Geographical Association

Furthering the learning and teaching of geography

Teacher Training Course Options

students

To be fully qualified as a geography teacher, you need to have QTS: Qualified Teacher Status. This can be gained in several different ways:

  • An undergraduate course (mainly focused on teaching in primary schools)
  • An Initial Teacher Training course based at a Higher Education Institution (both primary and secondary). This is a PGCE - Post Graduate Certificate in Education
  • An Initial Teacher Training course based at a school or consortium of schools
  • The Graduate Teacher Programme (GTP)
  • Teach First
Brief information about each of these routes together with a link to the appropriate website is provided below. Further information about each route, where to train, applying for courses and funding is provided by the Training and Development Agency for Schools (TDA).


Undergraduate Course

Undergraduate

One way to achieve Qualified Teacher Status is to follow an undergraduate course that includes initial teacher training. All but one of the QTS undergraduate courses focusing on geography prepares students to teach in primary schools.

Three year courses include 24 weeks of school-based training and a four year course includes 32 weeks of school-based training. The qualification at the end of the course is a BEd, BA or BSc with QTS.

Details of the institutions offering these courses can be found on the UCAS website. Look under 'QTS' in the A-Z list.

You can also use the UCAS website to find out about access programmes. These courses are specially designed to prepare students for entry into higher education and provide the underpinning knowledge and skills needed to progress to a degree or diploma course at a university or college.


Initial Teacher Training course based at a Higher Education Institution

The most common route into teaching is through a PGCE course organised by a university in partnership with schools. You will need a degree or equivalent, or be engaged in a degree course to be eligible for this route. Most of these courses are 36 weeks in length which includes 24 weeks spent in schools but there are a few flexible courses which can be followed part time over a longer period. It is possible to gain Masters Credits from the majority of Higher Education Institution (HEI) PGCE courses.

Primary PGCE courses prepare you to teach pupils aged 3-11 and geography is part of the curriculum in 94% of these. To find out whether any staff at a particular institution specialise in geography look at the institution's website.

Details of primary PGCE courses can be found at on the GTTR website.

Download Professor Simon Catling's PowerPoint Presentation entitled 'The State of Geography in Primary ITT: A Perspective Drawn from Primary PGCE Courses' which summarises his research in Primary Education courses. The information used in this presentation is based on research undertaken in the academic year 2004-5. Since then there have not been many changes in the primary PGCE courses. The main difference is that all such courses have to include an element of Geography because it is a primary National Curriculum subject.

Middle Years PGCE courses prepare you to teach students aged 7-14. Only one of these courses focuses on geography, that at Canterbury Christchurch University.

Secondary PGCE courses prepare you to teach students aged either 11-16 or 11-18. Details of all secondary geography PGCE courses can be found on the GTTR website.

Applications to HEI based PGCE courses are made through the Graduate Teacher Training Registry.

The website has sections on:

  • Closing dates for applications to PGCE courses
  • How to apply
  • A course search facility (by age range, subject, region and town)
  • Frequently asked questions

 

Initial Teacher Training course based at a school or consortium of schools

School based training

SCITT (School Centred Initial Teacher Training) PGCE courses are designed and run by groups of schools with qualifications validated by institutes of higher education. These courses run for one year full time with students spending the majority of the time in schools.

Applications to SCITT based PGCE courses are made through the Graduate Teacher Training Registry

The website has sections on:

  • Closing dates for applications to PGCE courses
  • How to apply
  • A course search facility (by age range, subject, region and town)
  • Frequently asked questions

Graduate Teacher Programme (GTP)

The GTP is a programme of on the job training allowing graduates to qualify as a teacher while they work in a school. Whilst there you will earn a salary as an unqualified teacher. Most courses are for one year.

To take part in GTP you need to respond to an advertisement or contact a GTP provider through EBITT (Employment Based Initial Teacher Training) details of which can be found on the TDA website. The website also enables you to search for opportunities and contact details by region.


Teach First

Teach First selects top graduates, without Qualified Teacher Status, and places them to work in challenging schools supported by teachers and by a tutor from Higher Education. Teach First requires a two year commitment. At the end of the first year successful teachers gain QTS and in their second year they work as an NQT (Newly Qualified Teachers)

Details of the scheme can be found on the Teach First website.

The website includes:

  • Further information about Teach First
  • Details of local authorities which operate the scheme

Members

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Primary Geographer

This issue focuses on refreshing the primary curriculum, offering advice on planning for integrated learning and using the concept of place as a focus. It also includes examples of how three schools have successfully combined art with geography.

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The Summer issue, which focuses on young people’s geographies, discusses how we can use students’ personal experiences to help make a geography curriculum which is meaningful and relevant to their everyday lives.

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Geography

This issue features a series of articles that attempt to demonstrate the value of a geographical perspective in facing up to the current global food crisis. Article topics include the EU sugar reform and its effects on Caribbean producers, aquaculture in Thailand, and the obesity 'epidemic'. The issue also features a Spotlight On article on the URBAN EARTH project.

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