Science Foundation

PGCE INSPIRE (in partnership with Imperial College London)

Year of entry

Year of entry 2018-19 - we are currently refreshing the course for 2018-19. The details below will give you an idea of the type of content covered; please revisit this page later in the year to see the latest information on the updated course.

Applications for 2018 entry will open shortly. Applications are made via UCAS Teacher Training, which opens on 26 October.

(2017 entry is now closed)

The PGCE NSPIRE pathway is designed to enhance STEM education.  It fulfils this aim by recruiting high calibre scientists, mathematicians and engineers and transforming them into excellent STEM teachers who can bring cutting edge research to life in the classroom. 

The influence of the pathway extends beyond the lessons taught by these teachers however, and we are committed to working with our school partners to enhance school education in any way we can.  This includes through the educational research conducted by the developing teachers, support, networking and development both of and by mentors in schools and increasingly by the work of our alumni community.

In order to support such development Canterbury Christ Church University and Imperial College London have formed a partnership which continues to grow in strength.

Through the Subject Studies and Professional Studies course experts in learning and teacher education provide the skills that teachers need to make a difference in schools. 

INSPIRE is unique in adding to this the integration of INSPIRE activities and Enhanced Studies, through which experts in outreach and in educational research focus on the pragmatics and theory of enhancing STEM education.

INSPIRE is not just about getting teachers to qualification.  It is about creating practitioners who are able to enhance STEM education throughout their careers.

People who are passionate about STEM subjects (chemistry, physics, maths, physics with maths) and wish to engage with young people to enthuse them.

The INSPIRE PGCE is a Masters-level course:  the three assignments, if passed at Level 7 (masters-level) contributes 60 credits towards a Master’s degree in education

All PGCE pathways cover three main areas: Curriculum Studies, Professional Studies and Enhanced Studies. However, all learning on the programme is designed to complement professional practice and the academic study should be informed by and inform practice.

In the Curriculum Studies module, you will develop your understanding and knowledge of the relevant curriculum, pedagogy and resources to support the teaching of 11-18 science and mathematics. As you progress through your studies and can apply your learning to practical teaching situations, you will be introduced to a wider range of critical perspectives on teaching and learning in your chosen subject, and will be expected to apply that critical reflection to your own teaching.

In the Professional Studies module, you will learn about broader aspects of education, its role in society and communities and how education policy and practice has an impact on schools. Key principles and values in education will be explored as you develop your own theories of education and reflect critically on others.

In the Enhanced Studies module you will have the opportunity to consider the impact of your INSPIRE activities and to develop your own perspective on how cutting edge research should be brought into the classroom. Your learning in this context will enable you to reflect more strongly and critically on your own emerging identity as a STEM teacher in the classroom.

A PGCE will enable you to teach in a school (11-18) and begin the NQT training year as a newly qualified teacher.

As a subject specialist your employability is high and you could pursue a route into middle management, such as Head of Science or Head of Maths, while still teaching young people.

The use of a range of learning and teaching strategies is a central component of the design and planning of the PG ITE course.

The learning that you experience in the University and in schools needs to model explicitly and implicitly key aspects of subject and phase-specific pedagogy. To this end, there is an emphasis on:

  • Individual and collaborative learning
  • The use of a range of ways of engaging you in critical debate and discussion during taught sessions, including talk partners, small group discussion and micro-teaching
  • Practical, creative and active learning, through a multi-sensory approach
  • Consideration of the range of learners’ needs, through differentiated teaching and a range of inclusive and diverse resources and chosen content
  • The appropriate use of information and communication technologies to enhance the learning experience and to provide access to key resources through technology enhanced learning (TEL)
  • The use of TEL and blended learning to assist you in peer-assisted construction of knowledge and theory
  • Independent and directed learning tasks, to inform and support or extend the learning from taught sessions
  • Teaching that makes connections between research, theory and practical application
  • Critical review of resources to support high-quality teaching and learning
  • A strong and continual focus on professional and personal reflection, through specific tasks and a strong emphasis on metacognition through self and peer assessment
  • The use of a range of methods to assist you in auditing your own knowledge, skills and understanding, and the provision of specific opportunities in all modules for students to set and monitor your progress towards targets.

Either as employees or as student teachers, the place where you actually put your learning into practice is in schools.

School Experience

PGCE students will be placed in two schools for blocks of time.  The total time spent in school will meet the current government requirements of 120 days.

The two schools will provide contrasting experience of teaching in terms of age groups, school size and/or catchment area, and sometimes gender groups.

In each school you will have a mentor trained by the University who will provide you with your main support and coaching. You will also have university tutors assigned to support you. You will gradually build up responsibility for teaching, from working with individuals and small groups, to taking responsibility for a good proportion of a week’s timetable by the end of the pathway.

You will be monitored as progress towards meeting the standards for teaching as prescribed by the current Government, and you will receive formative feedback and advice via lesson observations and meetings, to enable you to meet your targets.

The setting in which you are placed will provide you with a range of learning opportunities which could include formal training with other student teachers or newly qualified teachers (NQTs), one-to-one tuition and whole staff training.

PGCE pathway students will be assessed in two main ways – via academic assignments and via assessment of your teaching.

You will submit academic assignments for 20 credits in curriculum, professional and enhanced studies. Each submission will include a written element, but you may also be assessed via presentation or practical performance as relevant to your subject or chosen options. You can achieve up to 60 FHEQ Level 7 credits.

The assignments will all be designed to help you investigate in detail particular aspects of pedagogy, educational theory or research which will have relevance to your teaching, and to reflect on how theory has informed or can inform your practice.

Professional learning in any pathway will be underpinned and informed by a reflective journal which enables you to demonstrate your ability to evaluate and analyse your own practice in the contexts of both the schools in which you are working, and of national policy and curriculum requirements. 

  • Curriculum Studies (2 modules, 1 at HE6, 1 at HE6/7), 40 credits
  • Professional Studies (1 module at HE6/7), 20 credits
  • Enhanced Studies (1 module at HE 6/7), 20 credits
  • Professional Placement (2 modules at HE6), 40 credits

Fees

2017/18 tuition fees for this course

 UK/EUOverseas
Full-time  £9,250 Price on application**
Part-time  N/A N/A

Students may self-fund their course or a sponsor may fund or part-fund. Bursaries, scholarships and fee discounts may also be available.

Further information

**Overseas fee scholarships may be available. See further information about funding and scholarships or contact the International Office.

Additional course costs

Although we aim to minimise any additional costs to students over and above the course tuition fee, there will be some additional costs which students are expected to meet.

Costs applicable to all students

CategoryDescription
Text books Own purchase text books
Travel to other sites Where travel to other sites is required, this will be payable by the student
Library Fees and Fines Where students fail to return loaned items within the required time they will be responsible for the cost of any library fees and fines applicable
Printing & Photocopying The cost of printing and photocopying undertaken by students to support their individual learning are payable by the student
Graduation ceremonies It is free for the student to attend the ceremony itself. Guest tickets and robe hire / photography are additional costs payable by the student

General principle policy

The University’s general principles policy for additional course fees are set out here

CategoryIncluded in the tuition feeAdditional cost to student
Field trips (including trips abroad and trips to museums, theatres, workshops etc) Yes, if the trip contributes to the course (whether it is part of an optional or compulsory module), but not including food and drink. Yes, if the trip is not an essential part of the course but is offered as an enhancement or enrichment activity, or for a student’s personal development.
Travel and accommodation costs for placements  No

Travel and accommodation costs for professional placements within the Education and Health & Wellbeing Faculties.

Travel and accommodation costs for other work placements. 
Text books No Own purchase text books.
DBS / Health checks No Yes
Professional Body registration No Yes
Travel to other sites (e.g. travel to swimming pool for lessons) No Yes
Clothing / Kit Yes, where the clothing / kit is essential for Health & Safety reasons. Yes, where the clothing is kept by the student and not essential for health and safety reasons.
Learning materials Essential learning materials (excluding text books) in connection with the course. Additional materials beyond the standard provision essential for the course or where the costs are determined by the student’s area of interest and the outputs are retained by the student.
Library fees and fines No Yes
Printing and photocopying No Yes
Social events No, unless the event forms an essential part of the course. Yes, unless the event forms an essential part of the course.
Graduation ceremonies It is free for the student to attend the ceremony itself. Guest tickets and robe hire/ photography are additional costs payable by the student.

Apply via UCAS.

Fact file

Length

  • 1 year full-time

Entry requirements

  • Masters or PhD in a STEM subject

Location

  • London

School

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Last edited: 12/10/2017 13:03:00