pgce drama personal statement

What to Include in Your PGCE Personal Statement

How your pgce personal statement should be structured, example personal statement, final thoughts, pgce personal statement.

Updated November 24, 2021

A PGCE personal statement is written as part of the application process for teacher training and gives candidates an opportunity to showcase their skills and attributes.

PGCE candidates will only write one personal statement, which is used to apply for all of their preferred choices. Students upload their personal statement to the UCAS Teacher Training system, and it is submitted for all choices in both phases of the application process (‘Apply 1’ and ‘Apply 2’). No changes can be made once it is submitted.

The personal statement is often used as the deciding factor for choosing whom to invite to interview . This piece of writing should explain the experience you have and how this translates into your abilities in the classroom.

It should also present what you might be like as a teacher – how will your personality and interests help engage students and get them enthused about the subject?

A lot is riding on your personal statement and writing it can be a daunting task. This guide will outline what your PGCE personal statement should contain and how to structure it for the best chance of success.

The admissions team will want to know about the skills, experience and personal qualities you have that would make you perfect for a teaching career. They need to see you have the dedication and passion to complete your PGCE and have a successful future.

Simply saying, “I would be good at this role and am well suited to it” isn’t enough. The PGCE provider needs to read real examples that demonstrate your skills and abilities and meet their requirements.

Here are some details you may want to include in your personal statement:

1. About You

A teacher’s personality and personal experience will be highly influential, therefore your own experiences are relevant to your application.

Before you start writing, it’s a good idea to spend a few minutes jotting down some key facts that are relevant to teaching. These might include:

• Your interests
• Qualifications/achievements
• What motivates you
• Your upbringing
• Relevant skills

Remember to include examples in your list. Coaching a sports team in your spare time suggests you are experienced in motivating young people and getting the best out of them. Maybe you play an instrument and use music in class. Including qualities like these will make your application stand out.

2. Why You Want to Teach

A key element of your application is explaining why you have chosen teaching as your future career. Show an awareness of how teachers can inspire individuals and also the benefits you might see in yourself.

Try to broaden your answer further than simply saying you are passionate about teaching or children. Every applicant will say they are passionate.

Give details of experiences that moved you towards this career or, perhaps, even the moment you realised this was what you were born to do. By using genuine examples, your passion and excitement will shine through.

3. Why You Are the Best Candidate

Try not to pull out a cliché like “I am passionate, dedicated and reliable” – make your application stand out by using a paragraph that the provider won’t see in any other application that day.

Think about what makes you different from any other candidate. Other applicants may say they can take charge of a class and have experience dealing with challenging children, but will they sing an entire lesson just to get the pupils to engage with them, like you did in your work experience? Or will they bring in a structure made out of Lego to demonstrate osmosis, like you did on your degree placement? Think of what makes you, you.

4. Why a PGCE?

Include details of why you have chosen to go down the route of a PGCE rather than doing a full teaching degree. Perhaps you dipped your toe into teaching while travelling after your degree and realised how much you love it, or maybe you are passionate about biology and wanted to decide at a later date whether to go into teaching or industry.

Show that you have done your research and understand the structure of the PGCE and what will be required.

5. Teaching-Related Experience

Include details of any experience you have gained working in schools or with children in another environment. This might include:

• Work experience
• Visits to schools
• Teaching assistant roles
• Voluntary teaching/supervision roles (like helping out at a scout hut, etc.)
• Experience via the Get School Experience service
• Classroom observations

With every experience you discuss, note the skills you gained and how they will benefit you as a teacher and how they have improved your understanding of the education system.

6. Other Professional Experience

Teaching demands a range of different skills – it’s not simply a case of delivering information.

Talk about past positions you have held:

• Did you manage people?
• Did you work within a team?
• Did you negotiate?
• Have you trained or coached others?
• When have you communicated information to different audiences?

The skills you have gained throughout your education, work and personal life can be highly relevant to your application. Be sure to include details of why these skills will make you excel as a teacher.

7. What You Learnt During Your Degree

Whether your degree was in the subject you intend to teach or not, it’s important to talk about the skills you developed throughout your learning and how they will benefit you as a teacher.

If you’re struggling to find transferable skills , here are some ideas:

• Think about how you communicated (presentations, critiquing the work of your peers, etc.)
• Give examples of how you organised yourself
• Describe times you helped others with their learning

Remember to talk about the benefits your initial degree will bring when studying for your PGCE and how your interest in it has inspired your desire to teach.

8. Your Knowledge of What Training to Be/Being a Teacher Entails

It’s important to stress your commitment to your training. To do this, you should demonstrate that you have done your research and are fully aware of what is to come.

Although teaching is a highly rewarding career, no one applying for teacher training will do so without being aware of the challenging nature of the profession.

There is no need to ignore these challenges in your application; actually, it will work in your favour if you show that you have thought about these challenges and are sufficiently prepared.

Talk about the positives and negatives that you expect to experience in your training and within your career, and how your core strengths will help you deal with them.

9. Your Future Plans

Discuss your plans beyond the PGCE:

• Do you have the ambition to be a headteacher?
• Do you plan to take on pastoral responsibilities?

Show a keenness to immerse yourself in the school system and be open to opportunities that come your way.

10. Extenuating Circumstances 

Your personal statement is the place to openly discuss any extenuating circumstances, such as low grades or large gaps in employment/education. Make sure you show how you have overcome these challenges and what you learnt from them.

Write your personal statement in Word (or equivalent) and make sure you are happy with it before copying and pasting it into your application on the UCAS system.

You need to keep your personal statement to no more than 4,000 characters across a maximum of 47 lines of text . The UCAS Teacher Training system may differ slightly to your word processor, so be prepared to amend slightly once you have copied it into the UCAS page.

To keep to the character limit and cover all the suggested material above, you will need to be succinct. Make sure you only talk about topics that are relevant and delete any waffle.

Your opening statement should be strong and memorable – a good idea is to state why you have decided to get into teaching. Back up all details with examples and be sure to say what you learned from the experience or how you can bring the skills you developed into the classroom.

Split your statement into three sections:

• Introduction – Introduce yourself and talk about why you want to do a PGCE
• Middle – Use the notes above to cover the key details
• Conclusion – Tell the reader why you are the best person for the place they are offering

Avoid using bold, underlining or italics, and write in English (or Welsh if applying for Welsh PGCEs). The UCAS system will strip all special formatting out of the personal statement (except paragraph breaks) so ensure you keep it simple.

When you are happy with the content, make sure you ask someone to check your work . Spelling and grammar in personal statements should be accurate. Make sure you have not copied anyone else’s work at all – UCAS screens all applications for plagiarism.

Below is an example personal statement which covers all of the key points you should include in this piece of writing:

A teacher at my secondary school single-handedly transformed my passion and ability for maths; I was predicted an ‘F’ at GCSE and in a matter of months, she helped me achieve a ‘B’ and start to enjoy the subject. I can’t think of a more satisfying job than one in which you can inspire young people in the way my teacher inspired me. After achieving a ‘B’ in maths at A-Level, I went on to study the subject at University College London and graduated in 2018 with a 2.1. It was in the final year of my degree that I had my first taste of teaching the subject, as several of the modules involved presenting topics to large groups of first-year students. I was thrilled when students asked to see me afterwards to share their observations of what I had been discussing – it was clear my enthusiasm had rubbed off on them and they were excited by maths, which is exactly why I want to teach. I currently work as a teaching assistant at St Andrew’s School, where I have been for six months. This position has given me a great insight into the skills needed to be a fantastic teacher; the school has several SEN pupils and I have been exposed to the more challenging side of the profession. Being trusted to run activities with the entire class has helped me build confidence and learn how important it is to adapt lesson plans to engage students who have different abilities. I have gained valuable skills in implementing strategies such as gentle competitiveness between pupils, and tactical seating plans to get the best out of each student. Before working at St Andrew’s, I completed a work experience placement at Bell Lane Academy where I shadowed teachers working across the five different year groups. This experience helped hone my skills in addressing different age groups in different ways. My ability to get the best out of students is further strengthened by the experience I am currently gaining in the position of assistant coach at my local netball team. Having worked with the girls for the last 18 months, I have developed different ways of motivating individuals, helping push them outside of their comfort zones and encouraging them to take on new challenges. In my spare time, I enjoy playing netball and rugby and would be keen to take on extra responsibilities at a school in the form of after school clubs or teams. I also have a keen interest in management styles and personality types. The knowledge I gain from books on these topics helps me understand pupils and their differing learning styles – what works for them and what doesn’t. It also helps me look inwardly, analysing my own leadership style and methods of teaching. I have chosen to do a PGCE because I am passionate about maths, and I wanted to spend three years of a degree course exploring the subject further, rather than embarking on teacher training straight from school. My degree course has helped me with my confidence and my ability to speak in front of large groups of people. Teaching first-year students during my degree course helped me think about how to deliver the subject in an exciting and creative way. The experience I have had so far has clearly shown that teaching is an extremely challenging profession, but one which I believe is undeniably my calling in life. I adore maths and I want to bring the subject alive, helping children learn in an exciting, rewarding environment. A few weeks ago, I took it upon myself to ask the headteacher for permission to get the whole year group involved in a human percentages exercise – the children loved it. I believe I should be offered a place on your PGCE programme because I can commit to dedicating myself to a role in which I will strive to inspire and excite every pupil I teach.

The personal statement is your one opportunity to capture the attention of the PGCE provider and set yourself apart from other candidates. Teaching is about bringing your personality into the classroom and inspiring students, so avoid a formulaic application and speak from the heart, giving a full picture of who you are.

Your answers should convey enthusiasm for inspiring young people, a passion for teaching, creativity, excellent organisational skills and energy.

Demonstrate an awareness of this challenging profession but conclude with excitement and enthusiasm for your chosen career path.

You might also be interested in these other Wikijob articles:

Or explore the Postgraduate / Further Study sections.

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How to write a PGCE personal statement

29 th September 2021

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Advice on how to write a PGCE personal statement that shows you’d make a great addition to a teacher training course.

What is a teacher training personal statement?

What to write, pgce personal statement tips.

When applying for a PGCE or postgraduate teacher training, you’ll probably have to write a personal statement. This is your chance to say why you’d make a great teacher by highlighting your relevant experiences and passion for teaching.

If you’re applying directly to a university or school, you should tailor your statement precisely to the course you’re applying for.

If you’re applying through UCAS Teacher Training, you can send your application to more than one university. Therefore, your statement should be more generic so that it applies to each one you’re applying to.

In both cases, make sure that your personal statement reflects the nature of the course or courses you’re applying for. Think about, for example, is it school- or university-based training? What age of students will you be teaching? Will you be specialising in a particular subject?

Before you start writing, look at any information you can find about the course and what you must do to apply. Has the university provided any guidance or topics of what you need to cover?

If not, can you speak to one of the course tutors to discuss what they might want to see in your statement? Or can you talk to a current PGCE student and ask what they wrote in theirs?

When you have a good idea of what admissions tutors will be looking for, create a mind map or list:

• Your relevant academic and practical experiences
• Areas of the course that you’re most interested in
• Anything else the university wants you to include

When structuring your statement, you can use your mind map or list to plan what information to put where.

Your structure can look something like:

• Introduction – about yourself and why you want to do the PGCE
• Middle paragraphs – relevant information of your academic achievements and experiences of working within education
• Concluding paragraph – tying up the main points of why you’re the best candidate for the course

If you’re applying directly to the university, check what the word limit for your personal statement is.

If you’re submitting to UCAS Teacher Training, your personal statement can be up to 47 lines of text or 4,000 characters.

Expanding on your mind map or list from before, think in more depth about why you want to teach.

• What qualities do you have that would make you good at teaching?
• What do you think are the challenges and benefits of being a teacher?
• Why have you chosen this particular age group and/or subject?
• What have you learned from your previous experiences in education?
• Will you be completing any extra exams or relevant experiences before the course starts?

If you studied education at undergraduate level, your course was probably focused on the theoretical side of the subject. Your PGCE course, however, will be about applying those theories to real-life situations in schools. Your personal statement should reflect your understanding of this.

If you haven’t taught before, what other activities or events in your life suggest that you would make a good teacher? Have you worked with children in different environments?

Admissions tutors don’t just want to see why you think your experiences make you a good teacher. Instead, they want to know that you’re aware of the importance of teaching and the demands that come with it.

• Why is it important to reflect on your abilities as a teaching practitioner?
• How will you work on your own development to become a great teacher?
• What interests you about the education system and its challenges?
• Do you have any thoughts are on child welfare and social justice?

When writing, make sure to use evidence and examples to back up your points. Through your tone of voice, try to show that you are positive and passionate about the work.

To see more information on how to style your personal statement, see our postgraduate statements guide.

• Ask someone you know to check it through. Even better if you can get feedback from a teacher
• See if you can speak to other students applying for a PGCE to share thoughts and ideas of what to write
• Similarly, reach out to PGCE staff at your university – or a teacher you know – they have experience that might be valuable to you!
• Any time you can spend in a school will be a valuable addition to your application. If you haven’t already, see if you can arrange to volunteer with one locally
• If you’re invited to an interview, you’ll be asked about what you’ve written on your statement, so be prepared to talk about it in more detail

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Writing a personal statement for a PGCE

How To Write a PGCE Personal Statement

Your personal statement is crucial to the success of your application and must be well written, concise, well-structured. It must also clearly demonstrate your reasons for choosing teaching and your commitment and suitability for this career in only 47 lines!

Before applying, do your research. Find out what being a teacher is really like. Get experience in a school, talk to teachers and read careers information.

General Tips:

• Compose your statement in Word and cut and paste it into your online application. This will allow you to ensure it fits, that you have used spell check and have proofread it to ensure its word perfect. Personal statements with a poor level of written English will be rejected.
• Use Verdana 12 as this is the size and font used by UCAS.
• Ensure it has a good structure with an introduction, a middle and a conclusion.
• Get someone to check your final draft who is knowledgeable in this area and whose judgement you trust.
• Research the Training Provider you are applying for. Which skills/experience/qualifications do they expect?

Your Personal Statement should:

• be persuasive
• be fluent, realistic, relevant and specific
• mention young people- it is about enabling them to learn rather than why you want to teach
• overuse of short sentences all beginning with ‘I’
• general statements and narrative
• I feel/think/believe – instead, use positive action words e.g. planned/managed/implemented/organised
• making a statement without having evidence to back it up

Sections in your Personal Statement:

• Introduction- why teaching and why you?
• The relevance of your work experience
• What subject you want to teach and why?
• Additional factors
• Concluding paragraph

1.Introduction

Why teaching?

• What is your motivation? What has influenced your decision to teach? Avoid ‘I have always wanted to teach’ or ‘I believe teaching is worthwhile’ or ‘I like children’.
• Concentrate on what influenced your decision to teach, how the idea has developed and what can you offer in terms of personal skills and attributes.
• Have certain people influenced you? Why? How?
• Show your desire to work with young people and refer to evidence.

Make a list of skills and qualities that you have that can be linked to all the key skills that make an effective teacher and how you can demonstrate this with examples:

• Organisation
• Communication
• Energy & enthusiasm
• Responsibility
• Love of subject
• Team player

2.Relevant Experience

School-based experience:

• Where? Try to avoid visiting the school you attended as a pupil
• How long for? One day is probably not enough time to see what it means to be a teacher, you need enough time to gain a good understanding of teaching and schools.
• What did you do? Did you observe lessons, work as a TA, attend meetings/training/ research curriculum/teaching and learning/had a focus on EAL or SEND pupils?
• What Key Stages did you experience? Make sure it is relevant to the specific PGCE course you are applying for.
• What techniques did you observe? Effective and not effective and why?
• Lesson-planning
• Classroom organisation
• Classroom management
• Inclusion/ diversity issues e.g. English as an additional language (EAL); special educational needs (SEND); disadvantaged pupils and gifted and talented pupils.

Always say what you have done and how it demonstrates the skills required as a teacher. For example, ‘reading with a group of pupils showed me that…’ or ‘working with a low ability group allowed me to…’

Other work with young people (paid/unpaid): 

• Youth groups
• After school groups
• Summer camps

What if you don’t have any relevant experience?

Highlight the other experiences you have engaged in and use these to demonstrate your understanding of teaching and schools.

3. What subject you want to teach and why?

• For Secondary, you need to show that you are passionate about your subject area and passing on that enthusiasm to young people.
• Link to relevant work experience, what have you observed and match your skills to this.
• Refer to any research you have done regarding your subject and also the curriculum/ examinations you would be required to teach at that Key Stage
• Link your qualifications and wider reading to your subject knowledge, if your qualifications are not relevant you need to show how you are going to develop your subject knowledge in order to teach the subject.
• State why you have applied to this particular type of PGCE course e.g. school-based/ flexibility/ reputation.

4. Additional Factors

• Hobbies linked to the profession/ skill set e.g. value-added skills such as sport, music, language etc.
• Additional courses you have completed/ completing e.g. ICT, subject knowledge enhancement course etc.
• Further experiences planned for the future prior to commencing a PGCE course.

5. Concluding Paragraph

• State your commitment to the course, acknowledge that teaching requires dedication, stamina, time management, being pro-active
• Reinforce your reasons for being committed to teaching
• Demonstrate awareness of the physical and mental demands of the course and the profession
• Career plan – what is your goal for your teaching career?

A teacher’s must-have qualities:

• Interpersonal skills
• Ability to think of their feet
• Good time-management

Background Reading

www.ucas.com/ucas/teacher-training 

Times Educational Supplement ( www.tes.com )

www.theguardian.com/education

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• PGCE Secondary Drama with QTS*

Secondary Drama with QTS*

Why might it be important for all pupils to experience a broad and diverse curriculum which includes drama? Is there a relationship between drama and the development of emotional intelligence?

Course overview

Our one-year Postgraduate Certificate in Education (PGCE) prepares you to teach the secondary school drama curriculum for the 11-16 age range. 

You’ll learn about the theories and practical methods that form the basis of drama education. You’ll look at developments in drama education over the past hundred years. You...

*with a recommendation for QTS

What you need to know

• When does the course start? September 2024

1 year full-time course (September to June)

• Where will I study this course? Manchester

Features and benefits

“The time in university provides a lot of help and support. I have gained a vast amount of subject knowledge on plays and topics within drama which has helped me to develop a higher standard of teaching.”  Alice PGCE Secondary Education, Drama Alumna

Course Information

On your PGCE, you’ll have lectures and seminars at Manchester Met and will typically spend a minimum of 120 days on two teaching placements across the North West.  

At university, you will mainly study with students in your subject specialism. You’ll learn how to plan and deliver lessons through interactive, hands-on seminars. As part of the Manchester Met curriculum you will explore the fundamental theories of pedagogy, behaviour management, assessment, curriculum and professional behaviours. In addition to this you will examine key themes such as research informed practice, career focussed teacher development, subject and age phase expertise and teaching for the community. 

You’ll develop research informed practice during lectures and seminars, where you’ll analyse the latest educational research and theories and use this knowledge in your practice. 

In addition to your subject studies, you’ll have time to develop all aspects of your professional practice, as well as your ability to reflect critically on your learning. There is also an emphasis on personal tutoring and employability to ensure that you are well-prepared to become an early career teacher (ECT) after completing the course.  

When you first arrive, we’ll give you a full overview of the year to help you to stay organised throughout the course and know what to expect and when. 

During your first weeks in university taught sessions, you’ll explore subject pedagogies, professional responsibilities and expectations. You’ll work in groups as well as independently to update your subject knowledge and gain confidence before your first teaching placement. 

You will go on your first placement in late September, where you’ll gradually put the skills you’ve learnt at university into practice and build your confidence in the classroom. You will start your placement with a period of induction followed by two intensive training and practice weeks in both university and school where you will develop foundational key skills. You’ll be supported by a subject mentor and progressively take on the responsibility of whole class teaching. This will include planning, teaching and evaluating your lessons, assessing the children’s progress, and contributing to other aspects of a typically busy school life. Your first placement will be followed by time in university before you start your second placement.  In this placement, with support and mentoring, you’ll progress to teaching an 80% timetable. During both placements you will develop your subject knowledge and understanding of subject specialist teaching.   

While you’re on placement, your subject mentor will support, guide and coach you. You’ll also receive support from your personal tutor at university and a university visiting tutor.

When you graduate, you will gain a Postgraduate Certificate in Education (PGCE) in your subject, and Qualified Teacher Status (QTS) and can work at any level in schools and colleges.

You will also be awarded 60 masters’ credits (a masters degree is 180 credits), which you could put towards further study and career development. 

Here are the core units you'll be studying.

Subject Pedagogy

The unit seeks to develop you as a student teacher. You will gain the ability to reconceptualise your knowledge and understanding of your subject and to apply this to planning, preparation and classroom teaching.  The unit runs throughout the programme developing and building upon individual and shared experiences gained in both the university and school. The unit forms the basis for, and is a part of, the research informed practice of school-based experiences. 

Secondary Professional Studies

This unit explores current and critical issues, educational theory and research connected to practice in schools. It also develops reflective practice and professional development based on key aspects of early practice.

Professional Development and Employability (Secondary Education)

This unit supports and challenges students to reflect upon and develop their professional practice and teacher identity. The unit supports preparation for both teaching placements and for progression into the ECT years.

Placement A (Secondary PGCE)

This practice credit unit is one of two practice credit units that enable student teachers to demonstrate their progress toward meeting the Standards for Qualified Teacher Status. It provides contexts in which students can put into practice their own learning, reflect on their actions, evaluate their role in relation to pupils’ learning and review their performance in supporting teaching and learning.

Placement B (Secondary PGCE)

This practice credit unit is two of two practice credit units that enable student teachers to demonstrate their progress toward meeting the Teachers' Standards for Qualified Teacher Status. It provides contexts in which students can put into practice their own learning, reflect on their actions, evaluate their role in relation to pupils’ learning and review their performance in supporting teaching and learning in a more autonomous fashion.

Study and assessment breakdown

10 credits equates to 100 hours of study, which is a combination of lectures, seminars and practical sessions, and independent study. A masters qualification typically comprises of 180 credits, a PGDip 120 credits, a PGCert 60 credits and an MFA 300 credits. The exact composition of your study time and assessments for the course will vary according to your option choices and style of learning, but it could be:

• Full-time 21% lectures, seminars or similar; 67% placement; 12% independent study
• Full-time 50% coursework; 50% practical; 0% examination

Additional information about this course

Fitness to teach - you will be required to complete an Occupational Health Assessment to ensure that you are fit to teach before you are able to enrol on the course. This will require the completion of a health questionnaire and in some cases this may require a follow-up occupational health appointment. Travel costs to in person health check appointments (which will be within the Greater Manchester area) will not typically be covered by the University. 

Professional Suitability - students on programmes leading to professional qualifications are required to adhere to professional standards and codes of practice during their studies. Failure to do so may lead to exclusion from the programme on the grounds of professional unsuitability. Students will be briefed about the requirements at the start of their studies. 

Course specific regulations - Professional, Statutory and Regulatory Bodies require students to achieve results that demonstrate their ability to practise safely. 

Placement options

Our partner schools cover a wide geographical area and diversity of social, economic and cultural backgrounds, ranging across inner-city, suburban and rural settings. 

We organise placements starting with your term-time postcode and matching this with placement offers from schools. You should be prepared to travel up to 90 minutes (maximum) each way from where you live and to arrive in school at least 45 minutes before the school day commences. We take into consideration special circumstances such as disabilities, cultural requirements and medical conditions. In addition, we match carefully to ensure a breadth of experience across different age phases.  

 You’ll have a gradual introduction to teaching, observing, getting to know your pupils, classes and teachers, before teaching the classes on your own. 

You’ll go on at least two placements in different secondary schools or colleges. You might experience mixed and single-gender schools, city academies, faith schools, comprehensive and selective schools. This will allow you to develop knowledge, skills and experience to teach your subject at Key Stage 3, Key Stage 4, GCSE and also to gain an understanding of A level.  

You’ll typically spend at least 120 days on placement in two schools. You will be attached to each school for a substantial period of time and will be expected to engage in the full life of the school as a committed professional. 

You’ll be required to pass both teaching experiences and should be aware that you may need to teach beyond the typical end point of the programme if you require additional time in school to meet the programme requirement. 

Whether you've already made your decision about what you want to study, or you're just considering whether postgraduate study is right for you, there are lots of ways you can meet us and find out more about postgraduate student life at Manchester Met.

• a virtual experience campus tour
• chats with current students

Taught by Experts

Your studies are supported by a department of committed and enthusiastic teachers and researchers, experts in their chosen field.

We often link up with external professionals too, helping to enhance your learning and build valuable connections to the working world.

Entry Requirements

Degree  You will normally have a minimum of a 2:2 undergraduate honours degree awarded by a UK university, or an equivalent higher education qualification. Your degree needs to support the subject knowledge requirements of the national curriculum. For exceptional candidates, particularly those with a higher-level degree or substantial relevant work experience in schools or relevant occupations we will consider applications from those who hold a 3rd class degree.    GCSE   You will also need GCSE at grade C/4 or above in English language and mathematics.

You can apply with GCSEs pending for this course and sit the relevant equivalency tests approved by Manchester Met (see our admissions tutor team for approved equivalency providers).      As per government requirements for teacher training courses, we are not able to accept key skills, adult numeracy and literacy or functional skills as an alternative to GCSE English language and mathematics. We are not able to accept human biology, physiology, environmental or agricultural science as an alternative to GCSE science qualification. We are not able to consider Level 3 qualifications (eg A-levels, BTECs) as an alternative to GCSE English language, mathematics and science.    Successful candidates will demonstrate a good understanding of teaching and learning within a secondary school setting.  You may be able to evidence your understanding by drawing on related examples or experiences, such as time spent in schools, other educational settings or wider research and reading.    If you are due to graduate or have graduated within the last three years your principal referee must be a university lecturer from where you graduated.    Other requirements 

• Appropriate post-16 qualifications. 
• An ability to communicate effectively in spoken and written English. 
• Excellent interpersonal skills. 
• An informed and realistic understanding of the complexities and challenge of teaching in a secondary school. 
• An understanding of how learning develops within an engaging rich and broad context, with recognition of the contribution made by parents and carers. 
• Personal qualities and abilities appropriate to becoming an effective teacher, including a strong motivation to teach young students, an ability to express personal views with clarity and conviction, to listen and respond appropriately to the views of others, awareness of, and commitment to, issues relating to equal opportunities and providing all students with an inclusive learning environment. 
• An awareness of the importance of safeguarding within educational contexts. 
• Intellectual capacity to critically reflect upon experience and personal challenges.    A Disclosure and Barring Service Enhanced Check and DfE Fitness to Teach occupational health clearance is required before you can enrol on this course.    Overseas  Overseas candidates should have Cambridge Proficiency in English or IELTS Band 7 with no less than 6.0 in any element, taken within two years of course start date. Further details can be found on mmu.ac.uk/international    Personal Statement  This plays an important role in the admissions process and successful candidates will demonstrate a good understanding of teaching and learning within a secondary school setting. You may be able to evidence your understanding by drawing on related examples or experiences, such as time spent in schools, other educational settings or wider research and reading.    Interview  You will be expected to attend an interview as part of the application process. Full details of your interview will be provided by email once your initial application has been approved. 

Fees and Funding

Uk and channel island students.

Full-time fee: £9,250 per year. Tuition fees will remain the same for each year of your course providing you complete it in the normal timeframe (no repeat years or breaks in study).

EU and Non-EU International Students

Full-time fee: £20,000 per year. Tuition fees will remain the same for each year of your course providing you complete it in the normal timeframe (no repeat years or breaks in study).

Additional Information

A masters qualification typically comprises 180 credits, a PGDip 120 credits, a PGCert 60 credits, and an MFA 300 credits. Tuition fees will remain the same for each year of study provided the course is completed in the normal timeframe (no repeat years or breaks in study).

Additional Costs

Specialist costs.

Optional estimate : £400

All of the books required for the course are available from the library. The University also has PC labs and a laptop loan service. However, many students choose to buy some of the core textbooks for the course and/or a laptop. You may also need to print your assignments and other documents. Campus printing costs start from 5p per page. Estimated costs are £300 for a laptop and up to £100 each year for books and printing. 

placement Costs

If you are applying through the University-led route, the University will organise your placements - we do not expect you to do this. Starting with your term-time postcode we match this with placement offers from schools. You are expected to travel up to 1.5 hours each way from where you live and to arrive in your school 45 minutes before the school day commences. Travel by public transport may involve a number of changes eg train and bus. We take into consideration special circumstances, such as disabilities, cultural requirements and medical conditions. In addition, we match carefully to ensure a breadth of experience across different key stages. You will need to budget for travel costs to your placement. You may be able to claim back a contribution if you do not have a bursary or you have to travel over a specified distance set by the faculty. If you are applying through the School Direct route, the lead school will take responsibility for arranging all practice credit units including placement experiences. You should expect some travel to other schools eg for your second placement. You may also need to budget for student membership of professional bodies.

professional Costs

Compulsory estimate : £0.00 to £51.00 depending on your status.

DBS checks - before enrolling on your course, you must undergo a satisfactory Disclosure and Barring Service check (Enhanced Disclosure). The University covers the cost of payment for the first DBS application and ID verification, and where the application is made through the University. 

Upon completion of the DBS check on whichever course, students have the option to subscribe to the DBS Update Service. The Update Service allows individuals to keep their DBS certificates up to date, and allows employers or education providers to check a current certificate, without the need to request a new certificate. At April 2022, the cost of subscription to the DBS Update Service is £13.00 per year, to be paid by the student. Subscription is strongly encouraged for students embarking on programmes, where DBS clearance will be an ongoing requirement for placements and professional practice. 

Students who have resided outside the UK continuously for a period of twelve months or more in the last ten years, while over the age of 18, will also be required to provide evidence of a satisfactory overseas police check, and to meet any associated costs, including the cost of a certified translation if required. 

Returning students who have previously obtained DBS clearance but who require a new check, for example, due to a suspension of study, are required to pay the DBS application fee of £38.00 (accurate at 6th April 2022) and any associated costs, including the cost of ID verification through the Post Office Certification Service, which is approximately £13.00 but subject to the relevant cost at the time of application. 

Career Prospects

Most of our graduates go on to work as drama teachers in secondary schools. 

The PGCE programme provides you with 60 masters' level credits when you graduate. You could put these towards a masters degree to help you develop your career in the field of education. 

Our Facilities Take a virtual tour around our dedicated teacher training facilities, and find out how we can support your development throughout your PGCE.

Want to know more

Register your interest, got a question.

To apply for this course (or School Direct route) please use Find Postgraduate Teacher Training Service:

https://www.find-postgraduate-teacher-training.service.gov.uk  

The final interview dates for overseas applicants will be in May 2024 so please ensure you submit your application as soon as possible if you are applying from overseas.

Get advice and support on making a successful application.

You can review our current Terms and Conditions before you make your application. If you are successful with your application, we will send you up to date information alongside your offer letter.

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Programme Review Our programmes undergo an annual review and major review (normally at 6 year intervals) to ensure an up-to-date curriculum supported by the latest online learning technology. For further information on when we may make changes to our programmes, please see the changes section of our Terms and Conditions .

Important Notice This online prospectus provides an overview of our programmes of study and the University. We regularly update our online prospectus so that our published course information is accurate. Please check back to the online prospectus before making an application to us to access the most up to date information for your chosen course of study.

Confirmation of Regulator The Manchester Metropolitan University is regulated by the Office for Students (OfS). The OfS is the independent regulator of higher education in England. More information on the role of the OfS and its regulatory framework can be found at officeforstudents.org.uk .

All higher education providers registered with the OfS must have a student protection plan in place. The student protection plan sets out what students can expect to happen should a course, campus, or institution close. Access our current Student Protection Plan .

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Teaching personal statement examples

Giving you the chance to show why you'd be a great teacher, your personal statement is an important part of your application and worth taking the time over

What is a teaching personal statement?

Your personal statement is used to explain why you want to become a teacher and your suitability for the role. While your application form briefly outlines your qualifications, skills and work experience, your teaching personal statement is where your personality shines through.

Take your time with it. Many candidates often spend a few weeks on this part of the application as you don't have to write it all at once. You should get someone to read over it and be prepared to receive constructive feedback and write a few drafts before you send it off.

It's important to:

• use examples based on your recent teaching experience
• tailor your personal statement according to the school/age group
• use good, clear, written English, using first person terms such as 'my' and 'I'
• be original and honest
• avoid clichés and general statements, such as 'I've always wanted to teach'
• demonstrate a passion for teaching.

While it's crucial to get it right, your teaching personal statement is only a small part of the application process. Find out how else you'll need to prepare to  get a teaching job .

How to write a personal statement for teaching

Your personal statement should be between 500 and 1,000 words. It's crucial that you  don't copy  and that the statement you provide is  your own work .

This is your opportunity to:

• write about any relevant skills and experience you have
• explain your understanding of why teaching is important
• detail why you want to become a teacher
• list any extra skills or experience you have, such as volunteering or first aid.

See  personal statements for postgraduate applications  for more guidance.

The nature of your personal statement will vary, depending on the type of teaching you'd like to pursue. Take a look at some of our example personal statements to get an idea of how they differ.

Personal statement for PGCE primary

As well as focusing on roles in which you've gained experience with primary-age children, a PGCE primary personal statement should demonstrate your well-rounded personality and any skills that could be useful for the range of extra-curricular activities primary schools provide (such as the ability to read music for recorder lessons, or drama experience to help with school plays).

Personal statement for PGCE secondary

Many good PGCE secondary personal statements acknowledge the challenges involved in teaching older pupils and provide examples of where the candidate has worked to overcome these problems. As secondary teaching roles are geared towards teaching a specific subject, training providers are looking for more evidence of your subject and degree knowledge.

Personal statement for School Direct

If you're applying for the salaried School Direct route, you should discuss the experience you've gained in the classroom prior to your application. One of your references will need to be from an employer, or someone who can comment on your work ethic and suitability for teaching. Don't worry if your degree is unrelated to the subject you'd like to teach - you may still be able to apply by completing a subject knowledge enhancement (SKE) course .

Find out more

• Discover how to structure a teaching CV .
• Find out what it's really like to be a primary or secondary school teacher .
• Search postgraduate courses in teaching .

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Secondary PGCE : English

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Search for our courses on the .gov website:  University of Cambridge (C05)

The range of activities used to promote student enjoyment and progression have all been priceless in terms of educating myself and informing my own pedagogy. I have truly been able to teach in my own style, with the support of my brilliant mentor.

The course is built upon principles of inclusion and equality of opportunity in teaching and learning for all students whatever their potential and achievements. Trainees are encouraged to foster their own and their students' creativity through an enthusiastic commitment to adventurousness, exploration and systematic hard work within and beyond the classroom. Trainees are also encouraged to develop an attitude of critical enquiry and see themselves as teachers who research their classrooms so that they make informed choices in all that they do. The course therefore provides a stimulating introduction to current theory and practice in the teaching of English.

You can read about the experiences of past and present PGCE English trainees on the Cambridge English PGCE Blog .

Bursary Home students in 2024-25 will be eligible for a DfE bursary. See the DfE 'Get into Teaching' website for more details.

Who is this course for?

What will I study?

The Faculty-based work, taught by two subject lecturers and a range of other professionals, is closely linked to a programme of classroom experience in local comprehensive schools, both state maintained schools and academies. In their school-based work, trainees are mentored by experienced subject teachers. Both in the Faculty and in schools, trainees are encouraged to explore a wide range of creative and systematic approaches to teaching and learning. The course covers all aspects of the National Curriculum for English including speaking and listening, reading and writing; drama; language study; literature from different historical periods, cultures and traditions; non-literary texts; media and moving image texts; the use of information and communication technology. In addition, trainees learn about teaching English within 14-19 courses, including GCSE and A level English Language, English Literature and Creative Writing. The course also addresses areas of enrichment such as extra-curricular activities, museum and gallery education and learning in out-of-school contexts such as the nearby botanic garden and other sites of local historical interest.

How will I study it?

Trainees learn a variety of teaching methods including whole class teaching, structured group work and individual or pair work. There is a strong emphasis on active learning through discussion, presentations, peer-tutoring, research, independent study and writing. Throughout the course, trainees study different methods of assessment and how they support classroom learning, lesson planning and teaching. In seminars and workshops, the integral relationship between educational theory and teaching methodology is explored. Trainees reflect critically on their experiences as learners and teachers in regular meetings with their subject mentors in schools and develop a rationale for their classroom practice.

There is an emphasis on encouraging trainees' own creativity in producing poetry, short stories, plays and videos. Twice a year, the group meets to share and perform creative pieces that trainees have either written or made themselves or produced with their students in school.

Advice for applicants

All applicants are asked to state clearly why they wish to train to teach English and why they are interested in the course's commitment to inclusion and equality of opportunity.

In order that your personal statement is fully informed by your knowledge of English teaching in contemporary classrooms, ensure that you spend at least one week observing in a non-selective state maintained secondary school or academy before submitting your application. If you are offered an interview, it will also enable you to draw on first-hand experience when talking about your views of English teaching.

How will this course prepare me for positions of leadership?

By the end of the course it is hoped that trainees will be critical inquirers into their own practice, clear about the place of English within the school curriculum and the wider community. They will be well-equipped to become active members of English departments, keen to contribute to departmental policy and learn from colleagues and eager to take on subject leadership responsibilities in due course.

How does this fit in with the MEd?

Some students follow the Transforming Practice route from the selection available within the MEd courses, designed especially for early career teachers. Other options Critical Approaches to Children's Literature.

For more information, visit the Master of Education page.

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Pgce secondary english with drama - pgce.

Many of our students are eligible for a Postgraduate Loan of over £10,000.

Entry requirements

You'll be required to have:

• a UK degree, preferably grade 2.2 or equivalent, in a relevant subject or with a considerable proportion of the content in the subject
• GCSE English grade B/6 and GCSE Mathematics grade C/4 or above (or equivalent)*
• literacy and numeracy tests — these are university-based tests, which you will be asked to undertake at your interview
• A valid enhanced Disclosure and Barring Service (DBS) certificate which you will be advised to apply for after an offer is made
• Confirmation of Fitness to Teach through a London Metropolitan University Health Check
• Acceptable academic and/ or professional references

If you hold a third class degree, you may still be considered, particularly if this qualification is supported by a completed master's degree or relevant work experience.

If you feel your qualifications are slightly lower than our requirements, contact the Admissions Office for further advice before applying.

We are looking for dynamic, energetic, enthusiastic and caring trainees. As a teacher you will need to be passionate and enthusiastic about your work, as well as the desire to make a real difference to young people's lives and futures.

The University will assess any overseas qualifications for equivalence using a number of resources including our own internal guidelines, the UK ENIC and the Overseas Degree Table.

We highly recommend the one-to-one tailored advice on eligibility and equivalency offered by the Department For Education Get Into Teaching service.

*If you need to take an equivalency test for any of the required GCSEs, please sign up for A Star Equivalency or Equivalency Testing . Please be aware that you may need to undertake study towards the exam, either with the equivalency organisation or independently. Alternatively, you might want to sign up for a college GCSE course in the relevant subject, which will give a more thorough grounding in the subject.

Selection process

In addition to the entry requirements above, London Metropolitan University will undertake a rigorous selection process to ensure that you are suitable and ready to train to teach with us. This process will include:

• Face to face interview in the university (online interviews may be available in certain circumstances)
• Presentation of a text and related possible teaching activities
• Group work assessment task
• Maths and English skills (assessed as part of the interview)

Professional requirements

Before you can be permitted to enrol to this course: 

• you must not already hold QTS or be qualified to teach in another EU/EEA country

Prior to the interview for this course, London Met recommends:

• you have a minimum of 10 working days recent experience in a school
• you are prepared for your understanding of current teaching practice and issues in schools to be assessed
• you have an awareness of multiculturalism and other contexts unique to urban schools
• you're aware you may be invited to interview based on information given in your application, which you may need to discuss with the interviewer.

Some offers may recommend further school experience if required.

International students

In most cases, we are not able to offer sponsorship under the Student visa route for this course. We will be happy to consider those falling into this category for an alternative suitable course on request.

Overseas nationals who already hold an alternative visa in a suitable category or have been granted permission to remain in the UK indefinitely may be considered for admission, but please note that an additional international enhanced police check will be required.

English language requirements

This course has English language requirements over and above those normally required (see Entry Requirements and Se lecti on Process above).  

To study a postgraduate degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. This course requires you to meet our standard requirements.  

If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.  

Modular structure

The English with Drama course is a blend of taught sessions at the University and school-based training. The course includes lectures, seminar sessions, workshops, educational visits, face-to-face discussions and on-line interactions. You'll also have individual meetings with your personal group tutor to review progress and set personalised targets.

Modules in Year 1 include:

• Curriculum Studies (CS) is a taught module, assessed by a synoptic essay. Curriculum Studies is where you'll learn about the specific requirements and methods of teaching in your subject or phase.
• Professional and Inclusive Practice (PIP) is the second taught module, assessed by an Education Research Project, which you'll undertake towards the end of the course.
• School Experience A is a school-based placement, which introduces you to the practicalities of teaching in a secondary school environment. It runs from October to December and is assessed on your progress towards meeting the Teacher Standards.
• School Experience B is the second school-based placement, in a different setting, during which you'll hone the skills and attributes necessary to succeed in the classroom. It runs from late January to the end of May, including a two-week window for the completion of the Research Project. It is assessed on your ability to meet the Teacher Standards.

Where this course can take you

Most of our trainees go on to take up roles in schools as Early Career Teachers (ECTs) including with many of our partner schools or in their placement schools as teachers of English and/ or Drama.

Graduates of our PGCE training courses are spread across the educational world, in many cases reaching positions of leadership including Head teachers and advisors.

Bursary funding is available for this postgraduate English with Drama course leading to Qualified Teacher Status (QTS). Depending on you degree classification, you may be eligible for a bursary or scholarship of £15,000 through the teacher training bursary .

Top tips for applications

• Ask somebody you trust to check your personal statement, both for accuracy of writing and for focused, relevant content.
• Ensure that your personal statement addresses your reasons for choosing the exact course, phase or subject specialism. Make sure that all potentially relevant experience is referred to in your statement – if you don’t tell us, we won’t know!
• Don’t wait until you have passed all relevant qualifications before applying (but make sure you tell us about them – otherwise, again, we won’t know).
• If your qualifications are from another country, you will have to get an ENIC  statement of equivalence.
• Make sure you have read all the relevant course documentation and requirements before applying.
• If in doubt, ask!

Important information for international applicants

Due to unprecedented demand for our courses for the autumn 2023 intake, international admissions are now closed for this course. Any future intakes that are already open to applications can be found in the fees and key information section of this course page. If no future intakes are available, please check back at a later date.

How to apply

You can apply for all teacher training courses, apart from the assessment-only route, through the Department for Education’s “Apply for teacher training” service . To apply to us, select London Metropolitan University as the training provider and then choose the relevant course. You can also use the following codes: Training provider code: L68 Course code: 3C9W

When to apply

Please apply as early as possible to maximise your chances of securing a place. The application window opens in early October for courses starting the following September.

Do not wait until you’ve met all the criteria before applying.

If you’re not sure whether you meet the criteria, please do one of the following:

• Contact us to enquire about the eligibility of your qualifications and experience. We’ll be able to let you know whether the Level 2 Maths certificate that you have is accepted for teacher training, or whether your degree is considered relevant to the secondary course you’re applying for.
• Apply early and make it clear in your personal statement what steps you propose to take to get the relevant qualifications or experience.

Places are limited by the Teaching Regulation Agency and are offered on a first come, first served basis. We also operate waiting lists for these courses.

This PGCE course will operate different term dates from the standard university dates, following closely to the pattern of the English school year. It will normally start in early September and run until early July.

As this is a full-time (5 days per week) course, you will need to ensure that you are available for this time period

Apply for this course

Please select when you would like to start:

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Education - ma, english language teaching (distance learning) - ma, master of philosophy - mphil, pgce secondary english with media - pgce, read our blog posts, checking your eligibility to study a pgce, how to prepare for your teacher training application, how to write a good personal statement for pgce application, what to expect at your pgce interview.

Writing a Postgraduate Teacher Education personal statement

Updated on 7 July 2023

Guidance on how to write a PGDE/CE personal statement and an example to help demonstrate your skills, experience and motivation for teaching.

A personal statement is a short piece of writing (47 lines/4000 characters) which you are asked to submit in support of your application to study a PGDE/CE made through UCAS. It is your opportunity to demonstrate your skills, experience and motivation for teaching.

Before you start

Remember that this is a very important part of your application. Take your time to carefully plan out and practise your statement. It is a good idea to draft your statement in a word document and get some feedback on it before committing to the final version..

• Don't waste space with irrelevant or repetitive information. Be succinct and avoid complicated language and overly long sentences.
• Be specific about what you have to offer. Detail what you have gained from your experiences in schools/working with children. Give appropriate evidence of the skills you possess for teaching.
• Indicate the relevance of other types of experience or skills you possess, e.g. supervising people or sports
• Avoid using negative language. Present any gaps in skills or experience positively.
• Finish with a summary of what you have to offer     leave the selectors with a clear understanding of your suitability for the course.
• Let your enthusiasm for teaching and working with children shine through in everything you say.
• Check grammar and spelling thoroughly! Do not rely on the spelling and grammar check on your word processing package alone. Ask someone to proof read it for you.
• If you are cutting and pasting from a word document, remember to check the formatting.

Questions to consider when structuring your Personal Statement

• Why do you want to be a teacher? - What has inspired you; who/what influenced you?
• Why do you want to work with young people? - What appeals to you about working with this age group; what skills do you possess that will help you?
• Why do you want to teach your subject? For primary: demonstrate a breadth of knowledge across a range of curriculum areas. For secondary, show how your subject knowledge is relevant to the curriculum.
• What have you gained from working with young people? - Have you had any experience in schools or working with children in other settings? Reflect upon what you did, what you observed, what you learned.
• What else can you offer? Skills in sports, music, languages, arts and crafts, ICT etc.

This is an example personal statement. There is considerable room for improvement and the notes make suggestions to help you with writing yours.

I am applying for the PGDE course because I have always wanted to be a teacher. I really like working with children and think that I have the right kinds of skills to become a good teacher .

• The above statement is far too short: you are allowed 47 lines/4000 characters so use them.
• Remember to specify whether you are applying f or primary or secondary courses.
• It is not enough to say that you have developed the "right kinds of skills". Be specific about them.
• It is important to have a strong opening statement . It is the first thing the selectors will read so you want to make an impact. 
• Think about why you have always wanted to teach and clearly demonstrate.

New Paragraph

At school, I was involved with the Primary 1 class when I was in final year. I helped the less able children with reading on a one to one basis. I also help out at my local Brownie pack every week, keeping the girls busy with various activities. I have applied to do the Student Tutoring Scheme.

• When describing experience with children, make sure you are specific about what you learned from the work and the skills you developed.
• You need to demonstrate (by providing evidence) that you have developed/ have the potential to develop skills such as communication, leadership, teamwork, problem solving, organisation, planning and time management.

At school I studied a wide range of subjects but the one I enjoyed most was History so that is what I have studied at university. I also took Psychology and Politics in first year and Politics in second year too.

• When describing your studies, remember to show how this is relevant to the subject(s) you will be teaching.

I have been a babysitter for two children for several years and enjoy helping the older child with his homework now that he is at school.

• When describing your experience remember to demonstrate the transferable skills you have gained in this role that would be relevant to teaching. For example with babysitting you could link to the skill of 'behaviour management'.

I am very interested in education generally and keep up to date with current issues by reading the BBC website.

It is not enough to say that you 'keep up-to-date' here. Give a summary of what you have to offer and stating why you should be offered a place on the course.

Careers service

[email protected]

Centre for Teacher Education

Pgce secondary with drama.

Course code

Full-time - TEPQ-X3H1 (X3H6)

Qualification PGCE Secondary Drama

Duration 1 year

2 nd September 2024

Department of Study Centre for Teacher Education

Location of Study University of Warwick

This course is ideal for those who have studied Drama, Performing Arts, Theatre Studies/Arts, Drama and Dance, Musical Theatre, or a related discipline. This course will recommend you on completion for Qualified Teacher Status (QTS) to work with 11-18 year-olds (University-led) or 11-16 year-olds (Partner led) . You'll become a confident teacher and make a real difference to your students' development and lives .

The course will develop you into a highly effective teacher, equipped with the skills and knowledge to become a successful school leader.

  96% of our graduates rated us outstanding and good for quality of support by personal tutor through tutorials and opportunity for email communication.2019-2020

  Our PGCE courses had an overall completion rate of 93%. 2019-2020

  We're nationally known for the quality of our training, and our work's based on a partnership with over 500 local schools in Coventry, Warwickshire and the West Midlands.

• Course details
• Entry requirements
• Core modules
• Fees and funding
• Apply and visit

Course overview

Our Secondary Postgraduate Certificate in Education focuses on the 11-18 age range. Our course will develop you into a highly effective teacher, equipped with the values, skills and knowledge to become a successful school leader.

Our courses offer the best of both immersive, school-based training and regular teaching input from experts with subject specialist teaching experience. In addition, you can access the support and learning facilities of a world-class university.

On the course you will develop a secure subject knowledge base, and the ability to plan and teach in your subject so that all pupils learn and make good progress. You will learn how to assess and evaluate learning and develop your teaching to ensure progress for all pupils. You will also learn about the needs of pupils and how to adapt your teaching to strengthen inclusion in your teaching.

In partnership with regional schools, we will ensure that you have the skills and knowledge needed to forge a strong personal and professional identity, which you will continue to develop throughout your career. The Warwick Teacher Values, of Social Justice, Intellectual Curiosity and Creativity run through all our programmes.

What is a PGCE?

A Postgraduate Certificate in Education (PGCE) is usually a one-year teacher training course. It offers a mixture of academic and practical learning, and it's the first step for graduates in the development of a teaching career. It provides a recommendation for Qualified Teacher Status (QTS – a requirement to teach in the state school system as an Early Career Teacher).

Which route will you take?

Throughout the year, both the University-led and Partner led routes are taught together. From September until the end of May, you will spend one day a week at the university. During the final few weeks of the course, you will experience five days a week in school.

There are regular personal tutorials with your university personal tutor throughout the year, as well as weekly mentor meetings in school and termly school visits from your moderation tutor. A minimum of 120 days are spent on school placement and a short primary school placement is undertaken during the year.

Core | University-led

On the university-led PGCE programme you will undertake two main school placements organised by our partnership office, one for one term and one for two terms.

You will also have further days in school as part of our Intensive Training and Practice programme focussing on key pedagogies including behaviour, planning, literacy and inclusion. The rest of the programme will consist of sessions taught by the University of Warwick as well as independent study.

If you feel passionate about teaching and would like a programme offering placements in a range of schools, this may be the best option for you. We will provide you with a good grounding upon which you will be building your professional skills and understanding in schools. A limited number of optional three-day placements in a special school are also available to students on the University-led route.

Lead Partner route

Partner-led trainees have placements in two schools organised by the Partners school. Two terms are based at the host school and up to one term at an alternative setting where the complementary placement takes place.

You will also have further days in school as part of our Intensive Training and Practice programme focussing on key pedagogies including behaviour, planning, literacy and inclusion.

If you would rather be immersed in the classroom environment and school culture and apply directly to one of our lead partners, consider the Partner led route where you'll spend the majority of the year based in a single school. There are two Lead Partner Routes available, Partner Led Training and School Direct Salaried , on both routes you’ll complete a complementary placement.

On the Partner Led training route you may be eligible for funding through tuition fee loans and bursaries. School Direct salaried provides an employment-based option and is ideal for graduates with extensive work experience, who have worked in a school or similar setting for some time. You won’t be eligible for any bursaries or scholarships but you will receive a salary while you train. School Direct (salaried) trainees are usually contracted to the end of the school year.

Why Warwick?

In the Centre for Teacher Education, our values-based approach to developing early career teachers derives from our commitment to developing teachers who are just,   curious, and creative who contribute positively to every child’s educational outcome (including SEND and EAL pupils), and to tackling social deprivation.

At Warwick, we’ll help you find your own path to success. We understand that teaching is more than just a job. We also know that you are more than just another applicant. That’s why our approach is tailored around your needs. We’re focused on getting you prepared to enter the classroom, and ready for all the challenges that teaching throws at you. We won’t drop you in at the deep end, but we will help you become accustomed to different school environments.

We have a long history of providing students with the best access to the contacts, resources and facilities needed to fulfil teaching promise. You’ll also benefit from our research-informed teaching, delivered at an acclaimed university with a reputation for excellence. That teaching will come from people who truly understand about the journey that you’re taking.

There’s lots to take in when you think about becoming a teacher. That’s why we ensure that support is available whenever you need it. As well as having a personal tutor, that will support you throughout the time you’re at Warwick, you can rely upon the friendship and guidance from your fellow trainees. We also have online resources dedicated to giving you the help and support you need.

So choose Warwick, and give yourself the ideal start for that journey. Be somewhere which believes your teaching career can be as long, rewarding and enjoyable as you want it to be. Be somewhere that trusts you to follow a more personalised teaching path, but will be there for you wherever that path takes you.

Enrolment questions: cte dot admissions at warwick dot ac dot uk

General entry requirements

Minimum requirements.

• Bachelors degree with Honours at 2:2 or above, or equivalent level.
• At least Grade C or the new Grade 4 in GCSE English and Mathematics.*

Equivalency Tests

We are able to accept approved 3 rd  party equivalency tests in place of GCSEs. The c urrent providers that have been approved are as follows, with details of the current discounts that are available . If you are intending to use another equivalency testing company, we recommend you contact our admissions team prior to doing so to ensure that they meet the entry criteria.  

Equivalency Testing

• Why choose Equivalency Testing?  
• Long standing company  
• Excellent student support  
• Secure testing  
• Good and quick feedback  
• Significant discount available for PGCE offer holders, please email [email protected] for the code.  

A Star Equivalency **

Why chose A Star Equivalency?  

• A clear outline of required material in each exam  
• Rolling programme of live online subject specific support sessions.  
• An extensive range of  free  support material  
• Practice papers and marking schemes  
• Discounted from £165* to £139 (saving £26). Please contact [email protected] for the discount code.  

If you are intending to use another equivalency testing company, we recommend you contact our admissions team prior to doing so to ensure that they meet the entry criteria.  

English requirements

Your spoken and written English must be of an adequate standard for postgraduate study. If English is not your first language, you will need a minimum score of 7.0 under the International English Language Testing System (IELTS) .

Find out more about English requirements at Warwick .

Documentation

If you graduated in the last two years, you’ll need to provide an academic reference. Please refer to your DfE portal for further information

You will need original certificates of all your qualifications. If you don’t have these any more, you can obtain a Certified Statement of Results instead, but these can take some time to retrieve from exam boards and you may need to pay a fee.

Classroom Experience

Although it is not a requirement for entry, we strongly recommend that you have some experience in the classroom within mainstream UK schools (Key Stage 3 and 4) before applying. This experience will give you a flavour for your potential future career and will help you write your application. Find out how to gain school experience.

  Safeguarding checks

We are committed to safeguarding and promoting the welfare of children and young people and expect all staff, enrolled trainees and offer holders to share this commitment. The successful completion of an enhanced DBS check to confirm your suitability for the profession is a condition of any offer to study within CTE. Disclosure does not automatically make you ineligible to enrol onto a PGCE course, each application will be considered on a case by case basis, we recommend you use the DBS guidelines for applicants with previous convictions .

*The new grading system for those receiving their results for GCSE Maths and English was adopted in 2017. The grading system is now 9-1, with Grade 9 awarded to those students in the very top tier. Grade 4 is considered equivalent to the old Grade C.

**Special offer for the University of Warwick students. Maths exams are available in Foundation or Higher. English, Science and Biology are untiered If students require further support, we offer a range of low cost options.

Core Modules

Subject studies.

This module is taught by a subject specialist and focuses on the theory, method and practice of teaching your own subject.

Professional Enquiry

This module aims to add depth and breadth to your professional development by supplementing the practical, school-based components of your training, by developing you as an effective reflective practitioner who is able to engage critically with both academic research and your own practice.

Professional Practice

This module contains both taught content and school placements, focusing on the Teachers Standards which range from behaviour management and lesson planning to personal and professional conduct.

You’ll be assessed in the following ways. All assignments are submitted in electronic form. Your tutors will give you formal feedback identifying the strengths of the academic piece, and offer any advice for future work. The current assessment methods consist of the following, however, CTE reserves the right to change these as appropriate in line with the requirements of regulatory authorities such as Ofsted and the DfE.

Subject Studies (Master's level)

A series of assessments focussing on both educational theory and issues in your specialist subject (1 x 3000-word essay, 1 x Academic Poster.)

Professional Enquiry (Master's level)

A reflective case study on an area of educational practice in your placement school(s) supported by a literature review (1 x 1000 word formative essay and 1 x 4000 word essay.)

Professional Practice (Honour's level)

Meeting the Teachers’ Standards at a Good or Outstanding level (Regular observations by mentors and Teaching Fellows; Tutorials; Professional Digital Portfolio, Viva Voce.)

Fees and Funding

Additional costs.

• Study costs There may be extra costs on top of the tuition fee, such as set books, a computer and internet access.
• Computing requirements A computing device with a browser and broadband internet access is required for the course. The university provides central guidance on the recommended specification for any device you use to undertake your academic work.
• Travel expenses There will be extra costs associated with travel to professional practice placements.

For up-to-date information concerning fees, funding and scholarships for Home/EU and Overseas students please visit Warwick's Fees and Funding webpage. Link opens in a new window

Your career

Career progression may be through a specialist curriculum or pastoral role, or by moving into management. Teachers may become heads of Key Stages or coordinators of a cross-curricular area, such as special needs or careers education, as well as subject or professional mentors for trainee teachers on placement.

Upon completing this course you'll be recommended for qualified teacher status (QTS) and gain 90 credits at Master's level. This allows you to fast-track to stage two of our Master's degree, quickly progressing your professional development. If you choose to complete a different Master's, you can still use 60 credits towards your course.

What do our students say?

By teaching Biology you are helping the students understand the world around them so that they can make more informed decisions in the future. This is especially true for things like the impact of their lifestyle choices. The way that Warwick structured the PGCE course was essential for my learning journey throughout the year. Where many universities teach their trainees in blocks, having long stints at university and then separate placements, Warwick allowed us to be in school from the very start of the year and then at university one day each week. This really gave me chance to implement what I had learnt at Warwick into my teaching practice and trial different things in my lessons. I would learn about, for example, strategies for differentiation on my University day and then apply this to my lessons the following week. Being in lectures and smaller break-out sessions with trainees from many different subjects was really beneficial as we could discuss methods and strategies we used in our own subjects and discuss ways we could link the subjects together. In one memorable session, I remember directing a group of scient ists to ‘act’ as atoms and neutrons, moving around the room in weird and wonderful ways! I am extremely passionate about the performing arts, particularly drama and dance, and with many schools reducing the amount of arts subjects on the curriculum, I feel blessed that my experience with Warwick has led me to work in a school where the arts are truly valued. I hope to continue to develop these subjects within our school and encourage more students to engage with the arts, both in terms of getting qualifications, but also as extra-curricular activities. I tha nk Warwick for valuing the arts and leading me to a career that I love. Hannah Drama Alumna

PGCE University-led (core)

Applications are usually open between October - June. Once you have your course choice and certificates, you can apply through DfE Apply.* Link opens in a new window

Lead Partners

You can find our lead partners on DfE apply - Each school has a different DfE Apply Code and you can apply directly to the partners. Our proposed lead partners for 2024/25 are:

With the possible addition of more. The list will be updated here once partnerships are confirmed.

*When applying for the University-led PGCE through DfE Apply, you need to select the University of Warwick. If you are applying for a Partner led route with us, you select the name of the school accredited by the University Of Warwick.

We recommend that if you wish to gain your qualification through the University of Warwick, you select your DfE Apply options as University of Warwick University-led (Core) and one of the schools affiliated with us (Lead Partners). We have lots of information about our partner schools available.

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Teacher training personal statement example (primary pgce) 1.

I have chosen to apply for a primary teaching degree because I enjoy working with children. I have a strong interest in teaching and the learning process of children. This is been confirmed by my work experience report. Which states that, I get on well with the children and am shown respect from them. My aim is to provide a sound foundation where children can learn and build upon throughout their lives.

I have participated in a few work experience placements. I have been doing this for as long as I can remember.

It started when I was still at school and used to help out in my local playschool in the holidays. I would sit and read to the children who were aged 2-4. I would help them paint; learn their A, b, c's and their 1, 2, 3's. When I was older I helped in a summer school activity week at a local church. I was involved in the performances they put on every morning.

This would get the children involved and excited for what was going to happen throughout the day. They would sing and dance. I would teach them actions to the words so they could understand what they meant. This activity week ranged from ages 5-11. I worked with a variety of these ages.

I also helped out at my old primary school, for my work experience week. Here I took the register, told the children what the agenda was through out the day and made sure everyone was happy. I was placed in a separate room with a handful of children to listen to them read. Gave the children confidence in what they were doing, by telling them 'that's good', 'very well read' etc - this grew their confidence as well as mine.

At the end of the week the children put on a play about the Indian life style. To do this they had to create creatures out of paper Mache. Some of the children took to this very well whereas others got distracted with the glue and paper. They would mess about and throw them at each other.

It was my place to tell them what they were doing was wrong. This gave me confidence because I knew that they had to listen to me. Some of them did listen to me however some of them did not. I knew that this was a skill that I needed to work on.

One of the children during my week tried to escape from the school. I had to calm her down. I sat with her and she told me why she was not happy. This showed me a different side of what being a teacher is really like. It was a lot more in-depth than I had imagined but I enjoyed it. It was nice to have that bond with the students.

This particular experience, allowed me to gain a number of skills and also encourage my weaker skills to improve. It has always been known to me that I am very good listener, which is a skill needed, as is being able to speak in public. I found that my communication ability improved as I got to know students which encouraged my confidence to improve.

I left school with 8 GCSE's. These included: English language and English Literature. Maths, Drama, French, Religious studies, and Health and Social care.

I was a senior prefect at school, which gave me quite a lot of responsibility. We would regularly have meetings about the school and discuss different matters that were going on in the school. It was my personal responsibility to keep the dinner queue in order. Each year had its own time to line up and students would regularly try to push in, it was my responsibility to not let this happen.

I was also a form friend where I worked closely with a year seven tutor group. I would make sure they had done all their homework and were enjoying being a secondary school student.

I am currently at Bridgwater College, where I am studying: A2 Sociology, A2 English Language and A2 Drama. I am also studying GCSE Science as it is one of my weaker stills and I know I need this to get into a teaching degree course.

I am student ambassador at Bridgwater. I represent the college in a number of ways. I help out on a lot of open and interview days. I show new students around the college and give them an incite of what college life is really like.

I represent the college in and out of college time. I have attended a number of schools, and spoken to up coming college students about the college. Being an ambassador takes up a lot of time, and dedication.

I believe for these reasons I would be a good primary school teacher because I am used to the responsibility, and have gained some very important skills along the way.

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This personal statement was written by kayleigh-may for application in 2000.

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