Details
The Science: Physics Initial Teacher Education (ITE) course is 36 weeks long of which 24 weeks are spent on placement in a partnership school. There are five phases: Preparation (university and some school-based activities); School Placement 1 (seven week placement in school); Development (university and one week in your second school); School Placement 2 (12 week block placement and some university days); Completion (two further weeks in second school and two weeks in university).
Activity is central to learning how to teach physics and science as you need to learn how to act for yourself. This activity will include a good deal of exemplification of teaching, personal practice and collaborative hard thinking. Through this you will become better at planning lessons, assessing the success of your lessons and managing children within those lessons. You will also find out what children find hard about certain topics, how to vary your approach to minimise these difficulties, and so develop a range of teaching strategies, deploying many different technologies. As an essential part of this you will find yourself coming to grips with the national requirements and strategies, as well as engaging in the pleasure of doing some physics.
Download the flier for the Postgraduate Diploma Secondary Education (QTS) - Science: Physics course (PDF, 64.5KB)
Equal Opportunities
The School of Education is committed to equal opportunities in the access to and provision of education. For more information please see the following documents:
School Mission Statement (PDF 23KB, opens new window)
Disability and Disability Equality Scheme
Race Equality
Information on our other PGDipEd(QTS) subjects may be found on the Postgraduate Diploma Secondary Education (QTS) course page.
Modules
All students have to complete six modules, five of which require a written assignments. In addition students will need to complete two teaching placements and meet the Teachers' Standards for the Award of Qualified Teacher Status (QTS)
School Studies 1:
(20 credits Level M)
This module, which consists of university based seminars and school based practical experience, will offer opportunities for you to develop your understanding and practice of teaching. In particular, the planning and evaluation of learning experiences for small groups, supported by exploration of the place of your subject within national frameworks and initiatives which will include at least one area of cross-curricular concern.
Aims
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plan for, teach and evaluate learning experiences for small groups;
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understand the place of your subject within national frameworks and initiatives;
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develop an awareness of a least one area related to whole school issues in the context of your subject;
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develop an awareness of some of the research in the whole school issues field in the context of your subject.
School Studies 2:
(20 credits Level M)
These university based seminars will enable you to develop an understanding of the needs of learners within a subject discipline and in secondary schools. You will also reflect on the teaching placement (School Placement 1) in your school and learn to plan and evaluate teaching experiences which will consider the role of learners.
Aims
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plan for, teach and evaluate learning experiences for whole classes and distinguish success and failure in these.
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demonstrate an understanding of the place of the subject within the school context.
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demonstrate awareness of the needs of learners.
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relate theory and practice through mini research in a learning context.
School Studies 3:
(20 credits Level M)
The university based seminars will enbable you to develop an understanding of the needs of learners within a subject discipline and in schools. You will reflect upon your teaching placement (School Placement 2) in school, and continue to learn to plan and evaluate teaching experiences which consider the role of learners.
There will also be university and school based seminars on whole school issues – e.g. equal opportunities, management of the teaching environment.
Aims
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plan for and teach whole classes and evaluate learning experiences; distinguish success and failure of learning and offer potential future teaching alternatives.
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demonstrate an understanding of the place of the subject and whole school issues within the school context.
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demonstrate an extended awareness of the needs of learners.
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relate theory and practice of learning through case-study methods.
School Studies 4:
(20 credits Level M)
During these university based seminars, you will develop an understanding of the needs of learners within your main subject discipline or within an alternative subject and schools.
Aims
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plan for and teach whole classes, evaluate learning experiences and know how to adapt teaching to respond to success and failure in learning.
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demonstrate a wider knowledge of teaching /learning situations through another subject or extended main subject studies.
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relate theory and practice of subject specific pedagogy through small-scale research in the learning environment.
Teaching Experience 1:
(30 credits Level 3)
You will observe lessons and teach on average half a normal teacher’s timetable, providing relevant documentation for every lesson taught. You will have discussions with tutors, mentors and teachers focus on pupils’ learning and the experience of teaching.
This module is closely linked with the School Studies modules where the theoretical underpinning of the practice is discussed to enable the students to analyse the ideas in practice. Much of the module will depend upon your individual work as a practitioner and reflecting upon practice.
Aims
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plan for and teach whole classes and evaluate learning experiences (3-11 or 11-18 age range).
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create a majority of successful experiences.
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demonstrate an understanding of the implications of whole school issues and subject content in relation to teaching
Teaching Experience 2:
(10 credits Level M)
This module will explore your continuing reflective and analytical development as you review your teaching and learning. It is closely linked with the School Studies modules where the theoretical underpinning of the practice is discussed to enable you to analyse the ideas in practice.
The contact time will allow you to develop your theoretical framework and to develop pathways for future personal and professional development.
Aims
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plan for and teach whole classes and evaluate learning experiences (primary/secondary schools).
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demonstrate an understanding of the implications of practice to future development as a teacher.
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demonstrate reflective, analytical and evaluative skills
Fees and funding
Fees for 2013–14 are: £9,000 (UK/EU full-time), £13,200 (overseas full-time). This course attracts bursaries of up to £20,000 (depending on qualifications) in line with the government’s priorities to increase the number of Physics teachers.
Learn more about fees and funding
Scholarships and studentships
Home/EU students will be eligible to apply for statutory support from their relevant funding agency. Government training bursaries may be available depending on your subject and degree classification.
The Institute of Physics are awarding Teacher Training Scholarships to the most outstanding individuals, worth £20,000. Closing date 1 May 2013.
For further information contact the School directly or the Student Funding Office via online enquiries.
Entry requirements
A degree or equivalent qualification in a relevant subject as well as English Language and Mathematics at GCSE grade C or above, or equivalent.
Your honours degree should have significant physics content. If this is not the case then you might consider an enhancement course before starting at Birmingham. You will also need to demonstrate a breadth of commitment to sciences, to enable competence across the entire curriculum for 11-14 year old children.
All candidates also have to:
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have a GCSE in Maths and English (grade C or above) or an equivalent qualification; alternatively they might be advised to take an Equivalency Test
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pass Professional Skills Tests in numeracy and literacy; please see the
Professional Skills Tests section of the Department for Education web site for more information on the core skills required by trainee teachers
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provide a satisfactory medical form
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complete an enhanced DBS/police check
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complete a Declaration of Suitability to Teach
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adhere to a Code of Professional Conduct and Fitness to Practise
How to apply
Apply online through the Graduate Teacher Training Registry website. Applications can be made from mid September for the following September start and there is one intake per year. You can apply throughout the year although if there are concerns about the quality of your candidature then an early application gives more time for remediation.
Key Information Set (KIS)
Key Information Sets (KIS) are comparable sets of information about full or part time undergraduate courses and are designed to meet the information needs of prospective students.
From September 2012 all KIS information will be published on the Unistats website and can also be accessed via the small advert, or ‘widget’, below. On the Unistats website you will be able to compare all the KIS data for each course with data for other courses.
The development of Key Information Sets (KIS) forms part of HEFCE’s work to enhance the information that is available about higher education. It will give you access to robust, reliable and comparable information in order to help you make informed decisions about what and where to study.
The KIS contains information which prospective students have identified as useful, such as student satisfaction, graduate outcomes, learning and teaching activities, assessment methods, tuition fees and student finance, accommodation and professional accreditation.