PGDE Initial Teacher Training (Secondary)

Study mode

Full-time (1 year)

Start date(s)

September 2018

Tuition fees 18/19
Home (full-time, per year): £9,250

Contact details

General enquiries:

0151 231 5090


Education Health and Community (Education)

0151 231 5340

marshadmissions@ljmu.ac.uk


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About this course

Train to become an outstanding Secondary teacher with LJMU and graduate with a Postgraduate Diploma in Education and Qualified Teacher Status.

  • Prepare for a career as an innovative and creative secondary teacher on a course delivered in partnership with schools committed to ensuring your success
  • Choose from 16 different subject areas (see the Details tab for more information)
  • Teach across the 11-16 age range with enhancement post-16
  • Become an inquisitive, creative and reflective practitioner
  • Study full-time, over 10 months
  • Spend 120 days in a ‘Home School’ placement with a mid-course ‘Alternate’ placement
  • Gain a PGDE and 120 Level 7 credits (two thirds of a Masters degree) plus a recommendation for Qualified Teacher Status (QTS) 
  • Benefit from employment rates above the sector average
  • Go on to study for our bespoke MA Education Practice which will compliment your first year of employment and contribute to your early career development

LJMU's Initial Teacher Training programmes are designed to develop reflective practitioners, able to apply a deep understanding of the curriculum, learners and learning to impact on the development and achievement of young people.

Our courses support the development of your: practical and critical understanding of educational theory and practice; reflective practice linked to professional development; practitioner research skills for effective teaching and learning and your understanding and application of subject knowledge.

 

The University has a well-established reputation for delivering innovative approaches to teacher education. Our academic team is made up of successful teachers who maintain strong links with schools and professional bodies, ensuring you receive the most up-to-date training and key insights into the field during your course.

Fees and funding

Money - postgraduate funding informationFull-time PGDE students are eligible for the same range of financial support as undergraduate students

You will have access to:

  • a non means-tested student loan to cover your tuition fees
  • a means-tested student loan to help cover your living expenses
  • a means-tested maintenance grant, which does not have to be paid back
  • a means-tested LJMU Bursary worth up to £500, which does not have to be paid back

Subject-specific bursaries are available to support those training to teach. The amount of bursary depends on your subject and degree classification. Find out more at Get into Teaching

If you are eligible for a bursary you do not need to apply for one; once you are enrolled at LJMU you will begin receiving payments from the beginning of your course.

Bursaries of up to £30,000 are often available for those training to teach: biology, chemistry, computing, design and technology, English, geography, history, mathematics, modern languages, physics and religious education.

Alternatively, if you have a good first degree, you can apply for a scholarship from professional subject bodies such as the IoP, RSC, IMA and BCS. Find out more at Get into Teaching

For more information on funding matters see our Initial Teacher Training funding pages.

Employability

Further your career prospects

LJMU has an excellent employability record with 96% (HESA 2017) of our postgraduates in work or further study six months after graduation. Our applied learning techniques and strong industry connections ensure our students are fully prepared for the workplace on graduation and understand how to apply their knowledge in a real world context.

Teacher Training employment prospects at LJMU are extremely good, with most subjects exceeding the national averages.

The PGDE course is intended for those preparing to enter the teaching profession and most of our students go on to achieve their career goal, working in state or independent schools and colleges. Teaching provides a variety of pathways leading to specialist roles ranging from pastoral to subject leadership and on into school leadership positions.

After completing your PGDE you can progress to the MA Education Practice programme for Newly Qualified Teachers (NQTs) which will enable you to complete a full MA during your first year of employment. 

Student - employability information

Having gained teaching experience, a number of graduates move into associated professions such as educational psychology, consultancy, and in the education service sector outside of schools.

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Subject areas

Explore the options available

We offer PGDE secondary courses in a wide range of subjects, right across the curriculum. You’ll find details of each subject below, along with information on the approach to teaching and topics covered.

Students in classroom - Course modules

Art and Design: Secondary with Qualified Teacher Status (QTS) PGDE

This PGDE prepares you for a fulfilling career as an innovative and creative teacher of Art and Design, to enable you to deliver an engaging and inspirational education to pupils. You can look forward to practical workshops, seminars and lead lectures which explore the context of pupils’ attainment in the subject area. You will explore how teaching and learning enables pupils to know, apply and understand the matters, skills and processes of the subject. You will learn how to inspire pupils to experiment, invent and create art, craft and design in the classroom and critically engage and progress in the subject.

Teaching Art and Design is a discipline that ‘embodies the highest forms of human creativity’ (National Curriculum) including drawing, painting, sculpture and other art, craft and design techniques. LJMU Art and Design teachers require a high level of knowledge, skills and understanding to enable pupils to progress in the classroom. Through designated subject knowledge sessions and practical workshops you will explore the key knowledge and skills that define the subject. Sessions explore progression in the subject with University teaching complementing school-based learning and self-directed study through a subject knowledge development and didactics journal.

During your training you will focus on the various approaches and pedagogies for Art and Design, emphasising the application of theory to practice. A sequence of micro-teaching experiences will allow you to develop and share with your peers, your understanding of learning and teaching strategies that support effective practice in the classroom. You will then explore the signature pedagogies such as questioning, demonstration and modelling for our subject.  

Sessions will help you deepen your understanding of the role, the nature of Art and Design in the curriculum and your own personal philosophy for teaching. You will explore the importance of your subject in teaching children to develop a more rigorous understanding of Art and Design and understand the historical and cultural developments of Art, considering how pupils produce creative work and explore their ideas through teaching. These sessions will help you to identify strategies to support how children learn in Art and Design.

Subject specific entry information (see Entry requirements tab for full details)

You will usually have a minimum 2:2 honours degree (or recognised equivalent) in an Art and Design-related discipline, normally with significant content in your chosen subject area. 

Biology: Secondary with Qualified Teacher Status (QTS) PGDE

This course aims to develop inspirational teachers of Science who can enthuse learners in Biology by setting the subject content in real world contexts and emphasising the relevance of the subject to learners' everyday lives. You will prepare to teach Key Stage 3 Science and Key Stage 4 Biology as a component of the Secondary Science Curriculum, with complementary sessions aimed at consolidating your knowledge of Key Stage 3 Physics and Chemistry.

During your training you will focus on a variety of approaches and pedagogies used in Science education, emphasising the application of theory to practice. A sequence of micro-teaching experiences will allow you to develop and share your understanding of learning with your peers. You will also identify teaching strategies that support effective practice in the classroom. You will then explore the signature pedagogies of Science such as practical and investigative work, modelling, and problem solving. Sessions will help you deepen your understanding of the role and nature of Science in the curriculum and identify your own personal philosophy of Science.  

Science education provides the foundations for understanding the world, and should excite in learners a curiosity about natural phenomena. The ability to apply logical thinking and use rational explanation are key transferable skills that learners develop through their Science lessons. The subject pedagogy sessions will help you identify strategies to support how children learn Science and develop key skills and ways of thinking about the world through the application of signature pedagogies of Science.

The subject knowledge sessions focus on common misconceptions held by Secondary Science students and are "hands on" with a strong emphasis on practical and investigative Science teaching. We focus on the "Big Ideas of Science Education" as identified by the Association for Science Education, which identifies 10 principles that should underpin the Science education of all students. As well as broadening your own Science knowledge, these sessions introduce you to strategies that allow you to make your Science knowledge as accessible and interesting as possible to Secondary Science students.

Subject specific entry information (see Entry requirements tab for full details)

You will usually have a minimum 2:2 honours degree (or recognised equivalent) in a Biology-related discipline, normally with significant content in your chosen subject area. 

Don't hold back from applying for teacher training in Biology because of your subject knowledge. You may still be able to train to teach Biology (and be eligible for the bursaries it attracts) by building up or refreshing your existing knowledge with a subject knowledge enhancement (SKE) programme. So, if you want to teach Biology, but have an insufficient level of the subject in your degree to access the course, you should consider a fully funded subject knowledge enhancement course which could help prepare you to train to teach the subject effectively. For further details see Get into Teaching.


Chemistry: Secondary with Qualified Teacher Status (QTS) PGDE

This course aims to develop inspirational teachers of Science who can enthuse learners in Chemistry by setting the subject content in real world contexts and emphasising the relevance of the subject to learners' everyday lives. You will prepare to teach Key Stage 3 and Key Stage 4 Chemistry as a component of the Secondary Science Curriculum, with complementary sessions aimed at consolidating your knowledge of Key Stage 3 Biology and Physics.

During your training you will focus on a variety of approaches and pedagogies used in Science education, emphasising the application of theory to practice. A sequence of micro teaching experiences will allow you to develop and share, with peers, your understanding of learning and identify teaching strategies that support effective practice in the classroom. In addition you will then explore the signature pedagogies of Science such as practical and investigative work, modelling, and problem solving. Sessions will help you deepen your understanding of the role and nature of Science in the curriculum and identify your own personal philosophy of Science. Science education provides the foundations for understanding the world, and should excite in learners a curiosity about natural phenomena. The ability to apply logical thinking and use rational explanation are key transferable skills that learners develop through their Science lessons. The subject pedagogy sessions will help you identify strategies to support how children learn in Science and to develop key skills and ways of thinking about the world through an application of the signature pedagogies of Science.

The subject knowledge sessions focus on common misconceptions held by Secondary Science students and are "hands on" with a strong emphasis on practical and investigative Science teaching. We focus on the "Big Ideas of Science Education" as identified by the Association for Science Education, which identifies ten principles that should underpin the Science education of all students. As well as broadening your own Science knowledge, these sessions introduce you to strategies that allow you to make your Science knowledge as accessible and interesting as possible to Secondary Science students.

Subject specific entry information (see Entry requirements tab for full details)

You will usually have a 2:2 honours degree (or recognised equivalent) in a Chemistry-related discipline with significant content in your chosen subject area.

Don't hold back from applying for teacher training in Chemistry because of your subject knowledge. You may still be able to train to teach Chemistry (and be eligible for the bursaries it attracts) by building up or refreshing your existing knowledge with a subject knowledge enhancement (SKE) programme. So, if you want to teach Chemistry, but have an insufficient level of the subject in your degree to access the course, you should consider a fully funded subject knowledge enhancement course which could help prepare you to train to teach the subject effectively. For further details see Get into Teaching


Computer Science: Secondary with Qualified Teacher Status (QTS) PGDE

This PGDE prepares you for a fulfilling career as an innovative and creative teacher of Computing, enabling you to deliver an engaging and inspirational education to pupils. You can look forward to practical workshops, seminars and lead lectures to explore the context of pupil attainment in Computing. Explore how teaching and learning in computing “… equips pupils to use computational thinking and creativity to understand and change the world” (National Curriculum 2014 purpose of study).

During your training you will focus on signature pedagogies for computing emphasising the practical application of theory and developing your understanding of computational thinking, coding and other relevant software. Sessions will help you deepen your understanding of the role and nature of Computing in the curriculum and your own personal philosophy for teaching. You will explore the importance of your subject and how children. You will also develop a rigorous understanding of the nature of Computing education and the important role Computer Science plays in modern society. These sessions will help you identify strategies to support how learning in the subject.

The aims of the National Curriculum for Computing require that children:

  • can understand and apply the fundamental principles and concepts of Computer Science, including abstraction, logic, algorithms and data representation
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs to solve such problems
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • are responsible, competent, confident and creative users of information and communication technology

In addition to sessions developing your understanding of teaching and learning in Computing, subject knowledge workshops will explore the key knowledge and skills that define the subject; and are supported by your subject knowledge development and didactics journal.

Subject specific entry information (see Entry requirements tab for full details)

You will usually have a minimum 2:2 (or recognised equivalent) in a Computer Science-related discipline with significant content in your chosen subject area.

Don't hold back from applying for teacher training in Computer Science because of your subject knowledge. You may still be able to train to teach Computer Science (and be eligible for the bursaries it attracts) by building up or refreshing your existing knowledge with a subject knowledge enhancement (SKE) programme. So, if you want to teach Computer Science but have an insufficient level of the subject in your degree to access the course, you should consider a fully funded subject knowledge enhancement course iwhich could help prepare you to train to teach the subject effectively. For further details see Get into Teaching.

Design and Technology: Secondary PGDE with QTS

This PGDE course prepares you for a fulfilling career as an innovative and creative teacher of Design and Technology (D&T), to enable you to deliver an engaging and inspirational education to pupils. You can look forward to practical workshops, seminars and lead lectures to explore the context of pupil attainment in D&T. Explore how teaching and learning in D&T “…is an inspiring, rigorous and practical subject” and pupils use “creativity and imagination [to] design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values” (National Curriculum 2014 purpose of study).

During your training you will focus on signature pedagogies for D&T, emphasising the practical application of theory. There will be design and make and evaluation activities as well as demonstration and modelling. Sessions will help you deepen your understanding of the role and nature of D&T in the curriculum and your own personal philosophy for teaching. You will explore the importance of your subject, how children learn and develop a rigorous understanding of the practical, creative and analytical nature of D&T, and the cultural and historical role technological activity plays in society. These sessions will help you identify strategies to support how children learn in the subject.

The aims of the National Curriculum for Design and Technology state that children will:

  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
  • build and apply a repertoire of knowledge, understanding and skills to design and make high-quality prototypes and products for a wide range of users
  • critique, evaluate and test their ideas and products and the work of others

In addition to sessions developing your understanding of teaching and learning in D&T, subject knowledge workshops will explore the key knowledge and skills that define the subject; and are supported by your subject knowledge development and didactics journal.

Subject specific entry information (see Entry requirements tab for full details)

You should usually have a minimum 2:2 honours degree (or recognised equivalent) in a Design and Technology-related discipline with significant content in your chosen subject area. Previous successful applicants have studied product design, engineering, electronics, food science, nutrition, consumer science, textiles, fashion design, industrial design and architecture.

Don't hold back from applying for teacher training in Design and Technology because of your subject knowledge. You may still be able to train to teach Design and Technology (and be eligible for the bursaries it attracts) by building up or refreshing your existing knowledge with a subject knowledge enhancement (SKE) programme. So, if you want to teach Design and Technology but have an insufficient level of the subject in your degree to access the course, you should consider a fully funded subject knowledge enhancement course which could help prepare you to train to teach the subject effectively. For further information see Get into Teaching

English: Secondary with Qualified Teacher Status (QTS) PGDE

This programme prepares you for a rewarding career as a successful and inspirational teacher of English. You will provided with opportunities to learn from academics, current practitioners and external speakers who are at the cutting edge of English education. You will be working with outstanding professionals to explore how teaching and learning enables pupils to apply and understand the knowledge, skills and processes of English, both inside and outside the classroom.

During your training you will focus on various approaches and pedagogies relating to English teaching. In doing so, you will learn how to put theory into practice. A sequence of micro-teaching experiences will allow you to develop and share with peers, your understanding of learning and teaching strategies that support effective practice in the classroom. In addition to this you will explore the popular and traditional signature pedagogies used in English teaching. The pedagogy sessions will help you form a deeper understanding of the role and nature of English in the curriculum and your own personal philosophy for your subject.

The subject knowledge sessions focus on common misconceptions held by Secondary English students and emphasise active learning and learner-centred teaching. These sessions also fill in gaps in knowledge that may be apparent from your first degree. In doing so, the subject knowledge sessions will help prepare you for the necessary broadening of your subject knowledge.

Subject specific entry information (see Entry requirements tab for full details)

You should usually have a minimum 2:2 honours degree (or recognised equivalent) in an English-related discipline, normally with significant content in your chosen subject area.

Geography: Secondary with Qualified Teacher Status (QTS) PGDE

This programme prepares you for a rewarding career as an effective and inspirational teacher of Geography. You will have opportunities to learn from current practitioners and external speakers who are at the forefront of geographical education. Working with experienced professionals you will explore how teaching and learning enables pupils to apply and understand the knowledge, skills and processes of Geography both inside and outside the classroom.

During your training you will focus on the various approaches and pedagogies for Geography, emphasising the practical application of theoretical work. A sequence of micro-teaching experiences will allow you to develop and share with peers, your understanding of learning and teaching strategies that support effective practice in the classroom.You will also explore signature pedagogies such as enquiry and field techniques. These sessions will help to deepen your understanding of the role and nature of Geography in the curriculum and your own personal philosophy for your subject. You will explore how Geography deepens student understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.

The subject knowledge sessions in the programme focus on common misconceptions held by Secondary Geography students and emphasise active learning and investigative teaching. As well as broadening your own geographical knowledge, these sessions introduce you to strategies that allow you to make your subject knowledge as accessible and practical as possible to students.

Subject specific entry information (see Entry requirements tab for full details)

You should usually have a minimum 2:2 honours degree (or recognised equivalent) in a Geography-related discipline, normally with significant content in your chosen subject area 


History: Secondary with Qualified Teacher Status (QTS) PGDE

This programme prepares you for a rewarding career as an effective and inspirational teacher of History. You will have opportunities to learn from current practitioners and external speakers who are at the forefront of History education. Working with experienced professionals you will explore how teaching and learning enables pupils to apply and understand the knowledge, skills and processes of History both inside and outside the classroom.

During your training you will focus on the various approaches and pedagogies for History, emphasising the practical application of theory. A sequence of micro-teaching experiences allow you to develop and share with peers, your understanding of learning and teaching strategies that support effective practice in the classroom. You will explore signature pedagogies such as interpretation and source analysis. These sessions will help to deepen your understanding of the role and nature of History in the curriculum and your own personal philosophy for your subject. 

You will explore how History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

The subject knowledge sessions focus on common misconceptions held by Secondary History students and emphasise active learning and investigative teaching. As well as broadening your own historic knowledge, these sessions introduce you to strategies that allow you to make your subject knowledge as accessible and engaging as possible to students.

Subject specific entry information (see Entry requirements tab for full details)

You should usually have a minimum 2:2 honours degree (or recognised equivalent) in a History-related discipline, normally with significant content in your chosen subject area.

Mathematics: Secondary with Qualified Teacher Status (QTS) PGDE

This PGDE course prepares you for a fulfilling career as an innovative and creative teacher of Mathematics, to enable you to deliver an engaging and inspirational education to pupils. You can look forward to practical workshops, seminars and lead lectures to explore the context of pupils attainment in Mathematics. Explore how Mathematics “is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems” (National Curriculum 2014 purpose of study).

During your training you will focus on signature pedagogies for Mathematics emphasising how the subject is taught, challenging common misconceptions in the subject, and barriers to learning. Sessions will help you deepen your understanding of the role and nature of Mathematics in the curriculum and your own personal philosophy for teaching. You will explore the importance of your subject, how children learn and develop a rigorous understanding of the nature of Mathematics education, and the important role that Mathematics plays in everyday life. These sessions will help you identify strategies to support how children learn in the subject.

The aims of the National Curriculum for Mathematics state that children should:

  • become fluent in the fundamentals of Mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
  • reason Mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using Mathematical language
  • be able to solve problems by applying their Mathematics knowledge to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

In addition to sessions developing your understanding of teaching and learning in Mathematics, subject knowledge workshops will explore the key knowledge and skills that define the subject; and are supported by your subject knowledge development and didactics journal.

Subject specific entry information (see Entry requirements tab for full details)

You will usually have a minimum third class honours degree (or recognised equivalent) in a Mathematics-related discipline with significant content in your chosen subject area. Previous applicants include those with a good “A” level in Mathematics who have studied engineering, accountancy, finance or psychology.

Don't hold back from applying for teacher training in Mathematics because of your subject knowledge. You may still be able to train to teach Mathematics (and be eligible for the bursaries it attracts) by building up or refreshing your existing knowledge with a subject knowledge enhancement (SKE) programme. So, if you want to teach Mathematics but have an insufficient level of the subject in your degree to access the course, you should consider a fully funded subject knowledge enhancement course which could help prepare you to train to teach the subject effectively. For further details see Get into Teaching.


Media Studies: Secondary with Qualified Teacher Status (QTS) PGDE

This programme prepares you for a rewarding career as a successful and inspirational teacher of Media Studies. You will be provided with opportunities to learn from academics, current practitioners and external speakers who are at the cutting edge of education. Media Studies trainees are taught with English trainees, and the programme prepares you for teaching in both subjects. You will be working with outstanding professionals to explore how teaching and learning enables pupils to apply and understand the knowledge, skills and processes of Media Studies, both inside and outside the classroom.

During your training you will focus on various approaches and pedagogies relating to the teaching of Media Studies and English. In doing so, you will learn how to put theory to practice. A sequence of micro-teaching experiences allows you to develop and share with peers, your understanding of learning and teaching strategies that support effective practice in the classroom. In addition to this you will explore the popular and traditional signature pedagogies used in Media Studies and English teaching. The pedagogy sessions will help you form a deeper understanding of the role and nature of Media Studies in the curriculum and your own personal philosophy for your subject.

The subject knowledge sessions focus on common misconceptions held by Secondary Media Studies and English students and emphasise active learning and learner-centred teaching. These sessions also fill gaps in knowledge that may be apparent from your first degree. In doing so, the subject knowledge sessions will help prepare you for the necessary broadening of your subject knowledge.

Subject specific entry information (see Entry requirements tab for full details)

You should have a minimum 2:2 honours degree ​(or recognised equivalent) in a Media-related discipline e.g. journalism, media studies, film studies, normally with significant content in aspects of English. Media trainees will also be expected to teach English in their school placements and may be placed in an English Department. An A-level or significant degree content in English would be an advantage.

Modern Foreign Languages: Secondary with Qualified Teacher Status (QTS) PGDE

This PGDE course prepares you for a fulfilling career as an innovative and creative teacher of Modern Languages, enabling you to deliver an engaging and inspirational second language education to pupils. You can look forward to practical workshops, seminars and lead lectures which explore the four communicative skills; the value of target language use; the incorporation of the cultural dimension; grammar, use of film, literature and music; study trips abroad; primary languages and much more. You will consider the influences on motivation in second language learning, and how to plan and teach lessons that promote maximum student engagement. Local schools make a collaborative contribution to this course and facilitate workshops with students.

During your training, you will focus on the various approaches and pedagogies for Modern Languages, emphasising the practical application of theoretical learning. A sequence of micro-teaching experiences allow you to develop and share with peers, your understanding of learning and teaching strategies that support effective practice in the classroom. You will explore the signature pedagogies such as language learning strategies, developing intercultural understanding and inductive and deductive grammar learning. These sessions will help to deepen your understanding of the role and nature of Modern Languages in the curriculum and your own personal philosophy for teaching. You will also develop a historical understanding of Modern Languages in the National Curriculum, enabling you to develop a wide repertoire of teaching and learning approaches.

This programme enables you to fulfil the aims of the National Curriculum in promoting “a liberation from insularity” and “an opening to other cultures”. You will develop teaching skills enabling your students to “express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing”. The development of such experiences and skills are not only invaluable for young people’s education as teenagers, but also for their future lives in an interconnected world.

Subject specific entry information (see Entry requirements tab for full details)

You will usually have a minimum 2:2 honours degree (or recognised equivalent) in a Modern Languages-related discipline normally with significant content in French, Spanish, German or a combination. Applications are also welcome from graduates in other disciplines who are native or near-native speakers of French, Spanish or German. Those whose qualifications were not gained in the U.K. may be required to have their equivalence checked through NARIC.

Don't hold back from applying for teacher training in Modern Languages because of your subject knowledge. You may still be able to train to teach Modern Languages (and be eligible for the bursaries it attracts) by building up or refreshing your existing knowledge with a subject knowledge enhancement (SKE) programme. So, if you want to teach Modern Languages but have an insufficient level of the subject in your degree to access the course, you should consider a fully funded subject knowledge enhancement course which could help prepare you to train to teach the subject effectively. For further information see Get into Teaching.


Performing Arts (Drama): Secondary with Qualified Teacher Status (QTS) PGDE

This PGDE course prepares you for a fulfilling career as an effective and creative teacher of Drama. The course involves an exciting blend of practical workshops, learning from experts in the field and engaging with local theatres to explore how Drama is taught in schools. You will experiment with how teaching and learning enables pupils to know, apply and understand the knowledge, skills and processes of Drama.

During your training, you will focus on the various approaches and pedagogies for Drama, emphasising the practical application of theory. A sequence of micro-teaching experiences allows you to develop and share, with peers, your understanding of learning and teaching strategies that support effective practice in the classroom. You will explore signature pedagogies such as collaborative learning and group work. Sessions will help you deepen your understanding of the role and nature of Drama in the curriculum and your own personal philosophy for the subject. You will also be able to explore the importance of your subject and its links to other curricular areas. These sessions will help you identify strategies to support how children learn in Drama.

The subject knowledge sessions focus on the fundamental skills and knowledge areas of the Drama curriculum such as devising, style and form and preparing pupils for examinations. As well as broadening your own Drama knowledge, these sessions introduce you to a range of strategies that allow you to make your knowledge as accessible as possible to students.

Subject specific entry information (see Entry requirements tab for full details)

You will usually have a minimum 2:2 honours degree (or recognised equivalent) in a Drama-related discipline, normally with significant content in your chosen subject area.

Performing Arts (Dance): Secondary with Qualified Teacher Status (QTS) PGDE

This PGDE course prepares you for a fulfilling career as an effective and creative teacher of Dance. The PGDE Dance course involves an exciting blend of practical workshops, learning from experts in the field and engaging with local theatres to explore how Dance is taught in schools. You will experiment with how teaching and learning enables pupils to know, apply and understand the knowledge, skills and processes of Dance.

During your training, you will focus on the various approaches and pedagogies for Dance, emphasising the practical application of theory. A sequence of micro-teaching experiences allow you to develop and share, with peers, your understanding of learning and teaching strategies that support effective practice in the classroom. You will explore signature pedagogies such as collaborative learning and group work. Sessions will help you deepen your understanding of the role and nature of Dance in the curriculum and your own personal philosophy for the subject. You will also have an opportunity to explore the importance of your subject and its links to other curricular areas. These sessions will help you identify strategies to support how children learn in Dance.

The subject knowledge sessions focus on the fundamental skills and knowledge areas of the Dance curriculum such as choreography, dance styles and preparing pupils for public examinations. As well as broadening your own Dance knowledge, these sessions introduce you to a range of strategies that allow you to make your knowledge as accessible as possible to secondary Dance students.

Subject specific entry information (see Entry requirements tab for full details)

You will usually have a 2:2 (or recognised equivalent) in a Dance-related discipline normally with significant content in your chosen subject area. Dance trainees will be expected to teach a second subject in their school placements and will normally be placed in a Performing Arts or P.E. Department. The ability and/or willingness to offer Drama or PE as a second subject would be an advantage.

Physical Education: Secondary with Qualified Teacher Status (QTS) PGDE

This course aims to develop dynamic and inspiring teachers of Physical Education, equipped with the skills required to adapt teaching to the needs of today’s students. You will learn to become a reflective practitioner, with an ability to develop and teach an exciting and innovative Physical Education curriculum, appropriate for Secondary School students. As part of our enrichment offer, you will experience a number of alternate activities, which will engage both male and female students. In addition, we have developed strong links with the Duke of Edinburgh organisation and you will be offered the opportunity to gain a variety of qualifications which are viewed highly by school leaders. You can look forward to a programme which engages with partner schools and encourages staff to contribute their particular areas of strength. You may work with Special School Leaders, Disability Organisations, The Football Association or Assessment Officers to mention a few. This ensures we offer a current and relevant programme supported by partner schools.

During your training you will focus on the various approaches and pedagogies for Physical Education, emphasising the application of theory to practice. A sequence of micro-teaching experiences allow you to develop and share, with peers, your understanding of learning and teaching strategies that support effective practice in the classroom. You will explore signature pedagogies such as questioning, demonstration and modelling for our subject.  Sessions will help to deepen your understanding of the role and nature of Physical Education in  the curriculum and your own personal philosophy for teaching. You will explore the importance of your subject in the holistic development of young people and the appreciation of an active lifestyle to engender an ethos of ‘physical activity for life.’ A focus on the concept of physical literacy encourages you to be critical of what and how you teach, to ensure that students continue to be physically active after leaving school. These sessions will help you identify strategies to support how children learn in Physical Education.

The subject knowledge sessions focus on areas of weakness to help you gain knowledge and confidence to teach a range of activities across the curriculum.  Audits to determine the exact content of the programme ensure that a course suitable for each year’s cohort can be delivered and that trainees thoroughly enjoy these ‘active sessions’. Misconceptions are addressed and trainees are encouraged to experiment with new and alternative pedagogies, to help them be confident to step out of their comfort zone and take risks.

Subject specific entry information (see Entry requirements tab for full details)

You will usually have a minimum 2:1 honours degree (or recognised equivalent) in a Physical Education related discipline with at least 70% of the content in Physical Education and significant experience working with children and young people.

Physics: Secondary with Qualified Teacher Status (QTS) PGDE

This course aims to develop inspirational teachers of science who can enthuse learners in Physics by setting the subject content in real world contexts and emphasising the relevance of the subject to everyday lives. You will prepare to teach Key Stage 3 and Key Stage 4 Physics as a component of the Secondary Science Curriculum, with complementary sessions aimed at consolidating your knowledge of Key Stage 3 Biology and Chemistry.

During your training you will focus on a variety of approaches and pedagogies used in science education, emphasising the application of theory to practice. A sequence of micro-teaching experiences will allow you to develop and share with peers, your understanding of learning and teaching strategies that support effective practice in the classroom. You will explore the signature pedagogies of science such as practical and investigative work, modelling, and problem solving. Sessions will help you deepen your understanding of the role and nature of science in the curriculum and identify your own personal philosophy of science.  

Science education provides the foundations for understanding the world and should excite in learners a curiosity about natural phenomena. The ability to apply logical thinking and use rational explanation are key transferable skills that learners develop through their science lessons. The subject pedagogy sessions will help you identify strategies to support how children learn science and develop key skills and ways of thinking about the world through an application of the signature pedagogies of science.

The subject knowledge sessions focus on common misconceptions held by Secondary science students and are "hands on" with a strong emphasis on practical and investigative science teaching. We focus on the "Big Ideas of Science Education" as identified by the Association for Science Education, which identifies 10 principles that should underpin the science education of all students.  As well as broadening your own science knowledge, these sessions introduce you to strategies that allow you to make your science knowledge as accessible and interesting as possible to students.

Subject specific entry information (see Entry requirements tab for full details)

You will usually have a minimum third class honours degree (or recognised equivalent) in a Physics related discipline normally with significant content in your chosen subject area. Previous applicants include those with an “A” level in Physics who have studied engineering, surveying or a science-related subject.

Don't hold back from applying for teacher training in Physics because of your subject knowledge. You may still be able to train to teach Physics (and be eligible for the bursaries it attracts) by building up or refreshing your existing knowledge with a subject knowledge enhancement (SKE) programme. So, if you want to teach Physics, but have an insufficient level of the subject in your degree to access the course, then a fully funded subject knowledge enhancement course could help prepare you to train to teach the subject effectively. For further details see Get into Teaching


Physics with Mathematics: Secondary with Qualified Teacher Status (QTS) PGDE

This course aims to develop inspirational teachers who can enthuse learners in Physics and Mathematics by setting the subject content in real world contexts and emphasising the relevance of the subject to everyday lives. You will prepare to teach Key Stage 3 and Key Stage 4 Physics. In addition, complementary sessions are aimed at consolidating your knowledge of Key Stage 3 Biology and Chemistry which you will teach as a component of the Secondary Science Curriculum. You will also attend sessions preparing you to teach Key Stage 3 Mathematics. Whilst in school you may teach up to 25% of your trainee timetable in Mathematics classes.

During your training you will focus on a variety of approaches and pedagogies used in Physics and Mathematics education, emphasising the application of theory to practice. A sequence of micro-teaching experiences will allow you to develop and share with peers, your understanding of learning and teaching strategies that support effective practice in the classroom. You will explore signature pedagogies of Science such as practical and investigative work, modelling, and problem solving. Sessions will help you deepen your understanding of the role and nature of Physics and Mathematics in the curriculum and identify your own personal philosophy of education in these subjects. 

Science education provides the foundations for understanding the world, and should excite in learners a curiosity about natural phenomena. The ability to apply logical thinking and use rational explanation are key transferable skills that learners develop through their Mathematics and Science lessons. The subject pedagogy sessions will help you identify strategies to support how children learn and develop key skills and ways of thinking about the world through an application of signature pedagogies.

The subject knowledge sessions focus on common misconceptions held by Secondary school students and are "hands on" with a strong emphasis on practical and investigative teaching. In Science sessions we focus on the "Big Ideas of Science Education" as identified by the Association for Science Education, which highlights 10 principles that should underpin the Science education of all students.  As well as broadening your own Science knowledge, these sessions introduce you to strategies that allow you to make your Science knowledge as accessible and interesting as possible to students.

Subject specific entry information (see Entry requirements tab for full details)

You should usually have a minimum third class honours degree in a Physics-related discipline normally with significant content in your chosen subject area. Previous applicants include those with a good “A” level in Physics or Mathematics who have studied engineering, surveying or another science-related discipline.

Don't hold back from applying for teacher training in Physics with Mathematics because of your subject knowledge. You may still be able to train to teach Physics with Mathematics (and be eligible for the bursaries it attracts) by building up or refreshing your existing knowledge with a subject knowledge enhancement (SKE) programme. So, if you want to teach Physics with Mathematics, but have an insufficient level of the subject in your degree to access the course, then a fully funded subject knowledge enhancement course could help prepare you to train to teach the subject effectively. For further details see Get into Teaching.

Religious Education: Secondary with Qualified Teacher Status (QTS) PGDE

This PGDE course prepares you for a fulfilling career as an innovative, confident and creative teacher of Religious Education. Our close links with examination boards; faith communities and national projects ensure that your training is comprehensive and relevant.

Through a personalised programme you will be supported to teach in schools with and without a religious character. We have close links with the many faith communities of Liverpool so through practical workshops, field trips, seminars and lead lectures you will investigate faith and non-faith traditions as they are lived in modern Britain. We explore strategies that challenge misconceptions and stereotypes in the classroom and pedagogies to develop pupils' understanding of being a global citizen. We also work closely with colleagues in local schools who make a collaborative contribution to our course and facilitate workshops with students.

During your training, you will focus on the various approaches and pedagogies for Religious Education emphasising the practical application of theory. A sequence of micro-teaching experiences allow you to develop and share with peers, your understanding of learning and teaching strategies that support effective practice in the classroom. In addition, you will explore signature pedagogies such as philosophy for children; effective use of religious artefacts, and using art to explore religious themes. Sessions will help you deepen your understanding of the role and nature of Religious Education in the curriculum and your own personal philosophy for teaching.

Recognising the many different degree backgrounds of RE teachers, we provide a comprehensive range of individual support programmes before and during the course. These include networking with local hubs; taking part in national projects and online support.

Subject specific entry information (see Entry requirements tab for full details)

We positively welcome applications for the PGDE in Religious Education from those who have enthusiasm for the teaching of Religious Education and who have an interest in the world around them. To apply for this this PGDE, you may have a first degree in either a Religious Education-related discipline or a degree in a different subject area e.g. in Arts and Humanities subjects, Sociology and Social Anthropology, Philosophy, Law or Politics. 

If you want to teach Religious Education, but have an insufficient level of the subject in your degree to access the course, a fully funded subject knowledge enhancement course offered online by charitable organisations such as Culham St Gabriel’s could help prepare you to train to teach the subject effectively. See further details of the SKE here.

A variety of other SKE option are available in RE so please contact our admissions team to discuss opportunities.

Teaching

An insight into teaching on your course

Study hours

University-based study includes: 

  • a full-time block of three weeks at the start of the course in September
  • one day per week until January
  • six one-week study blocks at university between October and June
  • a number of conference days throughout the year

You will undertake a significant amount of independent study and preparation to support your course assignments and school-based work (planning, preparation and assessment); and should be prepared to work some evenings and weekends.

Teaching methods

You will be taught in lead lectures, workshops and seminars, involving group discussion and reflection, problem solving and micro-teaching. You will also make use of our online virtual learning environment.

You will be allocated a School-based Mentor, who will organise and supervise your school-based training. Your Mentor will be supported by your LJMU tutor who will visit your school several times to monitor your progress. Additional professional development sessions are organised in school during placements. 

Tutorial support is an important part of the LJMU learning process and you will receive a personalised service that will enable you to set targets and achieve your potential. Your LJMU Tutor will support your academic and professional development and will meet with you formally during the year.

The University element of the programme is based around modules focusing on developing theory and practice. They will cover areas such as: 

  • critiquing effective approaches to learning, teaching and assessment in your subject
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  • promoting inclusive, engaging and impactful sequences of lessons to meet the diverse needs all learners
  • informed and deliberate use of educational research methods to improve learning

Applied learning

You will spend 120 days on school placement.

Placements are organised, by our Work-Based Learning Unit, in our Partnership schools in the Greater Merseyside area. For the majority of the training you will gain your teaching experience in a ‘Home School’ with a shorter ‘Alternate Placement’ in a different school setting in January/February. This innovative model ensures you feel genuinely part of the staff whilst on school placement and can monitor and gain satisfaction from your impact on your pupils’ progress over time.

School-based training involves the preparation and delivery of learning sequences and lessons to small groups and whole classes of learners, with expectations and workload increasing during the course. This work is supported by a school-based Teacher-mentor, who will enhance your professional learning experience in school, and your LJMU Tutor.

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Assessment

How learning is monitored on your programme

To cater for the wide-ranging content of our courses and the varied learning preferences of our students, we offer a range of assessment methods on each programme. Assessment techniques vary from module to module to reflect relevant assessment approaches and the key learning points of each topic.

PGDE assessment methods include: critical reflections on theory and practice, engaging with practitioner enquiry (as both a consumer and producer of research), the design and evaluation of learning experiences, and presentations.

On your placement, you will need to monitor your progression towards achieving the professional standards required for Qualified Teacher Status (QTS) and to maintain a professional development portfolio associated with these.

A final assessment of your achievement of the Teachers’ Standards required will be based on co-observation and assessment of your teaching practice, with your mentor and tutor, and the evidence of pupils’ learning and progress in the classes that you teach.

Course tutors

Our staff are committed to the highest standards of teaching and learning

Matt McLain

Matt McLain

Head of Secondary Programmes

Matt taught for over a decade in the Greater Merseyside area, during which time he became a Subject Leader and Advanced Skills Teacher, working with teachers at a local, regional and national level. He joined LJMU in 2009 as a Teacher Educator, leading the PGCE design and technology course. In 2014 he became Head of Secondary Programmes, helping to launch the PGDE programme and working with colleagues to integrate our core programme with School Direct. His research interests are signature pedagogies in practical and creative subjects and the philosophy of technology education. 

An effective teacher needs more than good subject knowledge. You must be able to articulate that knowledge and empathise with your learners. Teaching is a rewarding and demanding career for passionate and resilient professionals. 

School facilities

What you can expect from your School

Based in the IM Marsh Campus, the School of Education benefits from independent study spaces with IT facilities, a cafeteria and shop, a fitness room and access to student welfare and support. In addition to these facilities, you will find high quality meeting and seminar rooms and lecture theatres and an on-site library.



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Entry requirements

You will need:

  • an honours degree (or equivalent) in a related subject. See Details tab for subject specific  requirements
  • GCSE English Language and Mathematics at minimum grade C/4  or equivalent. (Level 2 numeracy and literacy are not acceptable)
  • to demonstrate an interest in teaching within the curriculum area. You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience
  • to undertake Professional Skills Tests in Literacy and Numeracy prior to entry to this programme. Successful completion of the tests will form part of the conditions of any offer of a place. For further details see Get into Teaching 

Additional information:

  • A minimum of 5 days’ work experience in a UK secondary school is normally expected prior to commencing the programme. We can help to arrange this for successful applicants
  • Original evidence of GCSE passes (or equivalent) and your degree (if you have already graduated) will be required at interview
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  • RPL is not accepted on this programme
  • IELTS score 7.0 (Minimum  6.5 in each component)
  • If you are shortlisted you will be invited to attend a selection event

Please note: All international qualifications are subject to a qualification equivalency check via NARIC.

View country specific entry requirements

Contact LJMU's International Admissions Team for guidance on visa information. Further information is also available from our international web pages.

Application and selection

Securing your place at LJMU

Ability

Applicants will be assessed for their:

  • depth of relevant subject knowledge
  • potential to work effectively at Masters level
  • ability to work with others in teams
  • ability to manage people and projects

Attitude

Applicants will be expected to demonstrate:

  • an interest and enthusiasm for their chosen subject area
  • an ability to make learning exciting and meaningful to young people in a range of contexts
  • commitment to supporting learners in areas of challenging social context
  • enthusiasm and resilience 

Location

You should live within reasonable travelling distance of the University and our partner schools for the duration of the course.

Selection events

Our selection events usually involve partner school staff and normally comprise:

  • a group task
  • a written task


Students in classroom - Application information
  • an individual interview
  • a practical assessment in some subject areas

Your performance in each part of the selection process is graded and a final decision is made on your performance across the day. Full details of the interview process in each subject will be sent to you in advance of the selection event.

Prior to entry

You will need to meet the Department for Education’s standards for physical and mental fitness to teach and clearance to work with children. Further information, including a Declaration of Health questionnaire and details of how to apply for a Disclosure and Barring Service (DBS) Enhanced Disclosure, will be sent to you after you have firmly accepted an offer.

The University reserves the right to withdraw or make alterations to a course and facilities if necessary; this may be because such changes are deemed to be beneficial to students, are minor in nature and unlikely to impact negatively upon students or become necessary due to circumstances beyond the control of the University. Where this does happen, the University operates a policy of consultation, advice and support to all enrolled students affected by the proposed change to their course or module.
Further information on the terms and conditions of any offer made, our admissions policy and the complaints and appeals process.