Secondary Drama with QTS - PGCE
Currently viewing course to start in 2025/26 Entry.
Are you passionate about introducing the exciting world of learning through drama - in all its forms - to children and young people? This Secondary Drama PGCE will give you the strong grounding you need to make a contribution to this essential aspect of education.
- Level Postgraduate Taught
- Study mode Full Time
- Award PGCE
- Start date September 2025
- Fees View course fees
- Subject
- Location City Centre
This course is:
Open to International Students
Overview
Are you passionate about introducing the exciting world of learning through drama - in all its forms - to children and young people? This Secondary Drama PGCE will give you the strong grounding you need to make a contribution to this essential aspect of education.
What's covered in this course?
This is a great career which gives you have the chance to encourage young people to follow their dreams, explore, challenge and understand the world in which they live, and develop their appreciation of the dramatic form.
The ability to tell a story powerfully through actions as well as words is important, and you’ll learn how to inspire and encourage your pupils to express themselves in this way. As a teacher you will offer your pupils a wide range of experiences using a variety of techniques in many different forms of drama, helping them to become more self-confident.
This course has strong links with local theatre companies such as the internationally-renowned Big Brum Theatre in Education Company. You will have the opportunity to collaborate with Big Brum to create enriching drama education.
Taught modules, assignments and School-Based Training are structured around the development of your Progress Journal which demonstrates your progress against our ITE Core Curriculum. Our ambitious curriculum incorporates the ITT Core Content Framework (DfE, 2019) and the nationally agreed competences - the Teachers’ Standards, which all teachers must meet throughout their career.
The Progress Journal also maps your development as a subject specialist with reference to identified subject priorities appropriate to the needs of secondary teachers entering the profession. A system of continuous review and assessment of progress within the Progress Journal will support your growing ability to take responsibility for your own professional development and ensure that you approach QTS with a sound understanding of research-informed pedagogies and practices.
Why Choose Us?
- We are a key source of new teachers to schools across the West Midlands region; a destinations survey of our 2021/22 Secondary Teaching graduates showed they were employed in nearly 100 West Midlands schools as Early Career Teachers.
- Our curriculum is designed by research-active subject experts to be integrated between university and school-based training with input from our partnership schools, ensuring you’re equipped to meet the needs of the teaching workforce now and in the future.
- We have partnerships right across the West Midlands and beyond so you can benefit from training in a range of schools and early years settings, preparing you for work in a wide variety of schools when you qualify. A destinations survey of our 2021/22 Secondary Teaching graduates showed that 76% of their employing schools were from within our BCU partnership.
- You will complete at least 120 days across a minimum of two placements, in line with Department for Education (DfE) requirements, supported by a subject mentor in your school and a personal development tutor at the University.
- Should you wish to take your development further, you'll gain Master's level credits gained as part of this course that you can then use towards a full Master's degree.
- We meet the Department for Education's (DfE) Criteria for Initial Teacher Training and successful candidates on our Initial Teacher Training courses will be recommended to the DfE for Qualified Teacher Status.
OPEN DAY
Join us for a Virtual Open Event where you'll be able to learn about this course in detail, meet our subject academics and learn more about postgraduate finance, all from the comfort of your own home.
Next Event: 5 February 2025
Entry Requirements
Essential requirements
UK students
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You must have a Bachelor’s degree (normally a 2:2 above) or a Master’s degree in a relevant subject from a UK higher education institution or equivalent. |
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Applicants for this course also need GCSE English Language or English Literature and GCSE Maths at grade C/4 or above prior to enrolment. We accept a range of qualifications in lieu of GCSEs for our Initial Teacher Training courses. Please see a full list of GCSE equivalencies for Initial Teacher Training. |
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Successful candidates must meet Department for Education requirements for Initial Teacher Training prior to enrolling on this course. This includes obtaining a satisfactory occupational health check and an enhanced Disclosure and Barring Service (DBS) check, as well as prohibition and children’s barred list checks in line with Keeping Children Safe in Education (KCSIE) guidance. |
Selection Interview
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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. |
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You will also take a written test to assess your standard of English. |
International qualifications
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A minimum IELTS score of 7.0 is required with no individual component less than 6.5. Candidates who have undertaken IELTS will also need to successfully pass our GCSE English equivalency test. |
If you have a qualification that is not listed, please contact us.
Fees & How to Apply
UK students
Annual and modular tuition fees shown are applicable to the first year of study. The University reserves the right to increase fees for subsequent years of study in line with increases in inflation (capped at 5%) or to reflect changes in Government funding policies or changes agreed by Parliament. View fees for continuing students.
Award: PGCE
Starting: Sep 2025
- Mode
- Duration
- Fees
- Full Time
- 1 year
- £9,535 in 2025/26 ✱ Important note for this price
- Apply
(↩Back to price) *
The Government is proposing to increase the cap on full-time regulated tuition fees to £9,535 for 2025/26 and the University is planning on increasing fees to that maximum level once legislation is enacted. Part-time fees are charged pro-rata, where applicable.
International students
Annual and modular tuition fees shown are applicable to the first year of study. The University reserves the right to increase fees for subsequent years of study in line with increases in inflation (capped at 5%) or to reflect changes in Government funding policies or changes agreed by Parliament. View fees for continuing students.
The way you apply for teacher training has changed. The Department for Education (DfE) has developed a GOV.UK application service for postgraduate teacher training called ‘Apply for teacher training’, which you must use to make your application.
Course code: 3CGK
We would like all applicants to make a fully informed decision about joining the teaching profession. As part of that decision making process, spending sometime in a school and considering the role of the teacher will prove to be invaluable.
Personal statement
You’ll need to submit a personal statement as part of your application for this course. This will need to highlight your passion for postgraduate study – and your chosen course – as well as your personal skills and experience, academic success, and any other factors that will support your application for further study.
If you are applying for a stand alone module, please include the title of the module you want to study in your Personal Statement.
Not sure what to include? We’re here to help – take a look at our top tips for writing personal statements and download our free postgraduate personal statement guide for further advice and examples from real students.
Financial support
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.
Course in Depth
Modules
In order to complete this course a student must successfully complete all the following CORE modules (totalling 60 credits):
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.
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).
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.
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.
Download course specification
Download nowCourse structure
This postgraduate course takes place over one year full-time. Note that all PGCE with QTS courses commence teaching in the first week of September.
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.
Graduate Jodie Rayner's hard work on the course paid off as she went on to get a job as a drama teacher before she graduated.
Examples of classroom activities
Exploring the link between theory and practice is central to your PGCE drama course. As a result of this many aspects of the practical workshops in university are tested and developed by you in school contexts. This means that you are encouraged to develop your own ideas. Previous examples include;
- Contributions to the Shakespeare Schools Festival
- Contributions to school productions and arts festivals
- Work with local Theatre in Education companies
Employability
Employment opportunities
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 our 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.
Placements
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. This all helps you to see how teachers are working in practice and gives you a wealth of experience.
You will have the opportunity to do serial and block placements and you will also have trained mentors, who will guide and support your studies and provide you with feedback.
Links to industry
Whilst working with a range of schools and drama teachers across the city we are also developing and strengthening links to The REP theatre, The Playhouse and Big Brum Theatre in Education Company. We realise the importance of industry links to drama in education as a way to broaden the experience of teachers, pupils and schools.
International
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:
- Details of the entry requirements for our courses
- Some of the good reasons why you should study here
- How to improve your language skills before starting your studies
- Information relevant to applicants from your country
- Where to find financial support for your studies.
Facilities & Staff
Our facilities
This course is primarily based at our City Centre Campus, in the Benjamin Zephaniah Building (formerly University House), however, for some practical activities, such as sport, cookery or science lab sessions, you may be based at our City South Campus in Edgbaston, or the Alexander Stadium and Doug Ellis Sports Centre in Perry Barr.
About Benjamin Zephaniah Building
This freshly renovated building provides a dedicated teaching and learning space for our Education and Communities students and staff.
Spaces in the building include:
- Primary and secondary science labs
- Innovation and Lego teaching room
- Flexible space for Design and Technology
- Art room
As well as general teaching rooms.
Our staff
Dr Christopher Bolton
Senior Lecturer and Course Leader for PGCEi
Chris is a Senior Lecturer in Drama Education here at BCU. Before this role, he worked in secondary schools as a Drama Advanced Skills Teacher. He has a keen interest in how drama pedagogy can create spaces for dialogic learning within Initial Teacher Education and the role of autoethnography in exploring professional identity.
More about Christopher