep 2016||FT||1 year||£12,000||Apply online now|
|PGCE||Sep 2017||FT||1 year||£12,000||Apply online now|
The University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.
All applications for 2016 entry need to be made via the UCAS Teacher Training website. For more information on how to apply for a teacher training course please visit the UCAS how-it-all-works information page. The UCAS Teacher Training helpline number is 0871 468 0 469.
We also offer this programme through School Direct with the following schools:
Visit the UCAS Teacher Training website for details on how to apply.
We offer a wide range of professionally accredited and vocational courses that require the purchase of, among other things, uniforms, equipment, subscriptions, professional body memberships and DBS checks, and may require you to pay to attend conferences or participate in placements.
The link below provides our estimate of the possible costs associated with key activities on specific courses. Please bear in mind that these are only estimates of costs based on past student experience and feedback. The actual costs to you could vary considerably (either greater or lower than these estimates) depending on your choices as you progress through the course. We set out where we can, based on experience, where these indicative costs are for activities that are optional or compulsory.
All our students are provided with 100 free pages of printing each year to a maximum total value of £15.
Your personal statement is a highly important part of your application. It gives you a crucial opportunity to say why you’re applying and why the institution should accept you.
Here are the key areas you’ll need to address:
Why does this course appeal? What areas are of particular interest?
If you have a specific career in mind, say how your chosen course will help you pursue this goal.
Mention any work that is relevant to your subject, highlighting the skills and experience gained.
Highlight skills gained at school/college, eg summer schools or mentoring activities.
eg Duke of Edinburgh Award, Young Enterprise scheme.
You should also mention your future plans – if you’re planning to take a year out, don't forget to give your reasons. Talk about any subjects you’re studying that don’t have a formal assessment and any sponsorships or placements you’ve applied for. And don't be scared to add in details about your social, sports or leisure interests.
Get more information on writing personal statements.
You may be able to obtain financial support to help you during your studies. For more information visit the Department for Education's Get Into Teaching website.
Search our Frequently Asked Questions for a range of information about our courses and studying here.
Although this is a postgraduate course, current PGCE students are eligible for the finance support package available to full-time undergraduates. You may also receive a Teacher Training Bursary of up to £30,000 per year, subject specific.
Your course is currently going through a re-validation process ready for September 2016. This is a regular feature of higher education courses and gives the course team the opportunity to ensure that the course structure and content responds to the requirements of schools and trainees. The course will meet current policy requirements and will include a strongly school-centred approach.
Subject to the re-validation process, the course will contain three modules. These will address:
The Individual Learner
This introduces trainee teachers to a range of educational issues, such as teaching and learning styles, the National Curriculum, inclusion and equal opportunities. Trainees focus on how learning occurs.
Rationale for Subject Teaching
Trainees explore through practical and interactive teaching methods, all aspects of the subject curriculum they will have to teach in secondary education and the implications for planning and resourcing. This module supports trainee teachers as the develop a strong philosophy for their subject in the context of secondary education.
Assessment at Key Stage 3
This module also explores educational issues based on school experience, but focuses particularly on monitoring, assessing, recording, reporting and accountability. Trainees will concentrate on how to assess art and design effectively.
For this module, trainees will focus specifically on art and design and learn how to apply their in-depth knowledge and understanding into the classroom. The focus is on developing the most effective and creative teaching to ensure that pupils’ are engaged, inspired and motivated and that their learning is maximised.
This module complements the research placement and allows trainees to focus in detail on one aspect of art and design education. This system supports early and continuing professional development.
The main thrust of the curriculum involves the study of education, pedagogy and professional practice, from both generic professional educational and subject specific perspectives.
You’ll learn by attending a mix of lectures, workshops and seminars and also through your own individual studies.
At least two-thirds of this course takes place off campus within schools. This means you have the opportunity to gain valuable “hands on” experience in at least two different schools. In most cases you’ll also have the chance to visit other schools, including a primary school.
Trainee teachers are expected to take significant responsibility for their own progress and development. This type of professional development encourages the development of independent, creative practitioners who will be able to take the lead in the future.
Modules are assessed through a range of directed tasks and targeted assignments. Trainee teachers are also required to complete a profile of evidence towards the achievement of the standards required by the National College for Teaching and Leadership for the award of Qualified Teacher Status (QTS). Evidence for the Professional Development Profile is verified by mentors.
Our MA Education (MEd) and Masters in Teaching and Learning (MTL) courses meet the continuing professional development needs of teachers. Birmingham City University trained teachers with PGCE credits at Level 7 benefit from advanced standing on these courses due to the Masters level credits that can be taken into these courses from the PGCE.
These courses facilitate practice-based enquiry, which generates accurate real-time findings about the quality of learning and teaching in schools. Our highly flexible MEd and MTL courses help to develop your expertise to meet performance management targets and further the strategic priorities of your school or workplace.
Graduated in 2006
Wendi made the most of the opportunities Birmingham City University gave her to gain practical experience in preparation for her intended career as an art teacher. She is now Head of Art at prestigious Scottish independent school Gordonstoun, where she makes full use of the knowledge she gained through her studies and placements.
The course was extremely hard work but ultimately worth it. I left feeling fully prepared to teach in a school, both in the planning and delivery of the subject. Support from staff was really good – tutors were always on hand either by email, phone or through tutorials.
Ofsted inspections have confirmed that our trainees “leave their courses with a wide range of knowledge and skills that make them highly employable”.
This is an 11-16 years course with post-16 enhancement, which offers a high degree of employability within secondary teaching.
The high demand for Birmingham City University trained art teachers and our consistently high employability scores mean that trainees who successfully complete the course to a high standard have very good employment prospects.
The course is structured around a minimum of two school experience placements. These will take up at least two-thirds of the course. Your first placement is usually paired. This means that you and your partner will usually plan and teach together up to 50 per cent of an art and design teacher’s timetable.
Your second school placement is usually conducted solo. You’ll be expected to plan and teach a greater proportion of an art and design teacher’s timetable. You’ll be expected to evaluate your teaching and use this reflection to build improvements into your planning and teaching as the placement progresses.
You’ll be assigned a subject mentor who will support and guide your work in consultation with your university tutor.
OpportUNIty: Student Jobs on Campus ensures that our students are given a first opportunity to fill many part-time temporary positions within the University. This allows you to work while you study with us, fitting the job around your course commitments. By taking part in the scheme, you will gain valuable experiences and employability skills, enhancing your prospects in the job market.
It will also allow you to become more involved in University life by delivering, leading and supporting many aspects of the learning experience, from administration to research and mentoring roles.
Employment prospects are excellent, based on consistently high employability scores and demand for Birmingham City University trained art teachers.
In the latest Newly Qualified Teacher (NQT) Survey (2011-13 aggregated data) 95 per cent of our newly qualified secondary teachers rated the quality of their training as good or very good.
Our art and design teachers have taken up teaching posts throughout the Midlands and nationally.
Birmingham City University is a vibrant and multicultural university in the heart of a modern and diverse city. We welcome many international students every year – there are currently students from more than 80 countries among our student community.
The University is conveniently placed, with Birmingham International Airport nearby and first-rate transport connections to London and the rest of the UK.
Our international pages contain a wealth of information for international students who are considering applying to study here, including:
International students who have a serious interest in studying with us but who perhaps cannot meet the direct entry requirements, academic or English, or who have been out of education for some time, can enter Birmingham City University International College (BCUIC) and begin their degree studies.
BCUIC is part of the global Navitas Group, an internationally recognised education provider, and the partnership allows students to access the University’s facilities and services and move seamlessly through to achieving a Bachelor’s degree from Birmingham City University.
We are constantly investing in our estate and are currently in the process of spending £260 million on new learning facilities.
The School of Education boasts some of the best teaching and learning facilities in the country. As part of your training you will have access to our specially developed replica classrooms with interactive whiteboards, enabling you to experience the classroom environment.
Our laboratory and Science Education Learning Room have been newly built for the start of the 2015/16 academic year. The Science Education Lab will enable trainees to encounter and explore the latest Science Education pedagogies, and together with the Science Learning Room will facilitate trainees’ transition from “subject expert” to “expert subject teacher”. Trainees will work in a fully hands-on way with the core science education materials to develop excellent subject and pedagogic knowledge - the twin attributes of the outstanding teacher.
City North is a big, bustling campus, three miles north of Birmingham city centre. It's easy to get to and offers on-site parking. Located 5 minutes from Perry Barr train station, City North Campus is also ideally positioned along major bus routes.
The School of Education will be moving to City South Campus in Edgbaston during the 2017/18 academic year.
One of the most exciting innovations in recent years for our trainee teachers and students is our virtual school. You can encounter a range of real-life situations within a simulated environment, that teachers are often confronted with.
All our departmental facilities replicate the school learning environment.
Each student has a personal computer user name and server space Specific software for use by teachers and for use in classrooms.
Other items available include:
There are fully equipped art studios suitable for 3D construction, printmaking, drawing and mixed-media. For textile and ceramics specialists, there are sewing machines and facilities for batik work and a large kiln for firing ceramics. The department has an ICT Suite for digital media that includes both Mac and PC computers. There is also access to a bank of Apple iPads for on and off-site digital working including the use of social media.
The department has access to specialist facilities, including a dedicated teaching suite for food and textiles. The textiles area has 10 sewing machines, an overlocker, CAD/CAM embroidery machines, dye sublimation equipment, a felting machine and an electronic microscope that links to the interactive whiteboard. It is also well resourced with surface decoration and construction equipment.
The food area has five electric cookers, combination microwave/ovens, an extensive range of industrial and domestic equipment, eg industrial ice cream makers and electric pasta makers, bench top printer and a CAD/CAM icing printer. The specialist tutor is a Speed Step and basic food hygiene trainer.
There is a specialist room for design and technology teaching and independent work, as well as a well-stocked reference library that contains a wide range of resources that are relevant for undergraduate and postgraduate students.
Other features include a recycling materials area, specialist work benches and a bank of computers linked directly to CAD/CAM equipment.
There are plenty of replica artefacts in the department and other superb facilities, including a huge library of dedicated subject books and an interactive whiteboard. We also inspire our trainee teachers to bring history to life by offering them opportunities to travel to historic sites.
The School of Education has two dedicated English teaching rooms that contain a substantial children's collection of works including fiction, non-fiction, poetry, picture books and multicultural text. There is also a selection of phonics teaching materials, puppets and story bags that are used in teaching sessions.
You can explore the links between ICT and literacy through the department's Digital Blue cameras and electronic photo albums.
There are two dedicated teaching rooms for mathematics. The rooms make use of Promethean and Smart interactive white boards. Both rooms contain a library of recent and relevant publications as well as a wide range of resources for use while on teaching practice.
Trainees are supplied with the use of a laptop for the duration of the course. The laptops come with Autograph and Geometers Sketchpad software. There are a class set of iPads available for the teaching sessions.
This teaching room attempts to bring sacredness in its vicinities and a visitor will find precious collections of artefacts and devotional utilities, audio-visual resources, books, sacred texts and children's books from a range of religious traditions to support learning and teaching.
As well as enjoying very strong links with local schools and specialist nurseries, we have a specialist teaching room that has a range of story sacks and puppets, an extensive selection of planning resources, copies of key texts, and toys and equipment that are relevant for foundation stage.
The music department has two dedicated classrooms and seven practice rooms, five of which contain dedicated computer-based recording/sequencing equipment. There is also a fully equipped sound recording studio and Apple Mac computers for sound manipulation.
There is a fully equipped drama studio with stage lighting.
Peter has taught Art and Design in secondary schools and FE colleges since completing a PGCE in Art and Design education. He has been involved in Initial Teacher Education firstly through the Art and Design PGCE course at Middlesex University where he was a initially a Subject Mentor in a partnership school and latterly visiting lecturer on the PGCE course.
Through Peter's roles on the PGCE course at Birmingham City University as Senior Lecturer in Art and Design education and more recently Subject Route Leader for Art and Design, he has been able to deepen his expertise in subject pedagogy and broaden his knowledge and understanding in wider professional studies.
Peter has contributed to teaching and learning on the following courses: