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How To Prepare For Your PGCE Effectively and Hit the Ground Running

So you’ve secured a place on a PGCE course, sorted your professional skills tests and feel ready to delve into the world of teaching. Firstly, congratulate yourself for your achievement; you’re now well on your way to becoming a teacher! Initial teacher training courses in England rose by 23 per cent last year, so you’ve picked the perfect time to start your teaching career.

While you may be months away from your first day at your new school, it’s worth considering how you can start preparing for your PGCE school training year. A bit of pre-planning can make all the difference to your PGCE experience, and these tips will help you make it as enjoyable and productive as possible.

Conduct some pre-reading for your course

You’ll probably now have a fairly large chunk of time between accepting your place and starting your training programme. By dedicating a portion of your free time to pre-reading, you can get a head start on your course and hit the ground running. Check with your course provider to see if they have a suggested reading list, or any pre-programme activities to complete before you begin.

As well as course texts, there is a plethora of teaching guides available to support your learning and provide tips for your teaching career.

Brush up on your subject knowledge

Many prospective teachers feel anxious before embarking on their careers about their subject knowledge. This is a common issue and even teachers with years of experience will still have moments where they simply don’t know the answer.

This is why revising the key topics in your subject knowledge until you know them inside-out will be incredibly beneficial, especially in areas you know you are weaker. The national curriculum will have changed dramatically since you were at school, so spend some time conducting some valuable research on the current topics of study and anything related to them.

Buy all your equipment beforehand

You need to have the correct equipment on hand to run a successful lesson. If you haven’t procured it all before your course start, you might struggle to stay organised and on top of your work. Although the school may provide you with some of the equipment that you will need, that can’t always be assumed, so be prepared to buy your own in advance.

Laptops are an important purchase and with the amount of lesson plans , worksheets and student material that you are likely to need throughout your year, an external hard drive will make up one of your more expensive outlays. Some other essentials include:

A large backpack/work bag

Whiteboard markers

Post-it notes

Colour highlighters

It sounds obvious, but good organisation is the key to good teaching. You will grapple with deadlines for everything from homework marking to internal school reports, and your organisation will make all the difference when it comes to staying on top of your tasks!

Buy yourself a teacher’s planner or diary and build a habit of writing down tasks or to-do lists for the day. Before you start your pre-reading for the day, write down everything you want to achieve from your revision and list any documents you need to create. By getting into the swing of being organised and task-driven, your transition into teacher training will be much smoother.

With all of this in mind, the most important tip that we can give is to enjoy yourself. Staying calm and savouring every moment is the best way for you to tackle a PGCE, and leave fully prepared for your NQT year .

Get all your latest teaching tips and news from Teaching Personnel

Now you know exactly what you need to do to make the most of your PGCE course, it is time to decide your next step. We would recommend finding out more about our NQT Pool , our programme that gives NQTs access to thousands of schools across England and Wales. We also have a wealth of tips and advice on teaching and the wider education sector that you can apply to your PGCE course.

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In this comprehensive guide, brought to you by Teaching Personnel, we'll delve into valuable insights and actionable tips to help you navigate this transformative phase of your professional development.

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PGCert in Education (PGCE)

• Entry requirements
• Funding and Costs

College preference

• How to Apply

About the course

The Oxford Internship scheme, as the PGCE programme is known at the University, is a one-year, full-time course of teacher education for graduates, involving a close partnership between the University department and local comprehensive schools. This enables all aspects of the course to be planned, carried out and evaluated jointly and results in a course that integrates work in the University and in school throughout the year.

Student teachers are known as interns during the PGCE course.

At Oxford, interns are prepared to teach in secondary schools (11-19 age range) in one of the following subjects:

• mathematics
• modern languages (French, German, Spanish, Mandarin)
• science (biology, chemistry, physics).

The programme has been developed with colleagues from Oxfordshire partnership schools and covers the key professional skills of:

• lesson planning and preparation
• assessment, recording and reporting
• responding to individual learning needs
• classroom and behaviour management.

This is a full-time course, which will involve travel to your placement school, although most partnership schools do lie within the Oxfordshire county boundaries.

The greater part of the autumn (Michaelmas) term is made up of 'joint weeks', in which time is spent both in your first placement school and at the Department of Education . The spring (Hilary) term  consists primarily of an extended experience at the same school. For the summer (Trinity) term, you will move to a second school, which provides an opportunity to consolidate and extend your understanding of teaching and learning. Between the two mainstream school placements, you will also spend one week in a special school or specialist base, developing your knowledge of effective approaches for young people with special educational needs or disabilities, so helping you to teach in more inclusive ways. 

There are two interrelated course components: curriculum subject work and the professional development programme. The curriculum tutor leads University seminars and liaises with the school-based mentor to co-ordinate subject-focused classroom activities. The mentor provides guidance and support and gradually increases the intern's teaching responsibilities. The professional tutor in school co-ordinates school-based activities related to teachers' wider professional roles (eg pastoral responsibilities) and liaises with the University-based general tutor, to plan seminars related to school-wide policies and practices. University tutors and guest specialists lead the University-based components of the professional development programme intended to develop an understanding of educational policy and of whole-school and cross-curricular issues. 

Experience and reflection underlie the whole course with the emphasis on you as a critical learner, considering a range of perspectives and testing your own ideas within your practice. You are encouraged to take responsibility for your own professional development and develop your own philosophy of teaching and learning.

Supervision

Interns are supported in their professional development as teachers by both a university curriculum tutor and a general tutor as well as by a mentor and a professional tutor in each school placement. Academic guidance for assignments is given by curriculum and general tutors. 

Interns’ developing practice as a teacher is reviewed at regular intervals, in three-way meetings between the curriculum tutor, mentor and intern, informed by a wide range of evidence. At the end of the course, interns’ professional knowledge, understanding, skills and personal attributes are assessed in relation to the standards for Qualified Teacher Status. Interns also complete up to two examined assignments, within which they are expected to examine practical issues of teaching and learning from different perspectives – drawing on their own teaching, classroom observation and school-based investigation alongside critical reading of research, policy and professional literature.

Successful completion of these written assignments at master's level carries 60 M-level credits, which may be built upon to achieve a full master's degree. All assignments must be passed at master's level for the award of the Postgraduate Certificate in Education with Qualified Teacher Status (QTS), provided that your practice also meets QTS requirements. Those who pass the assignments at Honours level will be awarded a Professional Graduate Certificate in Education with QTS - provided, again, that your practice meets the required QTS standards.

Graduate destinations

The numbers of interns going into teaching at the end of the course is high with most interns having secured a teaching post in a state-maintained school. As of October 2022, 90% were employed as a teacher or seeking teaching roles. 55% were working as a teacher in the state sector and 28% were working in a partnership school.

Changes to this course and your supervision

The University will seek to deliver this course in accordance with the description set out in this course page. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision, either before or after registration. The safety of students, staff and visitors is paramount and major changes to delivery or services may have to be made in circumstances of a pandemic, epidemic or local health emergency. In addition, in certain circumstances, for example due to visa difficulties or because the health needs of students cannot be met, it may be necessary to make adjustments to course requirements for international study.

Your tutors/mentors are likely to change over the course of the year in line with your change of placements from school one to school two. It may also be necessary to assign new tutors/mentors during the course of study or before registration for reasons which might include illness, sabbatical leave, parental leave or change in employment.

For further information please see our page on  changes to courses  and the  provisions of the student contract  regarding changes to courses.

Entry requirements for entry in 2024-25

Information regarding the entry requirements for this course can be accessed at the following location:

PGCE entry requirements

The  Bodleian Education Library , located at the centre of the Department of Education , specialises in material on Education and related fields. As well as a print collection of books and journals, the library provides access to a wide range of online resources. The library also houses a collection of teaching resources in support of subjects covered by the department's secondary PGCE courses.

There are computers and printers/scanners within the library plus all main teaching rooms are equipped with a range of IT facilities including data projectors and students are able to practice teaching with SmartBoards in some rooms. Interns are also able to make use of the IT facilities of their college.

Oxford has been a major contributor to the field of education for over 100 years and today the University’s Department of Education has a world class reputation for research, for teacher education and for its graduate courses.

The department offers one of the strongest graduate studies programmes in the UK with a range of full- and part-time MSc courses and a lively doctoral programme (DPhil) which is recognised for national funding by the ESRC.

The department's masters' courses are delivered by academics and research experts, the majority of whom are permanent staff engaged in their fields of research. The department's DPhil in Education has excellent facilities for the large number of full-time research students who are well integrated into the research of the department.

The department has an outstanding research profile. In the 2021 evaluation of research quality in UK universities, the Research Excellence Framework (REF), Oxford University Department of Education had the highest overall percentage of research judged to be 4* (ie world-leading in terms of originality, significance and rigour) in Education in the UK. A wide range of funded research projects are based in the department and many of these projects have had a major impact on national policy.

Oxford’s PGCE course has an international reputation for the quality of its work, undertaken in close collaboration with local Oxfordshire secondary schools. Over many years, it has consistently received the highest possible designation (Outstanding) from Ofsted in inspections.

View all courses   View taught courses View research courses

For details about searching for funding as a graduate student  visit our dedicated Funding pages, which contain information on external funding, loan schemes and other funding sources. We would suggest that you review this information carefully, as not all funding opportunities are available for students applying to postgraduate diploma and postgraduate certificate courses.

The Department of Education website provides details about the funding opportunities for this course.

Annual fees for entry in 2024-25

Further details about fee status eligibility can be found on the fee status webpage.

Information about course fees

Course fees are payable each year, for the duration of your fee liability (your fee liability is the length of time for which you are required to pay course fees). For courses lasting longer than one year, please be aware that fees will usually increase annually. For details, please see our guidance on changes to fees and charges .

Course fees cover your teaching as well as other academic services and facilities provided to support your studies. Unless specified in the additional information section below, course fees do not cover your accommodation, residential costs or other living costs. They also don’t cover any additional costs and charges that are outlined in the additional information below.

Where can I find further information about fees?

The Fees and Funding  section of this website provides further information about course fees , including information about fee status and eligibility  and your length of fee liability .

Additional information

The course involves travelling to placement schools for approximately 120 days and reasonable school travel costs of around £960 should be budgeted.

Living costs

In addition to your course fees, you will need to ensure that you have adequate funds to support your living costs for the duration of your course.

For the 2024-25 academic year, the range of likely living costs for full-time study is between c. £1,345 and £1,955 for each month spent in Oxford. Full information, including a breakdown of likely living costs in Oxford for items such as food, accommodation and study costs, is available on our living costs page. The current economic climate and high national rate of inflation make it very hard to estimate potential changes to the cost of living over the next few years. When planning your finances for any future years of study in Oxford beyond 2024-25, it is suggested that you allow for potential increases in living expenses of around 5% each year – although this rate may vary depending on the national economic situation. UK inflationary increases will be kept under review and this page updated.

Students enrolled on this course will belong to both a department/faculty and a college. Please note that ‘college’ and ‘colleges’ refers to all 43 of the University’s colleges, including those designated as societies and permanent private halls (PPHs). 

If you apply for a place on this course you will have the option to express a preference for one of the colleges listed below, or you can ask us to find a college for you. Before deciding, we suggest that you read our brief  introduction to the college system at Oxford  and our  advice about expressing a college preference . For some courses, the department may have provided some additional advice below to help you decide.

The colleges accepting students on the PGCE vary according to the subject:

PGCE (Biology) - TT_6B_X1

• Balliol College
• Blackfriars
• Brasenose College
• Christ Church
• Green Templeton College
• Harris Manchester College
• Jesus College
• Keble College
• Kellogg College
• Lady Margaret Hall
• Linacre College
• Lincoln College
• Magdalen College
• Mansfield College
• New College
• Pembroke College
• The Queen's College
• Reuben College
• St Anne's College
• St Catherine’s College
• St Cross College
• St Edmund Hall
• St Hugh's College
• St Peter's College
• University College
• Wadham College
• Worcester College
• Wycliffe Hall

PGCE (Chemistry) - TT_6C_X1

Pgce (english) - tt_6e_x1.

• Regent's Park College

PGCE (Geography) - TT_6G_X1

Pgce (history) - tt_6h_x1, pgce (mathematics) - tt_6m_x1, pgce (modern languages) - tt_6l_x1, pgce (physics) - tt_6p_x1, how to apply.

Applications for all PGCE courses are made via the UK Government's GOV.UK website. You do not need to contact an academic member of staff in the department prior to submitting your application.

Application procedure Apply via GOV.UK

ADMISSION STATUS

Admission via UK Government's Department for Education

See PGCE webpage for vacancies and deadlines

† Multiple strands - see College preference for codes *Three-year average (applications for entry in 2021-22 to 2023-24)

Further information and enquiries

This course is offered by the Department of Education

• Course page on the department's website
• Partnership schools and funding information from the department
• Academic and research staff
• Social Sciences Division
• Residence requirements for full-time courses
• Postgraduate applicant privacy policy

Course-related enquiries

Advice about contacting the department can be found in the How to apply section of this page

✉ [email protected] ☎ +44 (0)1865 274020

• mrsstrickey
• Sep 9, 2020

What to expect on your PGCE

Miss K joins us for Wednesday Wisdom this week... Having trained in Performing Arts at University, Miss K made the decision to be a TA with special needs children in a mainstream secondary school. After 3 years of working as a TA, she took the amazing step into teaching. She completed a PGCE in Secondary English at Bath Spa University. Like many of you, she is starting her NQT year in September and has some advice for those who are just starting their PGCE (being fresh from the course!). You can follow Miss K on Instagram @missenglishnqt and Twitter @missenglishstar

I would like to start by congratulating you on considering or securing your place on a PGCE. Becoming a teacher is hard work, but like anything that is hard work, the rewards are worth it. Every day you will have an impact on the lives of young people. There is that famous quote that says ‘they may not remember what you said, but they will not forget how you make them feel’ my advice is to hold that close as you start this journey. This is my golden tip because developing strong and positive relationships with students will make all the difference to your experience as you train to become a teacher.

I am going to separate this post into sections related to some of the phases of training on your PGCE, as well as some of the most common concerns and things I wish I had known at the start of my training year. There may be some variations to your training depending on your specialism e.g Early Years, Primary or Secondary, but I will try to keep this as generalised as possible to suit all specialisms.

University Phase

To begin your training most of you will have a university-led phase. During this time, you will engage with a variety of sessions, from tailored lectures and activities with your subject specialism, as well as lectures that apply to the whole cohort like SEND and behaviour management. You will have subject mentors for secondary and I assume primary also have their own mentors. These will be the tutors who will supervise you during your PGCE and be your main point of contact. Ahead of your PGCE, my best suggestion is to familiarise yourself with the national curriculum and your subject. Find out what is taught most and what your responsibilities are, as these are discussions that are likely to take place at university. If you are not already familiar, then my next suggestion is to familiarise yourself with these key terms and their abbreviations:

Pupil Premium – PP

Free School Meals – FSM

Special Educational needs and disability - SEND

Looked after child – LAC

Assessment for learning - AFL

The reason I suggest this is that you will hear them during your university phase and as soon as you get into school. Teachers often talk with just the acronym, so the sooner you know them and understand the basics of what they entail, then the quicker you will be comfortable with ‘Teacher Talk’ as I like to call it.

Assignments

Perhaps the most time-consuming focus of your university training will be the written assignments that you need to pass in order to gain the PGCE qualification. There are 3 assignments and they vary in length depending on your training provider, however, the general summary of them goes as follows; two 3000-word assignments and one 5000-word assignment. The titles of them may differ, but they will generally cover the following topics: SEND, Assessment for learning, and a whole school policy. The main piece of advice here is don’t panic about these! You can resubmit if the assignment is not right the first time. There are also lots of sources that your provider will point you towards in order to support your writing.

Placement 1

Placement 1…your first real dive into teaching. An incredibly exciting time, but also a time that lots of you will feel apprehensive about and that is completely normal. Let me start by saying this. No one expects you to be perfect! Your first placement is all about finding your feet as a teacher, working out who you are and what works best for you. I coined this the ‘trial and error placement’ because it gives you the chance to make mistakes and learn from them.

By the time Christmas arrives, you should be teaching around 10hours a week. You will be given a lesson planning outline that will help you think about the key events in a lesson, as well as timing, differentiation, and assessment. Be aware, these can be time-consuming and most teachers will want to see them before you teach the lesson. Take the time to trial a multitude of different strategies and teaching methods because this is the best way to find your stride in the classroom.

While on placement, you will have a training mentor who will oversee your timetable and progress. You will have regular review meetings, most providers will ensure this happens once a week, where you discuss your progress and targets for the following week. It is crucial that you are honest about any struggles you have had; I don’t think enough trainees ask for help when they need it. Sometimes you are just in need of a little advice or reassurance. The biggest rush you will experience is the first time you teach a lesson that was successful, and it will happen more often than you think if you regularly reflect on your practice.

Placement 2

This is the longer of the two placements (primary and SCITT may have more) and the placement where you also face an increase in teaching hours. You will start with around 10 to 12 hours teaching and increase to 16 by the end of the placement. This may vary and I was certainly impacted by the arrival of Covid-19 on my placement. However, virtual teaching is an experience in and of itself, you should really have a go at teaching at session online and who knows? It may become part of the next scheme of teacher training.

You might start this placement feeling like you take a step backward because there is quite a gap between placement 1 and 2. It is absolutely okay to feel this way and have a wobble, but you will very quickly find your feet again. This placement is all about gaining the confidence in your teaching and improving your classroom practice. By placement 2 you may feel ready to start moving away from detailed lesson plans because you already know how to structure a lesson. This is individual to each teacher, don’t compare yourself. You will gradually be handed more independence and take on more responsibility, not only within your teaching but also in wider school responsibilities like parent’s evenings and lunchtime or after school commitments. I also think it is important to say that, although at this point you will be close to finishing your training, you are still a brand new teacher and you have lots still to learn and your practice still has a lot of developing to do. It is okay not to be the finished article by the end of your PGCE, but I promise you will have a lot more confidence in your ability, who you are in the classroom, and what works best for you and the students you teach. This way you can go into your new school as an NQT ready to work on yourself and enjoy the freedom to make your lessons suit your style and the needs of those students you are working with. As always, your students are your priority and if you shape your practice around them you are doing the best you can do.

Student relationships – This is my go-to mantra. Relationships are key to success in the classroom. Show them who you are from the moment they meet you, be kind and welcoming, and take an immediate interest in getting to know them. Learn names as quickly as you can!

Don’t compare yourself – Every trainee moves at a different pace and you will all have different backgrounds so some may find adjusting to school easier than others. There is no right way, you need to do what is best for you. Also, remember most teachers you meet have been doing their job for years and will appear to know everything…. they have taught it repeatedly for years, of course, they know more! so don’t feel inadequate everything comes with time.

Keep in contact with people on your course – This one may seem obvious, but it is ridiculously important. Keeping in touch will get you through some of the tougher times (because you will have them) and it also means you have a space to let off a little steam when you need to. Don’t bottle emotions up, talk about it, you will feel relieved once you do.

Time management – The PGCE is a balancing act and if you don’t time manage you will find yourself feeling overwhelmed. Decide what your priorities are for each day/week and get them done. Try to get ahead on assignments; it will make them feel like less of a mountain. Most importantly allow yourself downtime! Take some time off to do what you love and have a breather you will feel all the better for it.

Just make the most of the experience and enjoy it.

Good Luck! X

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Surviving your PGCE

The PGCE is not an easy year. Put another way, the PGCE year is a hard, very intensive course bringing together academic and professional requirements, and actually working on the job while you're learning it too. That said, it is often one of the most rewarding years of many trainees' lives, meeting friends who last beyond the course, learning lots of new skills and finding out that they have a job that they love.

How you survive the year is down to you, but to give you some pointers as to how best to survive it, I've put together some 'top tips', if you like, of what to do and what not to do. Here they are:

1. Professionalism – yours - is key to the course. It is expected of you right from the very first in university, and from the moment you walk into school for you first practice. It is an innate quality that you need to get used to having and being. It is pivotal in everything you are and do:

In your knowledge and understanding

- what you know

In your practice

- what you do

In your values and development

- what you are

Get used to being a professional and it being expected of you. This is not so hard for mature students who have worked in industry or elsewhere, but it's not so easy for recently qualified graduates coming straight from university to the PGCE. If you're unsure, talk to your older peers and tutors, and your mentor, and get them to guide you.

2. The academic side is not necessarily going to be a breeze . You may have sailed through your university degree, but the chances are that the assignments for your PGCE (particularly if they are at M level) are going to be challenging to say the least. This is generally more so for undergraduates who have come from technical degrees and are not used to writing lengthy essays or reports. Universities are good at providing help with academic writing and reading skills – use them!

I would also recommend getting an assignment 'buddy' that you can trust to read your work and proof it for you before you hand in. In practical terms, if you stick to the assignment requirements you can't (famous last words...?) go wrong. If in doubt, ASK! Better to get help and pass than stay quiet and fail.

3. The standards . Don't we all go on about them: tutors, mentors, anyone else that observes you, and so on. With these my best advice is to start early. Use your university work as a 'dummy run' for your filing system.

One of the easiest ways is to get some lever arch files and enough tabs for one for each standard. Then label them up and start filing your work in the sections appropriately. As time goes on you will gather more and more stuff to file so best to keep this as a regular exercise. Those who haven't have had to spend whole weekends (I kid you not) just catching up on this so that their mentor can check it for them. Better to present your mentor with an organised system that is regularly updated, on a weekly basis, than a mess at the end of a placement!

4. Your teaching practice . Don't forget that this is teacher 'training' not teacher perfect. You are not expected to go in on day one of your first teaching practice and just be able to do it. Honest! You will be expected to be prepared, be hard working and learn from your mistakes, accept feedback with good grace and learn from it, and improve as you go along. It takes time and practice, and you need to get a feel for how you are as a teacher, and how you want to be as time goes on. All classes are different and even the same ones can be very different on different days and for different teachers – get out there and observe as much as you can – lots of different subjects.

And get out there and do as much as you can in the school – be part of it in other ways beyond your subject, coach rugby, go on the history trips, sing in the carol service, run a gaming club and so on. It helps you as a teacher for your pupils to see you as something other than the subject teacher that you are.

5. And finally, some more practical tips that I think are useful during the PGCE year... get a thick skin, buy loads of stationery, be organised, time planning is key, get a BAFTA for when you stand up in front of them, acquire nerves of steel, be creative and flexible (you never need plan B until you fail to prepare one!) and learn to think on your feet.

6. But most of all, don't give up all of your life . You need a balance. Take time out to do other things, time for yourself and friends and family – it really makes a difference to how you survive this year.

Teaching resources on Guardian Teacher Network

Coping with bad behaviour is one of the things that causes many PGCE students concern. But there are some fabulous tips to be had here . Rob Salter has created a wealth of resources to help new teachers in class and also looks at how Neuro-linguistic Programming can help.

Some more top tips on how to manage behaviour positively is available here from Pivotal Education's behaviour guru Paul Dix.

For a quick, simple but really handy way of choosing a student in class take a look at this resource created by English teacher Charlotte Rashford. It's ideal for any teaching practice.

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The Postgraduate Certificate in Education, commonly known as the PGCE, is one of the most popular academic qualifications for teaching

Offered in England, Wales and Northern Ireland, PGCEs are designed to enhance and increase academic training, preparing students for life as a teacher. Usually taking one academic year to complete full time, and two years part time, securing a place can be competitive.

You only need a training course to offer Qualified Teacher Status (QTS) to teach as a qualified teacher in England. However, a PGCE will increase your academic knowledge and provide you with the flexibility to teach internationally. The Scottish equivalent to a PGCE is the Professional Graduate Diploma in Education (PGDE).

What is a PGCE?

A PGCE combines substantial school placements with studying the theory behind teaching and learning. Most courses run from early September to July and take nine months to complete if studied full time. Some longer part-time and distance learning options are available.

PGCE courses can either be university or school-led and the majority of programmes lead to QTS, making you eligible to teach in a variety of countries. Scottish PGDE courses, and Welsh and Northern Irish PGCEs, are similar in structure to university-based programmes.

There is a shortage of teachers in some subjects, such as maths and physics, while other programmes are more competitive, such as physical education. You should research this with the provider you're interested in and be prepared to look in other areas of the UK for places.

If your undergraduate degree doesn't link closely to the subject you intend to teach you may be offered a  subject knowledge enhancement (SKE) course  as part of your application. This is taken before the PGCE so you'd be studying for a little longer.

Do I need a PGCE to teach?

You only need QTS to teach in England. The PGCE is an additional qualification offered by some providers, which you can gain alongside QTS.

However, it's advisable to gain a PGCE if you want to teach in Scotland and other countries such as the USA, as the PGCE is an internationally recognised qualification. It's possible to gain a qualification such as a PGCert with PGCE, if you have QTS and want to gain Masters credits and a university qualification. Find out more about the  routes into teaching .

Be aware that not all courses award QTS - the further education PGCE, for example. Speak to your training provider if you are unsure about whether your programme awards QTS.

Types of PGCEs

In England a PGCE may be led by a:

• higher education institution (HEI)
• school/charity/multi-academy trust (MAT)
• consortium of schools in partnership with the HEI, such as Teach First

Different types of PGCE include:

• Primary  - prepares you to teach children aged 5-11. Programmes focus on the core curriculum, although some may allow you to specialise in a certain subject. This is the most popular PGCE and demand for places is high.
• Secondary  - focuses on a particular subject and prepares you to teach children between the ages of 11-18.
• Further/Adult education  - if you want to teach in  further education  colleges or conduct  adult education  classes, completing one of these PGCEs means you can apply for Qualified Teacher Learning and Skills (QTLS) status rather than QTS.

All types include placements for a minimum of 24 weeks in at least two key stages and schools.

To see what's available,  search for a PGCE .

What does a PGCE involve?

It can be a challenging nine months, balancing lesson planning, teaching, marking and your own assignment deadlines.

Often starting with an academic focus, PGCE courses usually cover teaching and learning theory,  managing classroom behaviour  and  current educational issues . After the first few weeks you'll spend up to two-thirds of your time on placement in schools, teaching in two different key stages. Your placements will help you to explore theory in practice. You'll be immersed into school life gradually, with an emphasis on research-informed and evidence-based teaching.

You will also work towards meeting the professional standards, which determine recommendation for QTS. Assessment is ongoing and progressive, developing the academic standards required for the Masters-level PGCE and QTS. At the same time, you will work through personalised development plans to ensure that you're able to target individual strengths and improvements.

In this way, your academic performance and teacher development are closely linked. You will reflect, get feedback from others and be assessed against teaching standards as you progress through the PGCE.

What will I learn?

You will study modules such as the:

• Professional teacher  - Looking at key issues in teaching and learning, tailored to the context in which you're working. Sessions will often be a lecture and seminar, or workshops.
• Subject specialist  - Building on your knowledge of the subject range, this would be led by a specialist tutor with expertise in your subject/s, both in university and in your placement, and supported by a mentor. You may study and evaluate key theories and policies, analyse and model best practice, and develop the skills required for teaching the subject. This will be further developed in your placement with your school mentor.
• Reflective teacher  - Looking at what you're teaching in the classroom, thinking about why you do it, and reflecting on what works. This would include tutorials, group work and peer support to develop your experience in practice.
• Research informed teacher  - Learning from and participating in research linked to your specialism and teaching.

What's the difference between school-led and university-led PGCEs?

As a university-led PGCE/PGDE trainee you will have more opportunity for studying and reflecting on your progress, as well as spending valuable time with other trainee teachers. You will need to pay fees but bursaries are available. You'll be able to move from a placement if it's not suited to you.

If you'd like to be placed in a school from day one, school-led training may be the route for you. Trainees are often paid as trainee teachers and may have to pay fees. School-led trainees can be chosen by the school, participating as a team member from the beginning. Discover how you can build your experience by  volunteering in schools .

Both routes lead to QTS, where you can apply for a teaching position in primary and secondary schools.

What are the entry requirements?

Some course providers may have specific eligibility criteria, but in general you must have:

• An undergraduate degree or equivalent. For primary teaching a degree in a national curriculum subject is useful. For secondary, you must have a degree or related degree in the subject you're applying to teach.
• GCSE grade C/4 or above in English and maths (a B in Wales).
• GCSE grade C/4 or above in a science subject to teach pupils aged 5-11 (primary).
• An IELTS with an average score of 6.0 if English is not your first language and you don't have a GCSE grade C/4 in English.

Plus, non-academic requirements of:

• a declaration of convictions through the Disclosure and Barring Service (DBS).

There are some variations and exceptions to these entry criteria so you should check with the admissions department of each individual institution you're applying to.

Applicants with a degree in a subject not included in the national curriculum, such as marketing or education, are able to apply for early years, primary and post-compulsory teaching.

If you have A-levels in a shortage secondary subject, such as maths, and your degree included a large mathematical element, you may be able to do an SKE course and go on to train as a maths teacher.

Some courses are very competitive, so applying early and getting school experience is advantageous. If you aren't sure whether you meet the criteria, or if you gained your degree overseas, you should contact the admissions department of the institution you're considering, or attend an open day.

How much does it cost?

The standard tuition fee in 2023/24 for UK students is £9,250 and approximately between £9,250 and £32,000 for international students, although overseas fees vary widely.

Universities may offer special reductions for alumni, so check with individual providers.

You will also need to consider living costs. You're likely to have additional costs for travelling to school placements. Some providers may offer support towards travel expenses - contact them to find out more.

The majority of trainees find that they have limited time for part-time work, especially while on placement. International students are advised to check their visa restrictions on working.

There are three main ways to fund teacher training and depending on your circumstances you could receive them all. Tax-free bursaries and scholarships are available - the amount of which differs depending on the subject studied, postgraduate tuition fee and maintenance loans are available to help pay tuition fees for unsalaried teacher training routes, and additional financial support is available if you have children or a disability. See  funding teacher training  for more information.

Will a PGCE/PGDE guarantee me a teaching job?

The Teacher Induction Scheme in Scotland offers a guaranteed one-year training post to every eligible student graduating with a teaching qualification from one of Scotland's universities. This is not the case across all of the UK.

A PGCE is a well-recognised and valued qualification and normally includes QTS (although not all courses do), but this doesn't mean that you will automatically be employed when you graduate.

Traditionally, graduates quickly find their first teaching job. The placements completed as part of their course and any additional school experience stands them in good stead. If your school placements go well and the school has a vacancy when you graduate, you may well be offered a job.

Pupil numbers are rising and this increases the demand for teachers. If you've completed a PGCE in a shortage subject, such as physics, maths, chemistry, computing, languages, biology, geography or design and technology, your knowledge and skills are particularly sought after.

To learn more, see  how to get a teaching job .

How do I find a PGCE?

You should attend open days and meet course tutors to make sure you get answers to all your questions. Consider asking:

• How much does the course cost?
• Does the course include a PGCE, as for many overseas teaching roles you will need a university or college teaching qualification (BEd or PGCE)?
• Does the qualification lead to QTS?
• How much school experience do you get?
• Are there grants/loans/bursaries available?
• What is the school's Ofsted rating?
• What is the employment record after graduation?
• What is the institution's reputation and department ranking?
• How much access do students have to tutors?
• How many lectures and tutorials are there per week? How many days a week do you need to be on campus?

To find out what's on offer and which institutions match your requirements,  search PGCEs .

When do applications open?

PGCE applications in England are normally made through the DfE's  Apply for teacher training  service. Courses in Wales and Scottish PGDE applications are made through the UCAS undergraduate system in the autumn for courses starting in September the following year.

Applications can be made throughout the academic year. However, providers are able to close the applications after a minimum of two weeks if they have enough quality applicants. They may open again later in the year but it is strongly recommended to apply early for the more popular courses.

In Northern Ireland, applications for PGCEs are made directly to the institution.

For more information, see  applying for teacher training .

Where can I get more advice?

• Alumni  - ask them what it was like to study at a particular university.
• Careers service  - advisers can explore your options, help you decide which course is best for you and assist your application.
• Current students  - they'll tell you how much work is involved, and recommend books and other resources.
• Open days and fairs  - you can meet representatives from numerous universities, meet tutors and take a look at the campus. Take a look at upcoming  open days and events .     
• Tutors  - find out more about the course content and how your career goals match up.

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6 Tested Tips on Making Your PGCE Assignment Powerful

Writing a PGCE assignment can help to understand the teaching practices and educational research in a better way. It is advisable to study this coursework if you want to teach in England, Wales, Canada, Scotland, and other countries like the USA.

According to GOV.UK, in 2022, there were almost 31,747 postgraduate trainee teachers. The number has been increased since 2018. Further, Randstad Education’s research projects a population of 74.5 million in the United Kingdom by 2050. To address the growing needs, the country will require 507,000 skilled teachers.

This statistical analysis shows the importance of learning this coursework and serving in the profession. Consequently, students enrol in the course and write assignments to understand the subject matter better. That’s where a need for writing a good assignment writing guide emerges. The ultimate goal is to make the final document flawless and secure good grades. The guide below is meant to serve the same purpose.

What Do You Mean By PGCE?

The PGCE stands for Postgraduate Certificate in Education. It is an academic qualification that you can get through teacher training. Bright Network states PGCE is the mix of university education and teaching training. This course is available part-time or full-time and takes 1 or 2 years to complete.

How Do You Write PGCE Assignments?

To write a PGCE assignment, you need to consider some crucial steps such as,

• Understand the task
• Conduct research
• Organise your PGCE assignment ideas
• Structure the ideas in the assignment writing template
• Maintain coherence
• Make final revisions and edits

You need to follow this basic framework to write a winning document. However, if you feel stuck with the process and lack the confidence to practice it independently, get assignment writing help from an expert writer to avoid any writing flaws.

Top 6 Expert Tips To Write a Powerful PGCE Assignment

There are some things common in college or university students. They don’t like getting up early in the morning, feel sad when a friend is absent, and dislike writing assignments. You can find a solution to the first two problems between you, your parents, and a friend, but we can better assist you in the assignment writing process.

These top expert tips can save you from panicking and writing your assignment excellently. Continue reading to know the details. Furthermore, you can ask for assistance from PGCE assignment writersfor customised solutions to your needs.

1. Understand What Exactly You Need To Do

The topic understanding is crucial to define your direction. Before starting the PGCE assignment writing, if you have a single query, it must be addressed by the teacher. Consequently, it will save you time, and you can save yourself from rejection because an irrelevant write-up can never grant you good grades.

For instance, if you are writing an assignment on a course assessment, don’t confuse it with the course evaluation process. Both are different terms involving unique stages and steps to accomplish the task.

2. Plan Your Time Well

Sometimes, we wish there may be more than 24 hours a day before the deadline to accomplish our assignment writing task. It may not be possible, but you can manage your assignment writing in 24 hours. For its implementation, you need proper planning, making a schedule, and sticking to it to get your desired outcomes.

3. Always Start With Research

First, gather all the necessary data from primary and secondary sources for your PGCE assignment. After that, list the resources to brainstorm ideas for which one is relevant and worthy to use in the context. This way, you will better handle the research process and strengthen your argument by considering relatable facts and figures.

The University of Nottingham provides a reading list for PGCE students that includes,

• Doing your PGCE at M-level: a guide for students
• The good writing guide for education students
• Research methods & methodologies in education

4. Prepare a Structure Beforehand

You must have heard about going with the flow, but it’s not always true. Writing assignments is not a piece of cake. Before starting writing, outline the assignment writing template to organise your ideas in this framework. A typical PGCE assignment structure includes,

• Introduction
• Body paragraphs

For instance, if you are writing on lesson planning, you must be mindful of the main points to be included in the assignment to frame it in the final template. The Singapore Management University provides these key highlights to be included in the topic.

• Know your learning objectives
• Plan learning activities
• Access student understanding
• Plan lessons in an engaging manner
• Make a realistic timeline

Furthermore, you can also see previous PGCE assignment examples for better comprehension of the structure.

5. Write a Classy Introduction

The introduction section will set the tone for the whole PGCE assignment writing . So, you need to make the mindset of the reader about what you will discuss in the coming context. Also, you don’t need to write it long. After making a draft, make some necessary changes to cut out the irrelevant stuff and exact the most relevant one that aligns coherently with the context.

6. Proofread Before Final Submission

Don’t just hand over your PGCE assignment to the teacher at the last minute after completing the task. Plan your assignment in a way that leaves enough room for making revisions. At least read it thrice before final submission so that the document handed to the teacher is free from imperfections.

How Many Assignments Are There In PGCE?

It is impossible for anyone enrolling in PGCE course study to ignore the importance of assignment writing here. According to Primrose Kitten, the total credit hours of PGCE are divided into 2 or 3 assignments, each comprising 4000 words.

Are PGCE Assignments Hard?

It may seem stressful for the students to handle several coursework assignments, classroom stresses, and behavioural struggles. However, better lesson planning or getting help from your tutor can reduce the struggle.

What Happens If I Fail My PGCE Assignment?

Most of the institutions give you the option to revert this failure and rewrite your assignment. If you can make the necessary changes and submit it by the given deadline, it’s likely to save you from course failure.

PGCE Assignment Topics 2024

After the guide, are you stuck with finding an appropriate assignment writing topic for PGCE? Consider the below-mentioned list,

• Describe the top strategies to manage classroom diversity
• What are the effective ways to assess the student’s progress?
• What are the top benefits of multicultural education?

Writing a PGCE assignment is the ultimate necessity of the course. It is written as a coursework requirement to make you creative in your training duration. The ultimate goal is to perform winning during its practice. How can you write an assignment that impresses the tutor and fulfils your intention to study this PGCE coursework?

The above-mentioned guide was enough to address these concerns. From understanding your topic and organising your ideas to the final edits, all are described well to keep the practitioner on track while writing.

However, if you are entangled in your academic activity and job routine, it might not be possible to perform well in writing even after reading these expert tips. This is where legitimate writing services can help with PGCE assignments to secure better grades. The expert writers in The Academic Papers UK team can handle these tasks efficiently.

ALSO READ: Top Best Models and Methods for Creating a Quality Essay

The Educational landscape is changing dynamically. The new generation of students thus faces the daunting task to choose an institution that would guide them towards a lucrative career.

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Home › General › Should I do a PGCEi?

Should I do a PGCEi?

By Pete on June 19, 2020 • ( 40 )

I’m currently doing a PGCEi through the University of Nottingham . The course is specifically designed for international educators with a focus on improving professional practice. It is an 11-month course which is mostly distance learning, although there is a short face-to-face component.

The course seems popular with teachers who are working at ‘lower-tier’ international schools and who do not hold a teaching certificate from their country of origin. It also seems popular with EFL teachers hoping to transition to international school teaching. However, that’s just a snapshot – my cohort on the course is extremely varied and includes edtech business owners, state-school teachers in Thailand, educational materials writers, and unknown bloggers (*waves*).

Here’s a Q+A style chat I had with a friend on the pros and cons of taking this course. For context, we are based in Thailand, and I currently teach at an international school.

I’m an EFL teacher in Asia at an established school. Why should I do a PGCEi?

No-brainer for me. Improve your understanding of education in international contexts. Open doors to roles that are less precarious than many in English language teaching . Move with the market and the times – don’t delay, sign up today.

Well, I say that. To be fair it isn’t cheap. You’ll need to shell out 4000 pounds.

Blimey. It’s for the privileged then?

Yeah, I guess so at that price. Some international schools or ELT institutions will subsidise it.

Why don’t I just go back to the UK and go a real PGCE?

What do you mean by real PGCE?

One that means I can teach in the UK. One with qualified teacher status (QTS). The PGCEi sounds a bit… fake.

Do you want to teach in the UK?

Not really. I mean, I was thinking of getting a PGCE, doing the NQT year and then maybe getting a job at an international school.

Why don’t you just do a PGCEi and get the international school job straight away?

I could do, but I want the security of being able to teach in the UK if needed.

Okay. Do a real PGCE then. Or just do the PGCEi, and if you decide to go back to the UK then you can do an Assessment Only (AO) route and teach there anyway.

Wait a second. You know a PGCEi is specifically geared towards education in an international context, right? So, if you think you’ll end up teaching at an international school anyway then why don’t you just train to do that?

I’ve heard that the course isn’t that respected. I feel like it would be better to get, you know, something more reputable. I mean, there’s not even an assessed teaching component on the PGCEi…

I think that depends on the course you take. With Nottingham Uni, no there isn’t an assessed teaching component. With Sunderland there is. Warwick (and Derby I think?) have started new PGCEi courses, not sure about teaching practice with them or routes to QTS. Google it.

So why did you choose Nottingham? You just wanted an easy ride?

I’ve got a CELTA, CELTYL, and DipTESOL . They all had assessed teaching practice*. Plus, I’m teaching five days-a-week. I’m already a teacher and I try hard to reflect on and improve my practice – there’s also in-house CPD to help me develop, so I’m well supported.

Having said that, I totally get your point. I know some schools prefer teachers who have done a course with assessed practice. I think it depends on your set up really. The Nottingham course isn’t accepted everywhere.

What do you mean?

Singapore, Hong Kong**… reportedly they don’t value the PGCEi from Nottingham. Although I know of someone (also with a DipTESOL) who took the Nottingham PGCEi and teaches at an international school in Singapore so… there are always exceptions, and there are always people who will tell you that there aren’t exceptions too! Such is life.

It sounds like you’re saying it’s better to get TEFL-Q before you do a PGCEi…

TEFL-Q really improved my practice . I truly felt like ‘a professional teacher’ when I finished the Dip. It gave me loads of confidence and a much better understanding of how to teach English as a second/foreign/additional language. However, it’s certainly not a prerequisite for this course, or even for international school teaching. Those starting off in EAL support are often CELTA-qualified or equivalent, and the PGCEi allows them to step up to EAL (or classroom) teacher roles.

Bear in mind though, I am an EAL teacher. I am not looking to become a class teacher (not yet anyway), so the skills set and qualifications I already have are clearly suited to my career path. I mean, experience of teaching things like IELTS really sets you up to teach IB English B in my opinion. That’s just one example.

So, what if I don’t want to teach EAL? Like, if I want to be a class teacher?

If you want to become a class teacher, like say a Year 4 Primary teacher or something, I’d suggest these two routes:

• Start off in EAL (or other) support. Develop subject knowledge in class while assisting and hone the teaching skills. Do the PGCEi on the job, then apply for class teacher roles.
• Get a job at a lower tier international school where PGCEi isn’t a prerequisite. Develop your skills – if they are following IB/PYP or National Curriculum then awesome. Get the PGCEi to help you get better jobs.

There are other routes of course. Like nepotism.

Or go home and get a real PGCE…

Do that if you want. If you really have a hang up, or if you’re trying to cover all bases or something, just do it.

Maybe I will. I mean, I can’t see myself getting a job at a good school without a real PGCE…

I know five former TEFLers who have taken the Nottingham PGCEi. Two currently work at top-tier international schools – one is a class teacher (Year 3) the other is an EAL teacher at one of the most reputable schools in Asia. Two of them work at, I guess, ‘second-tier’ international schools, and one continues to work in an EAL support role by choice.

Let’s say I do a PGCEi in Thailand though, and then I apply to work at international schools. I’ll be local hire, right? So I’ll miss out on a lot of perks. Those hired from abroad get loads of benefits.

Yes, true. Although the pay and conditions at many international schools is still great, regardless of whether you’re local hire or not. It’s just usually better if you’re not.

Think about it though. If you land a role with a school that’s part of a chain, and they have schools in other countries, then there might be opportunities to move around a bit. If you do that then I guess you won’t be local hire. But look, this is hypothetical. And anyhow, the question of pay is unlikely to be the big motivator if you’re in education, right?!

But what I don’t get is this. Why would a good international school in Thailand choose to hire me, as a PGCEi qualified teacher, if they can hire someone from the UK with QTS?

You mean you, who has worked in Thailand for 3 years? And a school where, say, 30% of the intake are host nationals? Some of whom may have started their education in the state school system which you might be familiar with?

You will cost the school less if you are local hire.

You’ll probably have a good understanding of education in international contexts through your training.

And other reasons… I mean right now with the whole COVID issue recruitment is tough for some international schools. They might look closer to home, and if they find some gems then they might be more inclined to keep recruitment local again. Who knows, that’s speculation on my part.

However, one thing seems very clear to me. Demand is growing for international school teachers in regions like SE Asia. The higher-end ELT institutions like the British Council are pricing themselves out of a market where learners have far more access to EMI education now. The cultural capital of the English language and the value of IB and GCSE qualifications (among others) are a big draw. That means more opportunities for teachers.

Well, you sound convincing. Mind you, that all sounds a bit… I’m not sure you can make claims like that without solid evidence.

Fair comment. I’ve read a lot of research about international schools recently, but that was mostly my opinion. Check out this post I wrote for Nexus Education though – it gives you a feel for the international school market. It’s not simply some elitist bubble like some people might perceive it to be. There’s more to it than that. It’s evolving, and quickly too (in this part of the world at least).

Fair enough. I just don’t think qualified teachers will take me seriously as an educator.

Okay. I get that. I’ve felt that myself from time to time.

*I’m not saying that the assessed practice on courses like the DipTESOL is comparable to the PGCE. They are very different. Even after various training courses and on the job experience, I still wouldn’t say my training has been anywhere near as rigorous as that you’d get on a PGCE, especially as I’ve never done a formal equivalent of an NQT year either. The PGCEi does not offer a grounding in specific aspects of NC or IB as international education is far broader than that. So there’s a lot that can be said for doing the PGCE instead. PGCEi trained teachers do rely on recruiters being pragmatic and perhaps open-minded. A lot of international school recruiters are though. I am a case in point (one of the lucky ones!)

**@YouTuber79 tweeted that in Hong Kong they don’t issue visas to Nottingham PGCEi holders, but that’s not the case in Singapore. Thanks for the comment.

Feature image by  Karolina Grabowska  from  Pixabay  

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Categories: General , reflections

Tags: cpd , eal , international school , Nottingham , PGCEi , QTS , tefl , University

Hi there! I am currently pursuing pgcei from the University of Nottingham. While the course is considered second to “real” PGCE, I find it really fulfilling. I am from India, hoping to relocate and get an International job in the Middle-east. I realize the teaching jobs are really competitive there but I am going to try anyway.

Call it whatever you want. It doesn’t give you QTS so the majority of internationals aren’t going to give you the job. Ones that do accept the ipgce are few and far between. Very simple.

Thanks for your comment, John. That certainly seems a widely held view, especially among teachers who hold QTS.

One could argue that it is a tad misplaced. In the Nexus article I shared I summarized some recent research that gives a deeper insight into the background on international school teachers. It also mentions a typology of international schools which outlines just how varied the international education market has become. It may be rigid to suggest that a majority of int schools do not accept this qualification – data from a wide range of recruiters and schools themselves would be required to make that claim.

When it comes to hearsay, I think it’s natural to side with the known. QTS is transparent, whereas PGCEi operates in more of a grey area. It is easier to just say ‘it’s not accepted’ and only scratch the surface, when in reality there may be much more going on. Trailing spouses may be accepted at int schools as teachers by acquiring an international Pgce, there may be exceptions for local hires, mid or lower tier yet still reputable schools may accept it, Type C schools aimed more at host nationals may also take a different view.

That being said, I think your point of view is equally valid and may be the case at some, rather than a majority, of international schools is a fast expanding market.

hey bud, ive got a place for the IPGCE course at Derby. It begins in May, but I am contemplating not doing it in the end as i already have three years experience working at an international school in China and i have a Masters of Education degree. what do you think? should i do it and waste the 3K. Sometimes, i feel that these unis just want the money

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Hi Carlo, hmmm that’s a tough one. If you haven’t found it hard to find work in international schools with your credentials then maybe not. That said, perhaps it depends on whether you’re looking to work at a ‘more reputable’ school than you’re at currently and you feel the need to, I don’t know, tick that box? (You might be at the best int school in China already for all I know!). Location is important too – where do you want to teach, and is the PGCEi typically accepted by schools there?

I think it’s fair in *some* ways to say that unis might be money-driven on the pgcei front. More unis seem to provide this course now. The amount of face-to-face / live provision offered on these courses varies, and some don’t require mentoring schemes, observed practice, etc. That must make them really easy and cheap to set up for the unis I’d guess. I don’t know much about the Derby one tbh – 3k sounds relatively cheap compared to other courses but I can’t make a more informed comment on the course based on experience.

If it were me in your shoes, I’d probably: -identify a few schools I really want to work at -email people in depts/the head/HR there and ask them their views on PGCEis and whether they do hire staff who have this qualification – base my decision on that info

-if you are already at a school, get them to fund part/all of the PGCEi course for you. Commit to being there for maybe 2 more years, then promise to act as a mentor for future participants from the school. That might save costs on the course, and have ‘PGCEi mentor’ on your CV would look good, especially as the courses are becoming more popular.

Anyhow, I don’t really have a clear answer for you sorry!

Hi Carlo, have you considered the Assessment Only Route (AOR) to QTS? I’ve been teaching in Turkey for the last 5 years and have just completed it and am now waiting for my QTS certificate. All in all it took about three months and costs considerably less than the pgcei and gives you an actual UK qualification in the end. Let me know if you want more details or Google it. I did mine through the university of Sunderland all remotely and they were very helpful. Cheers, Jonathon

Good shout! I know ppl who have done assessment only route after the PGCEi too. What was your teaching experience and quails before doing AOR Jonathon?

Teaching is a second career for me so I had an unrelated undergraduate degree from the UK. I then did a CELTA course and started teaching English at high schools in Turkey. I was going to do the pgcei but then stumbled across the AOR which was more attractive to me as it gives you a practical teaching qualification, rather than just an academic qualification like the pgcei does. In order to do AOR you have to have any undergraduate degree, at least two years full time teaching experience in at least two different schools and be teaching at a school that teaches British curriculum, IB, or a curriculum that can be mapped against the British curriculum. You do not need to have a pgce in order to do AOR. The understanding is that you already have teaching experience and don’t need anymore taught courses, you just have to evidence your teaching practice through an online portfolio and observations and interviews. There are three intakes each academic year and it only takes 12 weeks. I only had to pay 2000 pounds which was also a big positive for me compared to the more expensive pgcei. With the AOR QTS certificate you can then teach anywhere, however, if you wanted to teach at a state school in the UK you would need to complete an induction period as you would be classed as an ECT. This does not apply to independent schools or British/international schools abroad. Since last year some unis are also offering an iQTS which can be done remotely and gives you both pgce and qts, however, it is really expensive at 9000 pounds! Hope this all helps. Please let me know any questions. My experience of AOR was very positive as I did not really want to do an academic course at this stage and preferred a practical qualification. If you already have a master’s in education then in my opinion AOR to QTS would be much more logical. Cheers.

Great advice for all, cheers! I may well consider the AOR myself even after having done the PGCEi, as it might make things easier to find work if I ever return to the UK. Great that isn’t so pricey – I thought the cost of the iQTS was unbelievable, and as a pilot course it could be a risk if it then doesn’t seem to hold much value. I agree, that does sound like a pretty good option for Carlo. Cheers again and happy teaching!

Oh wow, I thought you could only do the AO in the UK. I think that would be the best option really

Great article! Thanks for writing it. I have a question… I’ve been looking for all the universities who offer iPGCE… how come there be such different prices on it? Nottingham is actually more expensive than Sunderland but yet as you said it doesn´t have assessed teaching. Now the University of Derby offers the iPGCE for around 3060 euros, while the University of East London costs 1700 euros… I could imagine it is like getting your TESOL with CELTA or another one… but such wide difference? Any thoughts on that? I am not British (I am not a native English speaker so will never get to the Top Notch Schools lol anyway… I am currently working in a small international school as a Reception teacher).

Hey, thanks for the comment. Unfortunately I don’t have much insight into the cost thing. I’m certainly not sure how Sunderland would charge so little given the course includes assessed teaching, and Notts would charge so much. I think the Notts course has been around a while so maybe costs are higher based on reputation. Again, just assumptions from me.

Thank you so much for your detailed explanation of the PGCEi, I really appreciate it. I hope you can help me with my dilemma.

I previously posted on Reddit and after getting feedback, I realised I need to work more in order to get a teaching job in an international school. My dream job is to be able to live in different countries and teach in different countries around the world.

I am from Malaysia and despite stereotypes etc; it’s really hard to explain my situation as a Malaysian and I feel like a lot can relate with me. I’ve been using English as my first language since birth, I did not learn the language, I acquired it and it is the language I speak with my family, friends, etc. So basically, my mother tongue is English and Cantonese because I acquired it and not so much learnt it explicitly. I’m very much a native English speaker just not from a “native English speaking” country. I just wanted to point this out because when I post on any forum, people just assume I’m from the UK or America or something and suggest I get a local teaching certificate like the QTS or one in America. I don’t think it’s applicable for me as I’m not from any of said countries and I do not plan to stay in any of these countries because I still prefer living in Asia, East Asia, specifically. Some people even suggest I be open to teaching in a “less desirable” country like Vietnam, but I just can’t see myself living there and that isn’t what I want.

I have spoken to my previous lecturer and he suggests I take a PGCEi to be able to work in international schools. I currently have a BA in Education (TESOL) from a British university and a CELTA cert which I also completed in the UK, and I am kinda still a fresh graduate (2019). But My lecturer pointed out since I didn’t opt for the extra teaching year that would make my BA into a BEd, I technically do not have a teaching degree. He also said that because education is regulated all over the world, some countries won’t recognise a BEd unless it’s from their own countries. But he said that many international schools in Asia recognise PGCEi as a teaching degree tho.

I currently work in a private English centre (Eikaiwa) in Japan. I realised after working a while that what I’m doing now does not align with my career goals (This is my first ever “real” job after graduating). I really want to work in an actual school, more specifically an international school. At first, I thought I’d be qualified to work in an international school because I would be in Malaysia and most of my classmates are working as one in Malaysia. But, experienced teachers on Reddit are telling me that I don’t seem like I’m qualified. On top of that, I probably won’t be an ESL teacher in these international schools in Japan because they don’t really need one (people have told me the intl schools here would be as if you take a student out from America and put them in the school, they’ll be receiving the same edu as in America) and I personally don’t mind, I still enjoy teaching English.

I was wondering if getting a PGCEi would be better than getting an MA in Edu in my case? Or should I do the PGCEi and consider getting an MA in the future? I also wouldn’t mind pursuing a career in teaching ESL courses at a university and that also seems desirable to me in the future.

I just want more opinions from other people in the profession before I make a decision, what seems like a good plan for my career goal in the long run or, well, what’s best for my current goal? I’m really starting to doubt myself, I was so confident to be able to handle a class by myself and get better at teaching, I’ve observed so many lessons, did mock lessons etc. I even did a lot of internships during my summers while doing my degree in both international schools and private institutes. Now I realised I still need so much qualification and things being said like I’m not qualified enough etc, really breaks my heart. I really enjoy teaching and all these schools want “experienced teachers”…. but how will I ever get experience if no one is willing to give me an opportunity to gain said experience? On top of allllllllll these qualifications and things you need to be a teacher, the pay ISN’T that great????? Am I just suppose to work for free/ paid with biscuits until I’m suddenly experienced enough??? because it’s really feeling like that. I’m really feeling kinda crushed and demotivated at this point…

I really hope you can give me more advice on this. Thank you so much.

Hi Sylvia! Thanks for the message and lots to unpack there.

It sounds like you’ve sought advice from various angles which is useful. You said that feedback on Reddit has suggested you need to work more – do you mean get more teaching experience or generally work harder in some way towards your goal? Eg get further qualifications?

You mention that people often get confused about your lack of desire to work in, say, UK/America, leading to advice that doesn’t really fit. Gaining QTS from such countries can certainly be ‘capital’. It’s highly recognized on the international school circuit and in some cases you may encounter elitism or exclusivity regarding that. However, a) it can very expensive, especially if you are an international student, b) it isn’t necessarily a practical course to do in your case c) it is certainly not the only way to find work at an international school d) it is often billed as the ‘best’ route, which is misinformation.

There will be so many different international schools you could work at that align with your own ethos as a person and as an educator. There is no ‘benchmark’ of (eg) a UK QTS to become an international educator. I know teachers based in Spain, China, Kazakhstan, Vietnam, Thailand, Cambodia, Malaysia, Taiwan, Italy, Korea, and UAE who work at international schools and hold a PGCEi from my institution (Nottingham).

Said teachers have various backgrounds, nationalities, and L1s. At my current school, a Thai national with a PGCEi teaches Psychology A-Level, a PGCEi holder from Malaysia is the school counselor, a PGCEi holder from Sweden teaches PE… etc

With this in mind, I agree with your previous lecturer. A PGCEi will definitely be a foot in the door for you in Asia, most specifically South-East Asia but still elsewhere such as Korea/Taiwan and definitely China. You could progress onto an MA from there, which should also increase your employability.

If you are interested in staying in ESL and have a CELTA, then courses like the DELTA or DipTESOL may be of interest.

One way you could start off at international schools might be to use your CELTA. Go in as an EAL instructor/assistant/teacher, prove your worth, and maybe even get funding for a PGCEi…?

You mentioned finance, and teaching not paying well. IMO International schools pay well for PGCEi qualified teachers. The pay scale for teachers at my school starts at 4 times that of a teacher at a local government school (I’m stating a fact – there are of course issues with that point).

I can’t give you definitive advice I’m afraid, but I hope this answer is food for thought. Happy to share more if needed!

Hello Pete, I am currently doing my PGCEi course with the University of Nottingham and I just want to thank you for all the useful feedback and your personal experience shared on the platform. Thank you. EXTREMELY HELPFUL!

Hi, Appreciate the thoughtful piece. It’s better than what I’ve gotten reading over-confident and overly generalising posts on online forums. It doesn’t mention Teach Now/Moreland, but I’m in a British school now so they wouldn’t support me pursuing that route anyway, but I am curious of your thoughts on that as many commenters mention it is superior because you get certification.

On another note and the main reason I am replying: The link to your article at Nexus doesn’t go to the article you wrote, and I couldn’t find it by searching that site for “Pete”. Could you fix the link so I can read your post? Thanks.

Hi Pimm, thanks for commenting. The British equivalent is Teach First as far as I know. I’ve heard very good things about their training programme. If you are looking to work in the UK then yeah I’d say that would be better – you have to train in the UK and it’s a two year programme. You earn a salary while you do the training.

I’ve fixed the link, cheers for the heads up!

Hi, Thanks for the response. I’m American but just happen to be working at a British IS. So I don’t think it would be easy for me to go to the UK for two years of teacher training since I’m not a UK citizen. Hence I would go for Moreland and get certified this way, but my school isn’t really interested in sponsoring that since it is not a British certification, so I am trying to decide if I should do the iPGCE despite the negative comments online.

Hi, thanks for this discussion, it’s very interesting! I just gave up on my application to Moreland due to a couple of reasons: mainly the issue is that I hold a 3-year bachelors degree from New Zealand which is not equivalent to a US bachelors according to NACES (US standard evaluation). This is frustrating since I also hold an MA TESOL/Applied Linguistics (from UK) and the CELTA/DELTA, and I have 16 years teaching experience. These factors are irrelevant apparently. Anyway, communication with Moreland has been incredibly frustrating and quite unprofessional on their side at times. I’ve wasted about $400USD on getting my qualifications evaluated… when they could have been more up front from the beginning. Also, they have admitted to me that the information they send to potential applicants has quite a lot of important errors. For these reasons I’ve just applied to PGCEi at Nottingham. So my point is, when recommending Moreland (which on the face of it looks like a great option to get a real US teaching license, or even a US recognized MA in education) – non-US bachelor holders need to be very careful if their degrees are 3 years. This won’t cut it with Moreland, even if you hold other higher level qualifications (as the recruiter told me: “even if you had a PhD, we wouldn’t accept you – it’s your bachelors that we care about.”)

3-year bachelors degree holders, beware!

P.S. My MA TESOL was evaluated as being US equivalent… but it didn’t matter. ;-(

I have recently been awarded my QTS through the assessment only route. I currently teach in China and plan to teach internationally for the foreseeable future. I’m thinking of going back to uni. Do you think I should do a PGCEi or MA Education? or both?

Thanks Luke

Hi Luke, if you’ve already got QTS then you might as well do MA, MSc or MEd.

Hi there, could you tell me who you did the AO with? And what curriculum does your school follow? I’m currently trying to arrange the AO with Sunderland University at my school in Turkey, but it’s proving to be a bit of a headache as we don’t strictly follow the British curriculum. Any advice you can give would be appreciated. Thanks.

Really appreciate your input on this topic.

I have been teaching in Thailand on a basic 120 hour TEFL for over a year now, but was recently offered a place on the PGCEi course from University of Nottingham.

I would like to enhance my career prospects and make myself more attractive to international schools in Bangkok. I was unsure as to whether or not this PGCEi would do just that, but your experience has definitely encouraged me to accept the offer and complete the PGCEi while on the job.

All the best.

Cool! Cheers for letting me know! Best of luck with the course – my colleague also starts it in October so can put you in contact beforehand to discuss pre-reading etc if needed. All the best Pete

Just curious if you have heard any information.

Given some recent policy changes post 2019, is the Nottingham PGCEi course still endorsed by the Thai Teacher’s council?

With it can you get a 5 years Thai Teacher’s license?

Kind Regards.

As far as I know, yes. Many friends that I’ve worked with at international school have a pgcei and have now got their Thai Teachers license. And my visa agent asked me this year about whether I wanted the license (I have pgcei) so I assume still valid.

There is another issue re: how long you have been here teaching without it now that it’s become standard! I’d been at British Council for 5 years then international school for 2, and the years or grace were ambiguous. Ultimately I haven’t needed it as not teaching this coming year.

Anyhow, sorry, tangent!

If in doubt about anything like that, I ALWAYS recommend people get in contact with Benz from Documents to Go. If you’re not familiar, this is a company based in Saladaeng, BKK (I think near the BKK Christian hospital – I went to the office once) and the guy deals with visas, permits, etc for int schools and other. He is BRILLIANT and will have the answers to everything. If you can’t find their details then contact me via the ‘contact’ on this blog and I can send you his LINE.

Been teaching in Thailand 16 years. Not originally a teacher by profession in the UK. Came here with a BA in English Literature and Creative Writing. Initially found a job in a language school teaching IELTS preparation skills. Then moved into a private school as kindergarten teacher. Progressed on at the same school as a primary homeroom teacher during which time I did the PGCEi from Nottingham University. Moved from that school to a tier 2 (generally 3 tiers in Thailand) international school. The PGCEi plus English teaching and homeroom experience got me this job. Acquired various IB PYP and MYP qualifications. I now also have a MA in Education from Nottingham University too (distance learning). Finally, I am British of Indian heritage, which I mention because Thailand does generally seem to discriminate, however in my case I was always hired by British management. My career has progressed along with a steady and significant increase in salary based on my teaching experience, record of teaching success, continued educational development, teaching reputation and relationship with parents along with a professional and positive attitude.

I am currently teaching at a University in UAE. I have worked here for almost 6 years as an instructor. Previously, I taught in a school in India for 2 years. I have no teaching degree. I am considering PGCEi from the University of Nottingham as it offers me the flexibility of learning while I am working. My long-term goal is to migrate to the UK. Do you know if this degree is accepted in UK schools(public and private) as it is different from the PGCE course itself? Could you also provide information on how would it be possible for me to get the QTS status?

Hi Nancy. Yeah, the PGCEi in general is different from a PGCE. The PGCE involves doing placements in school settings in the UK, building a portfolio of evidence such as lesson plans, CPD notes, case studies on learners etc. Completion of the PGCE confers QTS, then you do a new qualified teacher year to consolidate what you’ve learnt. PGCEi is different. Depending on the course, some does include observed teaching practice. The demands may be different, although many people will still be working full time in an education setting (internationally) while they complete the PGCEi. If you want to use PGCEi to then get QTS when you get to the UK then you need to follow the Assessment Only’ route (just Google that for more info). As you are working internationally, I know there is now a PGCEi (or talk of one, it’s a pilot) which does confer QTS. However, it’s very expensive. Hope that helps!

Hi Pete. I just read your article and have some further questions. Hope that you can answer and help. Do you have any classmates who also completed PGCEi and any idea on which international schools they are in Singapore?

Hi Kevin, cheers for the message! Yes, there was one on my course – I’ll have to get back to you on that re: the school. Let me find out!

Amazing article. Very informative. Can you shed a little more light on the workload required to get the PGCEi from Nottingham? Their website is very light on details.

It would be helpful to know for example if their classes are mostly on weekends, or evenings. If they are live or on demand, etc. I’m thinking about enrolling this year but between my job and other commitments I’m not sure if I have enough time available for it. Thanks in advance!

Hi Rob, thanks for the comment. I’ve written a bit more on the course content in general – see this review for a starting point if interested: https://eltplanning.com/2021/01/16/course-review-pgcei/#:~:text=The%20course%20content%20on%20the,bit%20more%20meaty%20might%20help .

Regarding the workload – some general points: Unless this has changed since 2021, the face-to-face component on the course happens over 1 week in Bangkok. That’s it for face-to-face, and in my experience that’s also it for ‘classes’. There were no live sessions, the content of each module was self-study. There was a requirement to comment on course content in the forum, but that is the only interaction with peers involved in the course. With this in mind, the need to fit in webinars, tutorials, seminars, etc around your work commitments is minimal – assuming the format has remained the same. Does that mean the course is manageable around other commitments? Firstly, I think that depends on your commitment to self-study and just how well you apply yourself in such situations. Secondly, it depends on the extent to which you want to apply yourself and delve deeper into / read around the course content. The same as most courses I guess. TBH with you, I’ve had friends who have just done the minimum required, sessioned the 4000 word essays in a few days, come away with merits, and really haven’t felt burdened by the process. I’ve also had colleagues who have collared me in the corridor at school at every available opportunity for chats about the content, suggestions for follow ups, detailed support with essays, hours in the pub debating findings from certain articles, and have more ‘lived the process’ I guess. And yeah, they scored highly. But both approaches are possible. How much reading is involved for each module? Hmmm I’ll just say roughly that I reckon you’d read about 10 articles or chapters FULLY for each module, and dip into more for the assignments, but the time commitment for completing the online content for me would be about 10-15 hours per week (or less if you take that ‘sessioning it’ route!) You can hit the ground running a bit by exploring some of the articles I’ve posted here: https://eltplanning.com/2021/01/03/top-10-reads-from-the-pgcei/ If you think maybe 10 hours a week for, maybe, 5-6 weeks, then you start shaping your assignment and reading up on stuff for that – from what I remember you have about 6 weeks to complete that. Reading during the week and a few weekend days for writing would be fine for it. Think of the same for Module 2. Then for Module 3 (which you’d do around May I guess) the online content is much less taxing, and then it’s just the essay. I’m sure you’ll be fine mate, I’d never deter anyone from doing this course based on the workload. Sorry, rambled on but home something was useful!

Thinking about enrolling this year. Were you able to get a teaching license in Thailand with a PGCEi from Nottingham? Thanks for the tips!

Yes! And I know many other teachers who’ve got the license with a PGCEi (Nottingham and Sunderland ones)

That’s amazing. I thought the Teachers Council was giving people a hard time because it’s an online course. If you could share more details about what you had to do to get the license and how long the process took, it would be greatly appreciated. I’m on my last waver and was starting to get a little worried.

Thanks a ton for this guide and the discussion below. Really cleared up a lot.

• MA, PGCEi or Diploma? | ELT Planning
• PGCEi Module 1: Educational Aims and Values | ELT Planning
• Course review: PGCEi | ELT Planning

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