COURSE CURRICULUM

The structure of the PGCE Secondary Science–Biology program at UEA is designed to blend academic study with practical teaching experience, giving trainees a well-rounded preparation for a teaching career. Over the course of the year, students spend a minimum of 120 days in two different school placements and 60 study days on UEA’s Norwich campus. The program starts with intensive, hands-on workshops, seminars, and lectures aimed at developing confidence and foundational teaching skills. Students spend most of their university time within their science subject group, engaging in collaborative seminars and practical workshops, supported by an experienced Subject Lead. The curriculum is designed not only to deepen subject knowledge but also to expand teaching capacity beyond biology, with additional sessions in chemistry and physics. Key areas such as equal opportunities, special educational needs, and the handling of controversial issues are also covered. The program promotes an inclusive, engaging approach to teaching, especially through practical biology work designed to inspire awe and curiosity. During placements, students gain experience in diverse educational settings, giving them the insight needed to choose their first teaching role wisely. Placement schools are thoughtfully selected from across East Anglia, considering each trainee’s location and needs. Reflection is central to the program, with students encouraged to regularly evaluate their experiences, link theory to practice, and build their professional identity. The course includes four compulsory modules: “Secondary Years QTS,” which supports development against the Teachers' Standards through tailored mentoring and school experience; “Curriculum,” focusing on the teaching of subject content through reflective assignments; “Reflective Project in Education,” which involves independent inquiry into broader educational themes; and “Learning,” which addresses pedagogy and classroom practice. Altogether, the structure ensures that graduates leave as confident, reflective, and research-informed educators ready for the demands of modern teaching.