PGCE Secondary Modern Foreign Languages with QTS

The PGCE is a full-time academic and professional programme, broadly comprising university-based provision of approximately 12 weeks, and at least 24 weeks based in school.

Across our suite of ITE programmes, we have a newly accredited and innovative core curriculum which includes:

• Compulsory modules
• Research skill development
• Professional pathway for Qualified Teacher Status
• Welsh Language Development Pathway
• Bridging – activities which bring together theory and practice
• Electives – a school-based experience following a chosen area of interest
• Alternative setting – an opportunity to experience non-school education settings

As we work in a collaborative partnership, we offer you a wide range of opportunities from a variety of schools, including primary and special schools.

We also offer an opportunity to participate in our well-respected Athrofa Professional Learning Partnership: Aiming for Excellence Conference, write blog posts and benefit from one of our centres of research. You can find out more on our Athrofa webpages.

The programme is full-time over 36 weeks.

Broadly, the programme comprises 12-weeks of university-based provision and 24 weeks based in school.

Level 6 Modules

Cycle 3 Core Studies: The Learner: who am I teaching? (30 credits; compulsory)

This module places the child/pupil at the centre of the programme. Understanding how a pupil learns, based on theories of learning, practice-related evidence and the place of health and wellbeing, is fundamental to effective teaching and learning. This module challenges assumptions and beliefs related to cultural diversity and the expectations of a normative model of child development.

This module also positions the teacher as a professional by considering safeguarding, child protection, contractual, pastoral and legal responsibilities.

The assessment component for this module is a written assignment (100%; equivalent to 5000 words).

Cycle 3 Professional and Pedagogic Studies: Leading the Learning: what, how and why am I teaching? (30 credits; compulsory)

Housed in this module is the explicit development of phase appropriate subject-knowledge and pedagogic content knowledge needed to effectively teach the curricular content of each area of learning and experience.

The module also explores the complex nature of the learning environment and the skills needed to manage learners, resources and other adults. The principles of planning, teaching and assessment for learning will be secured, and practical application evaluated. It is in this module that the two aspects of intellectual and experiential learning come together in the classroom and students are supported in their professional teaching experience by practicing teachers, peers and university-based tutors.

The assessment component for this module is a portfolio (100%; equivalent to 5000 words).

Level 7 Modules

Core Studies: Learners, Schools and Communities: where am I teaching? (30 credits; compulsory)

In this module, graduates study the importance of place and context; local and national. The transformative teacher looks beyond the classroom to the community where learners lead their lives and seeks to influence development in both. This means understanding the diverse nature of a community; the effect of poverty and social deprivation and how to use data to understand these issues further.

The assessment components for this module are an individual video (50%; 10 minutes) and a written report (50%; 2,500 words).

Professional and Pedagogic Studies: Researching the Learning: what, how and why am I teaching? (30 credits; compulsory)

In this module, the four dispositions of the research-ready teacher are explicitly explored: being sceptical; being ethical; being a skilled researcher, and being part of an enquiring profession. Student teachers join with practising teachings to form communities of inquiry where real life problems are identified in the classroom and researched through a close-to-practice approach. Different methodologies will be explored including lesson study, case study and small-scale action research.

The assessment component for this module is a research project (100%; 5000 words, with 1000 word equivalent allocated to the Ethics Form).

The programme offers 60 credits at Masters level and 60 credits at Graduate Level. These are awarded on successful completion of module assessments which include:

• Case studies
• Portfolios
• Video presentation
• Research Project

All assessments are closely linked to practice and are designed to offer you the opportunity to develop teaching and learning that has a positive impact on children and young people.

• Jingjing Ruan

Undergraduate Degree
Applicants are required to hold a good honours degree (2:2 minimum) in an area related to chosen secondary subject.

GCSE qualifications
Grade C or above in GCSE English Language OR English Literature and GCSE Mathematics.

Student teachers studying to teach in Welsh medium schools will also need a GCSE grade C or above in Welsh OR Welsh Literature (first language).

A-Levels/Level 3 Vocational Qualifications
If applicants do not hold an undergraduate degree in a curriculum subject, successful study at appropriate higher levels must be evidenced.

Work Experience
You should be aware of the realities of being a teacher and life in a classroom and so we ask for recent and relevant experience in a secondary educational setting. This may be through employment or volunteering in a school and should be for a minimum period of two weeks.

Gaining experience in a school classroom will help to strengthen your application and better critically inform your personal statement. It will also prepare you for our selection process and give you some experience from which you can draw in your interview.

Disclosure and Barring Service (DBS)
If accepted into our programme, you will be required as soon as possible to obtain a clearance check via the Disclosure and Barring Service (DBS, formerly known as CRB, Criminal Records Bureau). Please note there is a fee associated with the service and you should ensure also that you opt for the 'update' service to maintain the validity of your clearance check.

For further information please contact PGCE secondary admin: 01792 482111 at TeacherEd@uwtsd.ac.uk

What we are looking for?

• A positive view of education as a means to transform lives
• Motivation towards becoming an excellent teacher
• An empathetic desire to make a difference to young people's lives
• Positive attitudes to social justice, inclusion and equity
• Ability to work individually and as part of a team
• Energy, enthusiasm and flexibility
• Resilience and reliability
• Professional attitudes and behaviour
• Willingness to be a life-long learner

How we select our student teachers?

• Quality of personal statement
• Evidence of subject expertise
• Recent and relevant experience in an educational setting
• Quality of individual interview
• Performance in selection tests – e.g. literacy, numeracy and dispositions

Yr Athrofa has excellent graduate employment rates with 99% of graduates going into employment or further study.

Many schools and college departments, both locally and nationally, are staffed with several of our teachers and many have gone on to forge successful teaching careers at strategic, professional and management levels at home and abroad.

Our PGCE graduates usually remain in close touch with Yr Athrofa as they make their careers in the teaching profession and they often become subject mentors on the programme.  This creates a very strong, sustainable professional network of teachers, which is a rich source of continuing professional development.

Recently our PGCE Art and Design graduates have gone on to work as Secondary Teachers in many independent and state schools in Wales, England and abroad including (but not limited) to:

• Amman Valley School (Ammanford)
• Bridgend County Borough Council
• Cwmafan Junior School (Port Talbot)
• Howard School (Rainham, Kent)
• Judgemeadow Community College (Leicestershire)
• Livanhoe College (Ashby de la Zouch)
• Olchfa Comprehensive School (Swansea)
• Ysgol Gyfun Ystalyfera (Ystalyfera)

Additional Costs

Our students have access to a diverse range of equipment and resources, which in most cases are sufficient to complete their programme of study. However, it is likely that students will incur some unavoidable additional costs over and above the cost of their university tuition. These are as follows:

Mandatory Costs

• Travel to placement schools and University
• Travel to off-site specialist provision (including schools and other training providers)
• Travel to schools for 'Bridging Days' and other whole-cohort initiatives as per calendar
• Use of a laptop (MS Office is free to students)
• Art students - trips to London galleries and National Museum of Wales. A3 spiral-bound sketchbook, A1 portfolio

 Necessarily Incurred

• Travel to participate in subject enhancement activities organised by Subject Tutor
• Teaching resources, for example, A Level/ GCSE text books
• Travel to Electives placements

Optional

• Printing costs
• Optional study trips

Caroline Mort
"I decided to share my experiences from overseas and languages and to encourage more people to learn a language. Things happened in my life because I spoke different languages and it helped my career because I was able to negotiate and build respect, and feel confident, which put me in a stronger position."

Guillermo Hidalgo
"I was a barrister from Barcelona where languages opened a lot of doors. I decided that I wanted to train to teach in Wales to give something back and I enjoy being able to share my knowledge."

Rob John
"I taught TEFL in Spain and Poland and wanted to move back to the UK which made me look into training to teach. I like languages because I’m interested in the culture of different countries. The world is a small place and languages make it all accessible. The course is excellent, thorough, with a brilliant tutor."

Johanne Defay
"I’m French and was a French language assistant teaching French to Welsh students in preparation for their A-levels. I wanted to teach French to English students and completed a TEFL which introduced me to teaching. I want to teach pronunciation and be a good model to encourage students to learn a language. It makes you more open minded and more respectful and brings people together. I would recommend the course and have already learned a lot from a great mentor. Great atmosphere here."

Alicia Bodman
"I gained experience from past voluntary work in colleges and schools and after-school club in primary. I want to teach secondary level French as it is the biggest stepping stone for learning a language and will have the biggest impact. I love the idea of teaching − it’s not just a job, it’s a lifestyle choice. In everything I do I find a lesson and think ‘I could use that in class’. Languages incorporate everything, it’s not just empty words that you are using - it’s countries, culture, looking at everything from traditions to beliefs. We live in a multicultural world where everyone should make an effort to learn another language."

Angharad Thomas
"I’m a first language Welsh teacher who wants to teach modern foreign languages through the medium of Welsh. Lots of children struggle with Welsh in school and additional languages can help with that and build literacy confidence."

Sian Phillips
"I studied French at uni and then lived in Paris as an au pair working with twins and doing childcare through French. I knew I wanted to go into teaching, so living in France enabled me to improve my French and learn about the culture and lifestyle. I then became a language assistant in English for French-speaking children. I love being in a classroom setting and sharing my enthusiasm for languages. Just having another language makes you far more employable and is important in business. I absolutely love the course so far, it’s good fun and a lovely group. It’s been good to learn classmates’ experiences and what brought them into teaching too."

Sian Brooks
"Languages take you out of the local and into the global. Studying languages opens up the world around you and teaches you transferable skills, confidence and communication. Brexit means there is, even more, need to learn other languages; when you are dealing globally you need language skills to seal the deals. I’m very excited about the talented trainee teachers we have and I’m looking forward to seeing them go out into schools to raise aspirations, encourage take-up at GCSE and A-level and share their passion passions. Trainee teachers today have strong technical skills which can be used to develop pupils’ digital competency through the Digital Competence Framework (DCF). Many use gamification that records learning outcomes and produces a strong pedagogy to use data effectively to inform planning and aid teaching."

Visit our Scholarships and Bursaries section to find out more.

Your Professional Teaching Experience (PTE) will take place over 24 weeks in school, with two substantive teaching placements. These will be in an APLP network consisting of a Lead school and a number of partnership schools where experienced mentors and university tutors will support you in achieving QTS.

Each teaching experience is in different settings to give you a range of experiences and the opportunity to engage with a variety of approaches to teaching and learning.

During your school-based experience, you will be supported to integrate theory and practice so that you can develop the reflective skills needed to become a highly successful teacher.

You will have a graduated introduction to teaching to give you time to develop your confidence, knowledge of the curriculum and skills of classroom organisation. This will include working with small groups of learners before moving to being responsible for the whole class.

Seminars hosted in school and delivered by mentors and university staff will give you the opportunity to meet with other students in your network and engage in collaborative discussion. Such shared reflection is a powerful tool in moving your practice forward.

Our partnership of networks offers urban and rural placements as well as placements available in either English or Welsh-medium schools.

University provision

Post-graduate university provision takes place on our new state-of-the-art campus located in the marina quarter in Swansea. Equipped with the latest teaching technology and spacious areas for student study, you will be engaged in creative and innovative sessions that will prepare you for the new curriculum.

Your time in university focuses on learning high-quality pedagogy that makes a positive impact in the classroom. Working with teacher educators who are experts in their field of education, you will become skilled in understanding how children and young people learn and how they can become ambitious and capable learners.   

Our teaching philosophy is one of engaging our student teachers in lively debate and active learning that develops your critical thinking and engagement. This will prepare you to be a research-informed and research-active teacher, ready to make a difference to young people’s lives.

School-based experience

Your Professional Teaching Experience (PTE) will take place over 24 weeks in school, with two substantive teaching placements. These will be in an APLP network consisting of a Lead school and a number of partnership schools where experienced mentors and university tutors will support you in achieving QTS.

Each teaching experience is in different settings to give you a range of experiences and the opportunity to engage with a variety of approaches to teaching and learning.

During your school-based experience, you will be supported to integrate theory and practice so that you can develop the reflective skills needed to become a highly successful teacher.

You will have a graduated introduction to teaching to give you time to develop your confidence, knowledge of the curriculum and skills of classroom organisation. This will include working with small groups of learners before moving to being responsible for the whole class.

Seminars hosted in school and delivered by mentors and university staff will give you the opportunity to meet with other students in your network and engage in collaborative discussion. Such shared reflection is a powerful tool in moving your practice forward.

Our partnership of networks offers urban and rural placements as well as placements available in either English or Welsh-medium schools.

Please get in touch with us if you have any questions related to the University or to this course in particular.