This course is a must if you are passionate about becoming a capable and articulate teacher who is determined to inspire children by helping them to combine their designing and practical skills with their knowledge and understanding.
This is a one-year full-time course, delivered at our School of Education at City North Campus, three miles from Birmingham city centre. It offers professional teacher training that leads to Qualified Teacher Status.
You’ll have the chance to gain an in-depth knowledge of teaching and learning, which will provide you with the tools to become an excellent teacher who is able to teach a rich and diverse curriculum.
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 will need to have a good degree (minimum 2:2 but 2:1 or 1st preferred) from a UK higher education institution or equivalent, at least 50 per cent of which is in a food, textiles-related or product design-related subject.
You must have a GCSE grade C or above (or equivalent) in both English language and mathematics prior to enrolment and if you are offered an interview you will take a written test to assess your standard of English.
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:
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.
The 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 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.
Core educational issues
Core educational issues such as professionalism in education, the Teachers’ Standards, teaching and learning, the national curriculum, inclusion and equal opportunities, safeguarding, assessment and accountability. You’ll develop an understanding of how children and young people learn, and how schools operate to facilitate this. You’ll also learn how schools fulfil their responsibilities to bring young people towards creative and responsible citizenship with an awareness of factors such as democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.
The development of a secure philosophy for design technology education and how it applies to all phases of secondary education. You’ll use this module to focus on design technology education and learn how to use your in-depth knowledge and understanding in the classroom. The aim is to help you to develop the most effective and creative ways of teaching to ensure your pupils are inspired and motivated.
Evidence based research. This module will enable you to focus on an aspect of education that you wish to ‘drill down’ into. You’ll use ethical research methods to gather evidence of an aspect of education, and will be able to present an argument about the context of the issue, and ways forward. This module supports your early and continuing professional development in that it will equip you with the skills to use evidence based research techniques to help build the institutions within which you’ll be working in your early career and beyond.
This course is intensive and demanding, but it offers superb preparation for the teacher who is committed to the education of young people. The main thrust of the curriculum involves the study of education, pedagogy and professional practice, from general and subject specific perspectives. You will learn by attending, lectures, workshops and seminar groups and carrying out your own individual study.
Two-thirds of this course takes place off campus within schools. This means you have the opportunity to get valuable “hands-on” experience within at least two different schools. You will also have the chance to visit others, including a primary school.
You will also have to complete a profile of evidence in order to achieve the Teachers’ Standards required by the National College for Teaching Leadership in order to gain QTS (Qualified Teacher Status).
Trainee teachers are expected to take significant responsibility for their own progress and development. This type of Professional Development profiling is particularly popular among people who have completed the course because it sets them apart from their peers in their early years working as teachers.
After achieving your PGCE, you might choose to study for a further qualification. 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 M Level credits that can be taken into them from the PGCE.
Through practice-based enquiry, which generates accurate real-time findings about the quality of learning and teaching in schools, we can help to develop your expertise to meet performance management targets and further the strategic priorities of your school or workplace.
I chose Birmingham City University, quite frankly because it is the best at what it does. Ofsted says so, alongside previous students and teachers. The course attracted me because it is challenging yet supportive, backed up by lots of experience and there is a great amount of prestige in being trained at Birmingham City University.
My tutor was amazing. She was always there no matter what time of day or night it was, and was always looking to give me the chance to do my best. She left me in no doubt of what was expected of me and the high standards I needed to strive for.
This 11-16 years course, with post-16 enhancement, will offer you lots of flexibility when you begin searching for a teaching job.
Your employment prospects will be excellent, based on consistently high employability scores and the demand for our trained design and technology teachers.
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 a design technology teacher’s timetable.
Your second school placement is usually conducted solo. You’ll be expected to plan and teach a greater proportion of a design technology teacher’s timetable. You’ll evaluate your teaching and use this 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 for our design technology teachers, with consistently high employability rates.
In the latest Newly Qualified Teacher (NQT) Survey (2011-13 aggregated data) 95 per cent of our trained newly qualified secondary teachers rated the quality of their training as “good” or “very good”.
Our trained design technology 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.
The course is delivered by experienced and dedicated specialists who are supported by well-motivated colleagues in schools.
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: