how long are pgce essays

Steps, Tips, and Insights for Writing a Perfect PGCE Essay

Are you seeking a perfect resource to help you conquer your PGCE essays? You came to the right place. Our custom writing experts have done several, and their insights in this article will set you in the right direction.

We share tips, steps, and important insights to make you write a perfect PGCE essay that your assessor won’t get tired of reading.

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What is PGCE, and why is it important?

PGCE (Post Graduate Certificate in Education) is a recognized academic qualification with 60 credits at the Master's level, accounting for a third of Master's degree credits. The credits are spread across three assignments, totaling 12,000 words. The essays can each be 4000 words long.

Since they are scheduled after half terms, you generally have ample time to prepare and work on them. The deadlines are usually November, February, and May. The first assignment entails exploring a key aspect of teaching; it is the broadest.

The second assignment comes when you have spent much time in school placement. It, therefore, mostly dwells on reflecting on your developing professional practice.

Finally, the last assignment, which is the most specialized, highlights areas such as special education needs, behavior management, pedagogy, subject knowledge, classroom management strategies, planning, differentiation, and inclusion. You could also be required to write a case study of a specific child.

To achieve the coveted Master's credits, you must attain a 70% score. If you fail, there are chances of re-writing the assignment. Expect adequate support from your course provider through your studies since they want you to succeed.

Steps For Writing an Outstanding PGCE Essay

Writing a PGCE essay requires careful planning, research, analysis, and organization to address the topic and demonstrate your grasp of the subject matter.

The assignments can be a learning curve if you transition from other industries into teaching to become a trainee teacher. However, here are the steps for tackling your PGCE essay assignments since they are mostly essays.

Step #1: Understand the Assignment

During the early stages of the course, spend time understanding what is expected in the written assignments. Read the essay prompt or instructions carefully to understand the requirements. You need to identify the keywords and key points you must address in the essay. Also, note the specific instructions regarding the word count, formatting, citation style, or structure.

Step #2: Select a Topic

Instead of second-guessing the essay titles, take it easy on yourself. Research a good PGCE essay topic at your own pace, mostly drawing from your training and classroom experience. When selecting the topic, ensure it is interesting, researchable, manageable, and relevant to your practice. You will explore the topic in at least 4000 words; let it be something you are interested in and passionate about. We will look at some examples of the topics you can select.

Step #3: Research Widely

A PGCE assignment pass targets 70%, and you cannot achieve that via shallow research or just reading a single text. You need to search for journal articles relating to your essay title deliberately. Also, look at the bibliography of the respective sources to snowball your sources. As you research, consider the perspectives of the authors. Look at how the authors have criticized or cross-examined a concept or issue. Remember, instead of reporting, your work has to be critical. For example, you must say, "While author X reported that …. He could be wrong, and this is because …"

As you research, take notes; many notes. Find the specific viewpoints of the different authors and group those that relate together. Also, find means of identifying contrast. 

If you establish conflicting views, use them to structure and validate your arguments. Do not just copy and paste ideas randomly. You are engaging in an academic discourse and must show maturity.

Since most sources are online, ensure that you download the PDF formats and highlight the salient points, quotes, or ideas. Write the sections in your own words; interpret what the author said in your own words and include relevant citations, including the page number within the notes. The notes will be a gem when it comes to writing your assignment.

Gather relevant sources of information such as academic journals, publications, website articles from credible websites, textbooks, and other scholarly materials.

Related Reading: How to find scholarly sources online.

Step #4: Plan your Essay

With the notes and research, you are now sure what direction your essay will take. Create an outline that includes an introduction (hook, background, thesis, signpost of ideas to come), body paragraphs, and a conclusion.

Decide on the order for your main arguments and highlight them in your topic sentences.

Consider the logical flow of ideas and how to support the arguments to make a coherent, competent, and clear essay.

The outline is your essay's blueprint or roadmap. The notes will help you carve out a structure that will work best.

Related Read: How many paragraphs make a good essay?

Step #5: Write the First Draft

Write your essay beginning with the introduction. Your PGCE essay should start with an attention-grabbing opening sentence or a hook to engage the readers. It can be a statistic, statement, fact, quote, or anecdote. Provide some background information on the topic, telling your readers why they should care to read about it in your essay. Finally, state your thesis statement, outlining your essay's main argument or purpose.

Develop the body paragraphs, ensuring each focuses on a main idea or argument. Each paragraph must have a topic sentence to introduce the main point. The body paragraphs should also contain a critical analysis, including interpreting the research evidence, such as examples, case studies, or data. Analyze and interpret evidence to demonstrate that you understand the topic.

Instead of being descriptive, you must be reflective, comparative, or critical when developing the body paragraphs.

When conducting a critical analysis, you must dig deeper into an experience and establish a renewed perspective. The comparative approach entails reframing the matter you are exploring in light of alternative perspectives, findings, or viewpoints. Finally, reflection entails a vivid description of the incident and subsequent critical analysis using a reflective model.

Remember to include transition words and phrases in your essay for a great flow within your paragraphs and to knit ideas together in your essay. You are writing at Master's level; everything has to be perfect!

Finally, the conclusion of the PGCE essay should conclude the main points discussed in the essay. Don't be tempted to introduce new facts or ideas. You should also restate your thesis statement, highlighting its significance. Finally, offer a call-to-action or final thoughts or implications of your findings.

Your writing has to be level 7 or Master's level . 

Step #6: Revise, Edit, and Proofread

Review your PGCE essay for clarity, coherence, competence, and logical progression of ideas. Check and correct any spelling, punctuation, and grammatical mistakes. Reconsider your organization of ideas and ensure that your essay adheres to the required formatting and citation style requirements. You can ask your peer, instructor, or mentor to critique your essay. Make the changes.

You must also carefully read the essay multiple times to catch any errors, omissions, or inconsistencies. Polish your essay's sentence structure, choice of words, and readability. Do not fear overhauling the entire essay as long as you end up with a paper that ticks all the checkboxes of the rubric that the PGCE assessor will use.

When you are sure your essay meets all the requirements, submit it on time.

Phrases to use when writing the PGCE Essay

When writing a PGCE essay, using language that shows your understanding of educational theories, teaching strategies and practices, and academic discourse is critical. Your choice of words must be deliberate enough to bring out level 7 writing characteristics. Here are some phrases you can use to enhance the clarity, organization, and quality of your written piece:

Introduction:

• "This essay aims to explore..."
• "The purpose of this essay is to examine..."
• "In this essay, I will analyze..."
• "The following discussion will delve into..."

Stating the thesis:

• "It is argued that..."
• "This essay contends that..."
• "The central thesis of this paper is..."
• "This study seeks to demonstrate that..."

Developing Arguments:

• "One key aspect to consider is..."
• "It is imperative to acknowledge..."
• "A significant factor to note is..."
• "An essential component of this argument is..."
• "This perspective is supported by..."

Providing Evidence:

• "For instance, …"
• "Research indicates that..."
• "According to [Author]..."
• "Data gathered from [Study] suggests that..."
• "An illustrative example of this is..."
• "Recent evidence suggests that …"
• "Data from several studies suggest that …"
• "Several phenomenological studies suggest that…"
• “Surveys such as that conducted by [author(s)] suggest that…”
• “Although there is little published data on … the study by [author(s)] suggests that…”
• "The impact of X has been studied at length by [author(s)], and it is apparent that…"

Analyzing Evidence:

• "This finding underscores the importance of..."
• "It is evident from the data that..."
• "This supports the notion that..."
• "This suggests a correlation between..."
• "These results imply that..."

Counterarguments and Rebuttal:

• "However, it could be argued that..."
• "An alternative perspective is..."
• "Critics might contend that..."
• "While some may argue..., it is important to consider..."

Concluding and Summarizing:

• "In conclusion..."
• "To summarize..."
• "This essay has demonstrated that..."
• "Overall, the evidence suggests that..."
• "In light of the foregoing discussion..."
• Overall, the discussions above strengthen the idea that …
• The theoretical implication of the arguments of this essay is that …

Implications and Recommendations:

• "These findings have implications for..."
• "It is recommended that educators..."
• "Future research should focus on..."
• "Educational practitioners could benefit from..."
• "In light of these insights, it is important to consider..."
• "Taken together, the arguments and counterarguments suggest that …"
• "Although the discussions above show that…"
• "This essay contributes to the existing knowledge of X by providing…"

Apart from the phrases we've indicated above, review our l ist of phrases and words to use in academic papers to write a paper that a professor would love to read to grade and appreciate your writing prowess. Remember to use disciplinary-specific terminology to show that you understand concepts within the education field. Familiarity with the field is one area that is assessed in PGCE essays. The academic phrasebank by the University of Manchester can also help you when writing your essay paragraphs.

Tips for a Great PGCE Essay

• When writing a PGCE essay, you must be critical. Don't confuse this with criticizing. Instead, you must demonstrate critical analysis. You need to be a detective! One way to do this is by (1) Questioning the materials you read during research, (2) Looking at the strengths and limitations of text, (3) Determining the reliability of sources, and (4) Synthesizing ideas to formulate new ones or gain a deeper understanding.
• You should also engage in current research to have cutting-edge or up-to-date information on policy, framework, conceptual models, and theories. Stick to scholarly sources published in the last 5 years.
• When presenting ideas, ensure that you use facts. The same should be done when challenging conventions. It should demonstrate that you have considered alternative points. Strive to demonstrate the depth of research and analysis.
• Use theory to critique and reflect on your skills development and improve your approaches. Remember, theory and practice are intertwined.
• Your essay should be evidence-based, focused on real-life situations, and founded on reflective practice.
• Document your findings. As you research, ensure that you take notes, including your sources' in-text citations and full bibliographic data.
• Capture the reader's attention in your opening sentence.
• Write a short, clear, and coherent essay title. It should not be more than 7-9 words long.
• Signpost ideas in your essay's paragraphs so the reader is not surprised.
• Construct the body using the PEEL paragraph approach . Ensure that your paragraphs are between 100 and 300 words long for flexibility .
• Paraphrase well by (1) reading the text several times to fully understand, (2) making notes of the key concepts, (3) writing down your own version of the text without referring to the original, (4) comparing your paraphrased text with the original and making changes, and (5) citing the original source correctly.
• Most Importantly! Do not be afraid to ask for help. Although your provider will offer support to some extent, there is always an alternative. If you feel like a PGCE essay or assignment is bogging you down, you can get writing help from GradeCrest.com. We have first-class writers whom you can work with to realize your goals. The writers will do the research, consult you, and write a paper that fits the description of a good-grade PGCE essay. The key difference between us and other writing services is that we offer personalized services where you engage with the writer in real time. No AI, plagiarism, or mediocre quality.

Hopefully, these tips will help you. Below are some topics to consider.

PGCE Essay Topics and Ideas

One of the major hurdles when writing a PGCE essay or paper is finding the right topic. Most students select a topic they either find little information or develop a lack of interest in as the writing journey proceeds. We have put together some potential topics you can consider, which can also be the start of your brainstorming for potential topics.

Our writers are very flexible when writing essays; they can perfectly handle any topic. They can also help you develop a perfect topic, given your preferences, background, and career prospects.

Educational Policy and Reform

• Analyzing the impact of high-stakes testing on teaching and learning.
• Exploring the implications of educational privatization on equity and access.
• Investigating the effectiveness of inclusive education policies in promoting student diversity.
• Addressing disparities in educational funding: challenges and solutions.
• The role of technology in educational policy development and implementation.

Critical Pedagogy

• Applying critical literacy strategies to promote social justice in the classroom.
• Examining the role of multicultural literature in challenging stereotypes and biases.
• Fostering critical thinking skills through media literacy education.
• Promoting civic engagement through service-learning initiatives.
• Decolonizing the curriculum: strategies for incorporating Indigenous perspectives.
• To what extent can PSHE and Citizenship contribute to the ethos of a school?

Social and Emotional Learning (SEL)

• Implementing mindfulness practices in the classroom: benefits and challenges.
• Examining the relationship between SEL competencies and academic achievement.
• Promoting social-emotional skills through literature-based activities.
• Supporting students' mental health and well-being in the classroom.
• Cultivating empathy and compassion in education: strategies for SEL integration.

Early Childhood Education

• Exploring the impact of play-based learning on early childhood development.
• Investigating the role of outdoor education in early childhood curriculum.
• Addressing the challenges and opportunities of bilingual education in early childhood settings.
• Promoting social-emotional learning in preschool classrooms: strategies and interventions.
• Examining the benefits of nature-based learning environments for young children.
• Supporting play-based learning in early childhood classrooms.
• The importance of parental involvement in early childhood education.
• Strategies for promoting social-emotional development in preschoolers.
• Investigating the role of early childhood education in closing the achievement gap.
• Enhancing emergent literacy skills through interactive read-alouds.

Language and Literacy

• Strategies for promoting vocabulary development in English Language Learners (ELLs).
• Investigating the impact of bilingual education on academic achievement.
• Enhancing reading comprehension skills through reciprocal teaching strategies.
• Incorporating digital storytelling into literacy instruction.
• Supporting emergent literacy skills in early childhood education.

Classroom Management

• Culturally responsive classroom management strategies for diverse student populations.
• Addressing bullying and cyberbullying in schools: prevention and intervention strategies.
• The effectiveness of using whiteboards in classrooms.
• Promoting positive behavior management techniques in early childhood education.
• Restorative justice practices in school discipline: implementation and outcomes.
• Supporting students with ADHD in the classroom: effective management strategies.

Primary Education

• Investigating the effectiveness of cooperative learning strategies in primary classrooms.
• Enhancing numeracy skills through real-world problem-solving activities in primary education.
• Addressing language barriers in multicultural primary classrooms: supporting English Language Learners.
• Promoting inquiry-based science education in primary schools: approaches and outcomes.
• Integrating arts education into the primary curriculum to foster creativity and expression.
• Exploring innovative approaches to teaching mathematics in primary schools.
• Promoting environmental sustainability education in primary classrooms.
• Strategies for integrating arts education into primary school curricula.
• Supporting the transition from early years to primary education: continuity and coherence.
• Addressing literacy challenges in diverse primary classrooms: interventions and strategies.

Secondary Education

• Exploring the role of project-based learning in promoting deeper understanding in secondary science education.
• Investigating the impact of teacher-student relationships on academic achievement in secondary schools.
• Addressing mental health issues among adolescents: the role of schools in prevention and support.
• Promoting digital citizenship education in secondary classrooms: strategies for responsible technology use.
• Examining the effectiveness of career guidance programs in secondary education.

Higher Education

• Investigating the impact of active learning strategies on student engagement and retention in higher education.
• Addressing academic integrity issues in higher education: promoting ethical behavior and honesty.
• Exploring the challenges and benefits of online learning in higher education.
• Supporting non-traditional students in higher education: strategies for success.
• Examining the role of experiential learning in undergraduate education: internships, service-learning, and study abroad programs.

Special Education

• Investigating the effectiveness of inclusive education practices for students with autism spectrum disorder (ASD).
• Addressing the needs of gifted and talented students in special education: challenges and opportunities.
• Promoting self-advocacy skills in students with disabilities: empowering learners for independence.
• Exploring the impact of sensory integration therapy on students with sensory processing disorders.
• Supporting transition planning for students with disabilities: preparing for life after school.
• The primary teacher and the impact of their role on teaching dyslexic children.

Multicultural Education

• Strategies for promoting intercultural competence in multicultural classrooms.
• Examining the impact of culturally responsive teaching on student achievement.
• Implementing Indigenous perspectives in the curriculum: challenges and opportunities.
• Addressing Islamophobia and religious discrimination in schools: strategies for creating inclusive environments.
• Cultivating global citizenship through multicultural education: curriculum integration and pedagogical approaches.

STEM Education

• Enhancing girls' participation and achievement in STEM education: challenges and strategies.
• Strategies for integrating engineering design processes into STEM education.
• Investigating the impact of informal STEM learning experiences on student interest and motivation.
• Promoting computational thinking skills in K-12 education: approaches and resources.
• Addressing equity and access in STEM education: interventions for underrepresented populations.

Language Education

• Exploring bilingualism and biliteracy development in language education.
• Strategies for promoting oral proficiency in second language acquisition.
• Investigating the role of language ideologies in language education policy and practice.
• Supporting heritage language learners in language education programs.
• The impact of study abroad experiences on language learning and intercultural competence.

Teacher Education and Professional Development

• The role of reflective practice in teacher education and professional development.
• Examining pre-service teacher preparation programs: alignment with teaching standards and competencies.
• Strategies for supporting the induction and mentoring of early career teachers.
• The impact of teacher burnout on instructional quality and student outcomes.
• Promoting teacher leadership in schools: opportunities and challenges.

Parent and Community Involvement

• Strategies for promoting family engagement in children's education: partnerships between schools and communities.
• Exploring the role of parent education programs in supporting children's academic success.
• Addressing cultural and linguistic barriers to parent involvement in education.
• The impact of community-based organizations on student achievement and well-being.
• Promoting school-home partnerships for supporting student learning and development.

Technology in Education

• Exploring the effectiveness of online learning platforms in K-12 education.
• Investigating the impact of educational apps on student engagement and learning outcomes.
• Addressing digital divide issues: strategies for ensuring equitable access to technology in schools.
• The role of social media in education: opportunities and challenges for teaching and learning.
• Promoting digital citizenship skills through technology integration in the curriculum.

Educational Leadership and Administration

• Examining effective leadership styles in educational settings: transformational vs. transactional leadership.
• Strategies for fostering a positive school culture and climate.
• Addressing the challenges of educational leadership in times of crisis or change.
• Promoting distributed leadership models for shared decision-making and collaboration.
• Investigating the role of educational leaders in promoting teacher professional development and growth.

Teacher Well-being and Resilience

• Exploring the impact of stress and burnout on teacher well-being and job satisfaction.
• Strategies for promoting teacher resilience and self-care in demanding educational environments.
• The role of supportive school policies and practices in teacher retention and job satisfaction.
• Addressing work-life balance issues for educators: challenges and solutions.
• Promoting a culture of wellness in schools: holistic approaches to supporting teacher health and well-being.

Educational Psychology Topics

• Investigating the role of motivation in student learning and achievement.
• Exploring theories of cognitive development and their implications for teaching and learning.
• Addressing individual differences in learning styles and preferences: implications for instructional practice.
• The impact of socio-emotional factors on student behavior and academic performance.
• Promoting positive classroom environments through effective classroom management strategies.
• Impacts of cognitive, social, emotional or cultural on child development.

Global and Comparative Education

• Examining educational policies and practices in different countries: lessons for global education reform.
• Addressing educational inequalities and disparities on a global scale.
• Exploring international perspectives on curriculum development and implementation.
• Investigating the impact of globalization on education: opportunities and challenges.
• Promoting cross-cultural understanding and collaboration in education: strategies for fostering global citizenship.

Educational Research and Methodology

• Exploring qualitative research methods in educational research: case studies, interviews, and observations.
• Investigating quantitative research methods in educational research: surveys, experiments, and statistical analysis.
• Addressing ethical considerations in educational research: principles and guidelines.
• Promoting evidence-based practice in education: translating research into effective teaching strategies.
• The role of action research in teacher professional development and school improvement.

Learning Environments and School Design

• Designing inclusive learning environments for students with diverse needs and abilities.
• Investigating the impact of classroom design on student engagement and learning outcomes.
• Addressing sustainability and environmental education in school design and operations.
• Promoting flexible learning spaces and innovative classroom designs.
• Exploring the role of outdoor and experiential learning environments in education.

Assessment and Grading Practices

• Examining alternative assessment methods in education: portfolios, performance assessments, and authentic tasks.
• Investigating the impact of high-stakes testing on teaching and learning.
• Addressing bias and fairness in assessment and grading practices.
• Promoting formative assessment strategies for enhancing student learning and understanding.
• Exploring competency-based grading models and standards-based assessment practices.

Pedagogical Approaches

• A comparative analysis of traditional vs. progressive teaching methods.
• Exploring the efficacy of project-based learning in primary education.
• Investigating the impact of flipped classroom models on student engagement.
• Examining the role of experiential learning in promoting STEM education.
• Implementing inquiry-based approaches in teaching science: challenges and strategies.
• Effectiveness of plenaries in a lesson.

Curriculum Development

• Designing a culturally responsive curriculum for diverse classrooms.
• Integrating environmental education across the curriculum.
• Enhancing critical thinking skills through interdisciplinary curriculum design.
• Promoting global citizenship education in the curriculum.
• Developing a curriculum framework for promoting digital literacy skills.
• How can we ensure pupils make progress in a sequence of lessons?

Assessment and Feedback

• Assessing the effectiveness of peer assessment in enhancing student learning outcomes.
• Exploring alternative forms of assessment in arts education.
• Investigating the impact of self-assessment on student motivation and achievement.
• Implementing formative assessment strategies in language learning classrooms.
• Designing authentic assessment tasks for real-world application of knowledge and skills.

Inclusive Education

• Supporting the social and emotional needs of students with autism spectrum disorder (ASD).
• Strategies for creating inclusive learning environments for students with learning disabilities.
• Promoting gender equity in STEM education: challenges and opportunities.
• Addressing unconscious bias in the classroom: implications for inclusive teaching.
• Implementing Universal Design for Learning (UDL) principles to support diverse learners.

Professional Development

• The role of mentorship in supporting early career teachers.
• Examining the impact of teacher collaboration on instructional practice and student achievement.
• Strategies for fostering a culture of continuous professional learning in schools.
• Exploring the use of action research as a tool for teacher professional development.
• The challenges and benefits of teacher induction programs: a comparative analysis.

From Beginner to Pro!

The tips above will land you into the 70% plus PGCE score category, which sets you far ahead of everyone else.  Writing a PGCE essay is challenging; even those with specialized master's level training find it hard to manage on the first attempt. If you read the instructions, pick a great essay topic, draft an outline, write the first draft, and polish it, you are already ahead of everyone else. Think of it as getting to the desirable grade in style!

Before you go, check out our other articles to help you write your essay better. Although general, they are loaded with vital insights and tips.

• Education Research Topics for Essays and Research Papers.
• How to write a perfect research paper.
• How to write a top-grade essay from scratch.
• Tips for writing a 2000-word essay.

If you are struggling to write your PGCE essay or paper, we are glad you came to this end. GradeCrest has professional custom paper writers who can transform your ideas into a remarkable essay that everyone is not tired of reading. Place an order by filling out the order form on our homepage; upload all the files, specify the topic, and follow the subsequent steps. Our writer management team will match and assign your paper to a writer in under 7 minutes. Our customer support team is also online 24/7 to help you place your orders seamlessly.

Gradecrest is a professional writing service that provides original model papers. We offer personalized services along with research materials for assistance purposes only. All the materials from our website should be used with proper references. See our Terms of Use Page for proper details.

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Essential guide for your pgce application.

We are delighted that you are considering applying to London Metropolitan University to train to teach. These guidelines have been written to enable you to complete your PGCE application with confidence and to avoid some of the ‘application pitfalls’ which can await the unwary candidate… Remember to check the deadline for PGCE applications to ensure you can submit yours on time.

Important topics to remember

When preparing to apply for a teacher training course, it is essential to do some research into the education world:

Research the UK education system and the role of a teacher in the present day – do not rely on your own experiences as a school-pupil! The role of a teacher is constantly changing; it is important for you to understand how teaching works in the contexts in which you will be operating.

You will be expected to be able to talk about this in an interview situation:

• Find out about current thinking and research in education. What debates are being discussed?
• Read up on educational developments that are in the news, in the  TES or other newspaper education pages, such as The Guardian Education .
• Develop an understanding of the pastoral role of a teacher – what do teachers do other than teach?
• Find out about specific issues that teachers are dealing with currently, and what the debates are around them.

Research the particular subject or phase that you are applying to teach. What are the requirements of this particular phase or subject? Many people assume that unless they have a degree in a particular subject, then they will not be able to train as a teacher in that subject. This is not strictly true.

Many people would have the necessary knowledge in a particular subject to be able to train to teach it. The requirement is for a degree, possibly in a related subject, and also to demonstrate that your subject knowledge is good enough. You may also be able to undertake a Subject Knowledge Enhancement course (SKE), to improve your knowledge.

For example, many Secondary Maths teachers have degrees in Accountancy, Engineering, Economics or other subjects with a high maths content; they will then brush up and enhance their maths through a SKE.

For another example, many Secondary Modern Foreign Languages teachers have degrees in other subjects, but because they are a ‘native speaker’ of a language, they are able to train to teach that language.

In researching your chosen phase or subject, you should also explore the aims of the subject and what methodologies are employed currently:

• What key topics or texts are covered? These are likely to have changed considerably since you were at school.
• How is it represented in the National Curriculum?
• How is it assessed - both externally, through SATs or GCSE exams, and internally, through school and teacher assessments?

The ‘gold standard’ for teacher training courses is those which offer QTS plus PGCE (Qualified Teacher Status plus Master’s Level Postgraduate Certificate in Education).

All of the London Met teacher training courses are QTS plus PGCE.

Make sure that you are applying for the correct route for you. There are three main routes offered by London Metropolitan University: 

• University-led PGCE courses: the most popular route into teaching, based in university with two extended school placements.
• Graduate Teacher Apprenticeships with PGCE: employment-based route into teaching, in which you are an employee of the school, working as a teacher up to 80% of a timetable, with 20% release for training.
• School Direct unsalaried PGCE courses: almost identical to the university-led PGCE, but linked to a specific school partnership or location. Most appropriate for someone who needs to be working in a very specific locality. 

Please note the following about the different routes:

• Places on the apprenticeship employment-based routes (salaried routes) are in very short supply and are usually taken by candidates who have a lot of experience of working in schools. Employing schools want to be sure that they are taking on somebody who can ‘hit the ground running’, fulfilling all the aspects of being a teacher from Day 1. 
• The majority of candidates are more suited to a university-based course; these courses are by far the most popular route into teaching, giving you all the practical experience you need, as well as the supportive environment offered by the university.
• Do not be fooled by false claims:
• all routes into teaching give a minimum of 120 days school experience;
• all routes into teaching give contrasting school placements.
• Being based solely in a school for your training is not any better – in fact, for most people it is less good than a university-led route, which offers a more supportive, scaffolded approach to the learning. 

All London Met routes into teaching involve training days in university combined with extensive practical experience.

Research your own eligibility for the course:

• Do you have the right qualifications? Look at the individual course pages for London Met PGCEs  to find the requirements for each subject or phase.
• If any of your qualifications are from overseas, are they equivalent? Check with NARIC . You may need to obtain a certificate of equivalency, depending on where your original qualifications were obtained.
• Would you need to undertake a GCSE equivalency test? We can advise you on equivalency tests and how to go about them.
• Would you be eligible for student finance or a bursary ? This will be assessed during the application process, but it would be important to know of any issues early.
• If you are looking to apply for an apprenticeship, you would need to be eligible for Student Funding (with minimum 3 years residency in UK).

"Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity, have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical. Teachers forge positive professional relationships and work with parents in the best interests of their pupils."

-Preamble to the Teacher Standards .

Teaching is emotionally demanding work, and levels of work-related stress, anxiety and depression are higher within education than within many other occupational groups. There is an increasing recognition that the nature of teaching and learning and the contexts in which this takes place demands what we might call ‘everyday resilience’; that the capacity to be resilient is an important factor in teaching and teacher effectiveness over time.

Competence standards relating to teaching, personal and professional conduct have been issued by law. The Teachers’ Standards set a clear baseline of expectations for the professional practice and conduct of teachers and define the minimum level of practice expected of teachers in England.

You are strongly encouraged to familiarise yourself with these standards before applying for this PGCE course.

Applications are all undertaken through DfE Apply . This is a new service, introduced in October 2021.

The application window opens in October, for the following academic year. Early applications are more likely to succeed.

In completing your form, there are a few key things to bear in mind:

• Employment record: you need to give a full account of your activities and employment since leaving full time education. This will be important for DBS, but also will give useful background. Don’t assume that if your employment was not ‘relevant’ you should not put it down.
• Academic record: similarly, give as complete a record as you can.
• References: professional and academic. Employers and university tutors, where possible, offering insight into how you might engage with the subject and role of a teacher. Not family members or friends. Warn your referees and talk about the application with them – if they delay it could hold up your progress. Discussing it with them will also give them a clearer idea of the sort of relevant detail that would be good to include. For example, employers may not know much about your academic ability, but they would be able to comment on some of the transferable skills: how well you work with others, your reliability, your interest in learning etc.
• Personal Statement: this is crucial for your application:
• If there is any study or exam that you plan to undertake prior to the course, explain this in your personal statement, particularly where it relates to your eligibility to join the course.
• Use your personal statement to demonstrate your understanding of education and engagement with education matters. Be prepared to answer questions in interview on what you have written!
• Demonstrate what you would have to offer as a teacher. If you have not taught before, think about other things that you have done which might demonstrate the types of skill which you will need as a teacher. What transferable skills do you have?
• If you have undertaken another role in education (pastoral or personal mentor, teaching assistant etc.) make sure that you are able to demonstrate an understanding of what you will need to learn to become a teacher.
• Make sure you have spent time writing a good personal statement. This is your first opportunity to make a good impression. Try to use a good writing style and include relevant discussion.
• Always proof-read. Check for accuracy of spelling, punctuation and grammar, as well as for clarity and style. Do this more than once.
• Ask somebody else to check it through and give you honest feedback.

All London Met interviews will ask you to undertake a presentation. The nature of this will depend on the course you have applied for. However, it is essential that you prepare yourself well to undertake the presentation:

• Research the topic and be prepared to talk about your sources.
• Practise the presentation aloud, either to a critical friend or in the mirror. 
• Make sure that you are aware of the types of technology you can use (if any – some courses specifically ask for no technology to be used in the presentation).
• If you are using technology, ensure that you are able to work it under pressure, and that you have a back-up. Most teachers will have a Plan B in their head, specifically for if the technology does not work. 
• The interviewer is likely to ask you some questions as a follow up to your presentation. Be prepared for this – they will not be trying to catch you out, but to give you an opportunity to discuss your understanding and to demonstrate your ability to talk about ideas.

There will also be a ‘formal’ interview. The questions are generally very similar for each interview, in order to ensure that the process is fair. Again, the interviewer is aiming to give you positive opportunities to demonstrate why you will make a good teacher. In thinking about how to answer questions, prepare yourself to talk about relevant experiences or transferable skills which you have demonstrated.

The interviewer is also likely to ask you about any aspects of your application which need clarifying or which might affect your ability to take up an offer.

Please also prepare some questions yourself and be ready to ask them.

Please note: the rules, regulations and entry criteria for teacher training are set out by the DfE; London Metropolitan University has implemented an interview process which enables us to assess whether you meet these criteria, which we do as impartially as we are able.

On the London Met Routes into Teaching pages, there is a series of blogposts aimed at giving you detailed information on improving your application.

You will also be asked to undertake short Maths and English diagnostic assessments. These are designed to ensure that you have the core competencies required of a teacher. These assessments are mainly used to set learning targets for pre-course and during the course. The university is responsible for ensuring your Maths and English are of an appropriate standard by the end of the course.

Maths Assessment:

This will consist of 30 questions, each worth 1 mark, divided into 3 key topic areas:

• Ability to undertake mathematical sums and calculations.
• Ability to solve mathematical problems.
• Ability to understand graphs and data.

English Assessment:

This will consist of a short (500 word) hand-written discussion on an educational topic which will be given to you at the start of the assessment. It is designed to assess your ability to:

• Write clearly, accurately and legibly. Spelling, punctuation and grammar are part of the assessment.
• Present ideas and structure a discussion or argument on the set topic.

Subject Knowledge Assessments

For courses at secondary level, in particular, you will be required to demonstrate your subject-specific knowledge. This might be through a set of exam questions, or through discussion during the interview.

There may be some discussion during the interview as to whether you require a Subject Knowledge Enhancement course (or SKE), particularly designed for those who may be a bit rusty, or who have not studied the subject to degree level.

You should expect to hear within a few days, whether your interview has been successful.

Conditional Offer

If you have been successful, you will receive a conditional offer. There are some conditions which everybody will have to meet, and there are some which may be specific to you or the particular course which you have applied for:

Everybody will need to complete the following:

Fitness to Teach Health Form

• DBS application
• Statutory Declarations regarding criminal convictions and barred lists
• Original certificates for GCSEs and Degree
• Proof of residency

 Some people will also need to supply:

• NARIC letter or certificate of equivalency
• GCSE Equivalency certificates
• Degree transcripts
• Overseas police checks
• Evidence of visa status
• GP or health specialist letters
• Statements regarding criminal convictions

You will need to accept the conditional offer and then to meet all of the conditions before you are able to enrol.

If you have not met the conditions, you will not hear about enrolment and you will not be able to enrol.

As a training provider, we have a responsibility to ensure that trainees have the health and physical capacity to teach and will not put children and young people at risk of harm. The activities that a teacher must be able to perform are set out in the Education (Health Standards) (England) Regulations 2003. Under these Regulations, we are responsible for ensuring that only trainees who have the capacity to teach remain on the programme.

Successful applicants offered a place on an ITE programme will be asked to complete a fitness questionnaire prior to commencing the programme. This will be assessed by our Occupational Health team.

You may be asked to provide further information in a meeting with the assessor, or a letter from your GP or specialist.

Applicants should at an early stage disclose any disability that may have implications for fitness to teach and contact our Disabilities and Dyslexia Service team for professional advice where necessary. People with disabilities or chronic illnesses may have the capacity to teach, just as those without disabilities or medical conditions may be unsuitable to teach. Any assessment of individual is fit to teach will take account any reasonable adjustments that could be made to assist the applicant in working in the teaching profession.

Our research demonstrates that where early disclosure occurs, disabilities are less likely to have a negative impact on the training course.

If you are unsuccessful at interview, you will receive a letter giving an explanation as to why it is felt that you are not yet ready to train to teach.

You will be given some suggestions for areas that the interviewer feels would help you to progress towards a successful application in the future.

Read about our admissions process and policy , including guidance on how to make a complaint. The complaints procedure can be followed if, for example, you're concerned there's been an administrative error, if you believe you've been treated unfairly because of bias or prejudice, or if there are circumstances unknown to the University that you feel might have affected the decision.

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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PGCE Interview Tips

22 nd August 2022

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Preparing for a PGCE course interview but not sure what to expect? We’re here to assist with a helpful handful of tips to ace the interview! Firstly, it’s important to note that PGCE interview days can vary between universities in terms of structure and format, so there are a few different things you may need to be prepared for. You’ll (hopefully) be told ahead of time what to expect. The core of the day will likely be a traditional interview, but it may also feature a presentation and even a couple of small tests to assess your knowledge of maths and English. 

Read up on the news

You may be asked to discuss a current education issue in your interview, so make sure you’re aware of the big topics in the education sector. There are several websites dedicated to education news, as well as relevant sections on popular newspaper websites which are just a Google search away for you to look at for research.

Prepare some examples

In the world of interviews, questions like ‘give us an example of a time you’ve had to deal with a such and such a situation’ are always popular. Think of some times on work experience when you’ve solved a problem or dealt with a particular issue, then memorise them as examples for your interview.

Show your enthusiasm

Show how keen you are to get on the course. Being enthusiastic and full of energy is important in the world of teaching, and your interviewer will be looking for signs that you’re passionate about becoming a teacher.

Express your interest

Don’t be afraid to ask questions. Not only will it show that you have a real interest in the course and the profession, but it will also indicate that you’ve thought carefully about the interview and prepared some things you’d like to discuss.

PGCE Interview Test Tips

You may well be asked to complete tests on subjects like Maths and English when you arrive (which will probably require you to achieve a certain pass mark). These tests will most likely vary depending on the type of PGCE you are applying for, but you should be given an idea of what to expect in advance of your interview day (giving you time to prepare).

If you’re applying for a PGCE in Primary Education, for instance, you’ll probably have to complete a basic Maths test and a writing exercise (such as a description of a teacher who inspired you or an imaginary letter to the parent of a child). Make sure you keep an eye out things like grammar, punctuation and spelling in the latter!

PGCE Interview Presentation Tips

Some interview days will also require you to do a presentation. This may be something you’re asked to do in front of your interviewer or even other candidates, and the topic will most likely be something along the lines of ‘discuss your current teaching experience’ or  ‘describe a lesson you’ve witnessed that you thought was particularly effective’.

Remember, although the content of your presentation will be important, your assessors will also want to see how you carry yourself when speaking to a group of people – this means you should aim to be as enthusiastic and engaging as possible.

Next: Search for PGCE courses

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