Are you looking for a career that will enable you to use your skills in art and design to encourage young people to explore, challenge and understand the world in which they live through learning in Art and Design at school? If so, our PGCE Secondary Art and Design is for you.
We see teaching as a form of socially engaged art and design practice, and will enable you to become a highly-skilled graduate practitioner in today's forward-looking education profession.
We believe that Art and Design is a crucial element in the education of all pupils, and will work with you to enable you to become the inspirational teacher required by today’s young people.
Our course provides you with the necessary knowledge and understanding for you to transfer your current creative skills to the classroom. It's an innovative, practice-based programme designed to fully support you to become a confident, dynamic and creative teacher committed to making Art and Design accessible for all.
Curriculum workshops are a key element of your course. These are delivered in our specialist facilities by dedicated, full-time Art and Design lecturers and teachers, allowing you to experience a range of practical work in key specialisms such as digital media, 3D construction, printmaking, drawing, ceramics, mixed media, and in working with education departments in leading regional galleries which have included IKON, New Art Gallery Walsall, BMAG and Eastside Projects.
Assignments and school-centred activities are structured around the development of your School Experience Progress Journal (SEPJ). The SEPJ demonstrates your progress against the nationally agreed competences (the Teachers’ Standards), which all teachers must meet throughout their career. A system of continuous review and assessment of progress in the SEPJ will support your growing ability to take responsibility for your own development.
Applicants must meet requirements of being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS). Learn more.
At least 120 days across a minimum of two placements, in line with the Department for Education (DfE) requirements, supported by a subject mentor in your school and a personal development tutor at the University
Consistently high employability rates, with 99% of PGCE Secondary Education students in employment or further study six months after their course (DLHE survey 2016/17)
Gain Master's level credits gained as part of this course that you can then use towards a full Master's degree
Come along to one of our upcoming events where our staff will be on hand to answer all your questions.
Our students have gone on to work with companies such as:
You must have a good degree (minimum 2:2) in a relevant subject from a UK higher education institution or equivalent.
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 you will also be required to pass the Skills Tests in Literacy and Numeracy. You will not be able to enrol onto your course until you have passed these tests.
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 Department for Education requirements for Initial Teacher Training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).
All trainee teachers MUST pass their skills tests prior to the start of their course. We’ve got tips on how to book them and getting practice in. And if you accept your offer of a place with us, you’ll even get to come to a free skills test bootcamp (subject to availability).
Don't meet our entry requirements? You could apply for courses at our International College.
|PGCE||Sep 2019||FT||1 year||£9,250 per year||Apply via UCAS|
|PGCE||Sep 2019||FT||1 year||£12,300 per year||Apply online now|
The University reserves the right to increase fees in line with inflation based on the Retail Prices Index or to reflect changes in Government funding policies or changes agreed by Parliament up to a maximum of five per cent.
All applications 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 encourage you to take your skills tests as early as possible to ensure you have passed before you start the course.
You will compile a School Experience Progress Journal during your school placements to evidence your progress towards the achievement of the Teacher Standards. Evidence within your School Experience Progress Journal will come from a range of sources including lesson observation feedback, lesson planning, units of work, examples of learners’ work, resources, etc.
Students are required to submit a personal statement as part of their application for this course.
Your postgraduate personal statement is going to shine a light on your personal experience, academic success, personal skills and any other factors that will support your application for further study.
Here are the key areas you’ll need to address:
Studying a postgraduate course usually means you want to specialise in something. So what’s driving you?
Show that you’ve researched the course offering. What is it about this particular course that appeals to you? Is it the lecturers? The modules? Etc.
Tutors want to know that you can handle postgraduate study, so show them how your undergraduate experiences or work life has equipped you for a more advanced level of study. Key areas to address are research and group work but this can vary depending on your chosen course.
Add anything relevant that relates back to your chosen course and shows how your skills will contribute towards your learning. What extra-curricular activities have you taken part in? What awards have you won? What employment or voluntary experience do you have that has helped you develop transferable skills? How do these specifically relate to the course you are applying for?
You should also mention your future plans and how a postgraduate qualification fits in. Try to look beyond your postgraduate study – do you plan to jump straight into a specific career or follow your studies with a research degree? Lastly, use plain, professional English and, where possible, utilise the language of your chosen industry.
Get more information on writing personal statements.
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.
The cost of accommodation and other living costs are not included within your course fees. More information on the cost of accommodation can be found in our accommodation pages.
The additional costs listed here are to be used for indicative purposes only and are based on the additional costs for the 2018/19 academic year. The additional costs for 2019/20 will be published as soon as possible.
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.
You must have passed both of you skills tests by Friday 27 September 2019 to begin this course.
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.
In order to complete this course a student must successfully complete all the following CORE modules (totalling 60 credits):
Secondary Professional Studies
This module, Professional Studies, provides opportunities for you as a trainee teacher to explore and understand in practical terms the meaning of professionalism in the context of education and being a teacher. It is well known that education is an ever-changing environment and the desire for improvement is strong from all stakeholders. This module helps you to understand that the best teachers are those who continue to learn themselves and that your continual development can positively impact the learning experience of your students.
Secondary Subject Pedagogy - Art and Design
This module, Subject Pedagogy, provides opportunities for you as a trainee teacher to explore the nature of your specialist subject in the context of learning and teaching in the secondary school. The module provides substantial support for your professional practice in school, assessed through the School Experience modules. This module provides a strong philosophical underpinning to your awareness of the importance of your specialist subject in the secondary school curriculum. By undertaking this module you will be shaping your own rationale for your approach to the teaching of your specialist subject, and to meeting the needs of the learners as they move through the secondary school phase.
This module, Professional Enquiry, forms an introduction to active examination of professional practice in the workplace and a reflective approach to personal development. It provides a foundation for future study modules and enables you to develop practice-based enquiry skills. Increasing importance is placed on evidence-based enquiry to inform professional development in education, most recently in The Carter Review of Initial Teacher Training (ITT).
School Experience 1
This module, School Experience 1, provides opportunities for you as a trainee teacher to meet the professional standards and expectations of teaching through practical, school-based experience. You will have the opportunity to work alongside experienced teachers and other education professionals to develop your knowledge, understanding and skill in the classroom and the wider school environment. You will be able to implement theory and evidence-based understanding on an on-going and development basis into your teaching into the classroom. You will be assessed against the current statements of professional competence.
School Experience 2*
This module, School Experience 2, follows School Experience 1 and provides opportunities for you as a trainee teacher to enhance your achievement of the professional standards and expectations of teaching through practical, school-based experience. You will have the opportunity to work independently supported by experienced teachers and other education professionals to further develop your knowledge, understanding and skill in the classroom and the wider school environment. You will be able to implement theory and evidence-based understanding on an on-going and development basis into your teaching into the classroom. You will be assessed against the current statements of professional competence.
* School Experience 2 is dependent upon the successful completion of School Experience 1.
Central to the curriculum is the study of Art and Design education, pedagogy and professional practice, which is delivered using a combination of creative practical workshops, lectures, seminar groups and individual study.
At least two thirds of the course takes place within school. You will be placed in a minimum of two Art departments. The Birmingham City University Partnership includes a range of established and new Art Departments selected for their capacity to provide development opportunities for trainee Art and Design teachers.
Your first placement is usually paired, you and your partner will teach up to 50 per cent of the timetable in Art and Design. The second school placement is a solo one and you will be expected to teach up to 66 per cent of an Art and Design timetable.
In addition, you will complete a research phase and visit a number of galleries in the region, with whom we have developed strong partnerships.
You will be assigned school-based mentors while on placement, who will support and guide your work, as well as provide training feedback.
Assignments and school based practice are Master's-level modules. These provide the necessary practical and critical thinking skills which will unlock your potential to become an outstanding teacher and a reflective practitioner. Your work is assessed through a range of directed tasks and targeted assignments. You are also required to complete a profile of evidence reflective of your creative practice in school placements. Your evidence is based on your creative interpretation of the Teachers’ Standards and will lead to the award of Qualified Teacher Status (QTS).
At least two thirds of your course will take place in schools with the other third in a University setting.
A third of your time spend on the course will be spent attending University-based sessions and two-thirds will be spent out in a school on a school experience placement.
As a provider of Initial Teacher Education, you can be reassured that we are regularly inspected by the Office for Standards in Education, Children’s Services and Skills (Ofsted).
Ofsted reports directly to Parliament and is independent and impartial. It inspects and regulates services which care for children and young people, and those providing education and skills for learners of all ages.
Ofsted inspections of ITE providers provide an expert and independent assessment of how well a university is performing and the quality of teacher training offered. Information in the inspection report can help you to decide which university best suits your career needs.
In the latest Ofsted Inspection (March 2014) Birmingham City University was awarded a grade 2 rating “Good” for its primary and early years, secondary and post-compulsory education and training provision.
You can expect outstanding support from your University tutors, all of whom have worked as exceptional classroom teachers, and from the Secondary Schools which we have signed a Partnership Agreement with. There are more than 200 across the Midlands.
We encourage our trainees to consider developing their teaching and learning skills further by continuing their studies with a Master's in Teaching and Learning (MTL) also offered at Birmingham City University. The PGCE Secondary course provides 60 credits towards the MTL. Birmingham City University also offer a Master's in Educational Leadership (MEL) for aspiring leaders in education (the PGCE Secondary course also provides 60 credits towards the MEL).
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.
Two-thirds of your course takes place in school and we ensure that you are offered a number of placements in a wide range of educational establishments.
You will do work placements in at least two different schools and also visit others – including a primary school and or a post-16 setting where appropriate. This all helps you to see how teachers are working in practice and gives you a wealth of experience.
You will have subject and professional mentors in school who will guide and support your studies and provide you with feedback.
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.
All Birmingham City University PGCE qualified Art and Design teachers find employment as teachers in a variety of school settings, and/or go on to further Masters’ level study.
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 £340 million on new learning facilities.
As part of these plans, the University's Education provision will join the rest of the Faculty of Health, Education and Life Sciences at our City South Campus in Edgbaston during 2018.
This is the third phase of the University's project to move all teaching and learning to two campuses, City Centre and City South. By moving our Education provision, we are creating a hub for the provision of public service contracts and professional development at City South Campus and improving the student experience with a stronger sense of community and more consistent support services and facilities.
In addition to classrooms, a lecture theatre, social learning spaces, an open access IT suite and cafe facilities, the new £41 million extension to our City South Campus offers a range of specialist teaching and learning facilities for specific subjects including science, design and technology, drama and physical education.
All our departmental facilities replicate the school learning environment.
Not only are we investing £41 million in a new building to house the laboratories and teaching spaces needed, but we also plan to open up these facilities to benefit all students and the wider community. This will complement our existing sports facilities, which already provide a base for students to compete in activities ranging from rugby to.
The Seacole library, based at City South Campus, is one of the UK's largest specialist health education libraries. The facility offers an extensive range of range of information and reference materials set out in a relaxing environment, conducive to studying. There are comfortable seating areas, group study areas, a silent study area and private study rooms.
The Seacole building houses a large open access IT Suite which comprises of 96 PCs, printers, photocopiers and scanners. Our PCs utilise the latest Intel i5 core technology, all with:
Our PCs are also designed to support students who may have difficulties with reading and writing, featuring specialised software with zooming/magnification and screen reading capabilities, which may also be customised for individual student needs.
The IT Suite offers extended opening hours and is supported by a specialist Open Access Assistant during term time. In addition to the open access PCs within the IT Suite, there are 12 networked student PCs available within Seacole library.
With an authoritative range of teaching experience in secondary, further and higher education settings, your Birmingham City University Art and Design PGCE tutors offer exceptional education and training. Their shared ethos of the highest standards in Art and Design education is evident in all they do as they encourage trainee art teachers to develop their own practice, pedagogy and values. Other colleagues, both school based and university based, make significant contributions to the programme.
Dr. Victoria Kinsella has researched widely in the field of the arts education and creativity, in particular music and visual arts. She has worked on a number of creative arts research projects in various contexts including schools, prisons, galleries, arts centres and with educational agencies. Victoria is recognised for her work on creativity and has presented her work internationally. She is currently BERA creativities co-convenor, a strategic board member for arts connect and a senior fellow of the Higher Education Academy.