PGCE Secondary German

The University holds regular open days , where you will have the opportunity to tour the campus and find out more about our facilities and courses.

You will find out more about the School of Environment, Education and Development, our resources, and meet academic and admissions staff who will be able to answer any questions you have.

Apply through the government website

You must apply through  DfE Apply .

Applications or CVs sent directly to the University will not be considered.

You must submit the following with your completed application form:

• contact details for two referees who can provide a written reference supporting your suitability for teaching
• a personal statement (2 sections: maximum 600 words for the 1 ^st question; maximum 400 words for the 2 ^nd question) detailing your commitment to and enthusiasm for teaching, your rationale for applying to be a teacher in your subject, an awareness of the role and responsibilities of the teacher, relevant experience suggesting suitability for the role, and a good standard of written English.

We recommend that you submit your application as soon as you are able to, once applications open. It is possible that we may need further evidence of qualifications in order to make a decision on your application, so please ensure that all relevant documents are available on request.

Before submitting your DfE application, please make sure that the information you enter regarding your qualifications is correct and accurate. We have the right to cancel your application if we determine (having carried out any necessary checks), or have reasonable belief, that your application contains false information. If you have any reason to believe that the information we hold about you is untrue, incomplete or inaccurate, you must tell us immediately.

PGCE Secondary (German) will train you to teach French across the 11 to 16 or 11 to 18 age range.

It will prepare you to teach the National Curriculum, GCSE and A-level.

Completion leads to a postgraduate qualification and recommendation for qualified teacher status (QTS).

University-based sessions will enable you to reflect on teaching methods.

We are dedicated to developing your expertise and we believe passionately in the benefits of creative, motivating and engaging language lessons in order to create the next generation of lifelong language speakers.

Our sessions are all interactive and good pedagogy is modelled by skilled and highly motivated tutors and guest speakers. Your tutors combine experience as outstanding teachers with academic knowledge of innovative, current and relevant educational research.

We have strong partnerships with schools and colleges, many of which are involved in research projects with the University. We work with a large variety of schools, comprehensives, grammar schools, special schools and sixth form colleges, allowing us to personalise your placement experiences to your individual needs.

Find out more about your Modern Languages tutors Joanne Taberner , Karen Roberts and Claire Forbes.

You will:

• develop a critical awareness of lesson and curriculum planning, spending time on each with school-based mentors and University tutors;
• develop skills and knowledge in inclusive language teaching;
• develop pedagogy and gain an understanding of a range of different teaching strategies in the Modern Languages classroom, and also in activities beyond the classroom;
• develop subject and curriculum knowledge for KS3, KS4 and KS5 languages.

• We have links with more than 200 schools, academies, and colleges, and you will benefit from significant school-based teaching experience.
• Our leading experts in education have trained more than 5,000 teachers in the last 15 years.
• Our students come from all over the globe and are from a variety of backgrounds - from recent graduates to mature learners.

Important notice: factors affecting fieldwork and placements

The School of Environment, Education and Development (SEED) recognises the value of fieldwork and placements. However, the safety and wellbeing of our students and staff remains our priority.

The School will assess on a regular basis the viability of any travel and fieldwork and communicate any significant changes to our students at the earliest possible opportunity.

The role of SEED

• changes to the rules and guidance on travel and activities implemented and published by the UK and overseas governments;
• a risk assessment conducted by or on behalf of the University identifying unmanageable risk;
• changes that enhance the educational value and student experience of the activity;
• changes to the situation of a placement provider (for example, which cause them to be unable to accept students);
• the unavailability of appropriate insurance cover;
• the unavailability of appropriate travel and accommodation and any significant changes to their financial costs;
• where fieldwork and placements are a compulsory element of the Programme, they will be replaced with something academically similar;
• where a trip or placement is not a compulsory element of the Programme, it may not be replaced.

We will consult with affected students at the earliest possible opportunity and explore the options available to them.

The duty of students

Preparation, attendance and conduct

Attendance at preparatory classes is a compulsory pre-requisite of the fieldwork and placements to ensure safety and learning outcomes are met.

Students who do not attend the compulsory preparatory classes may be prevented from participating in the fieldwork or placement. It is the duty of students to discuss any attendance issues with the field course or placement convenor.

Students are representatives of the university during their fieldwork or placement. Behaviour deemed by the convenor to be unacceptable may result in students being sent home.

Where a student is unable to attend or complete the fieldwork or placement (e.g. due to mitigating circumstances), is prevented from attending due to absence from compulsory preparatory classes, or returned home due to poor conduct:

• a suitable alternative assessment will be offered (as appropriate) to ensure that the programme ILOs are met, and that the student is not academically disadvantaged;
• the University accepts no responsibility for any costs incurred by the student in relation to the fieldwork or placement.

Immigration, passport and visa requirements

It is the responsibility of the individual student to ensure they have:

• a valid passport to enter the destination country (including sufficient months prior to expiry);
• a valid visa (where required) and comply with its requirements.

The School cannot guarantee that visas required for fieldwork or a placement will be granted by the relevant authority. Please note that countries may change their immigration and visa regulations at short notice.

Where a student is unable to attend fieldwork or a placement because they do not have the required visa or passport:

• a suitable alternative assessment will be offered to ensure that the programme ILOs are met and that the student is not academically disadvantaged;
• the University accepts no responsibility for any costs incurred by the student in relation to the fieldwork or placement.

Your school and University experiences are formally assessed. Both your mentors and tutors will help you to record your achievements and set targets from week to week and from placement to placement. 

During each placement, a University tutor will observe you teach and discuss your progress with you and your mentor. 

At the end of each school experience, you will receive a progress report from your mentor. The report will provide clear feedback and targets in the following areas: 

• subject and curriculum knowledge;
• planning and teaching;
• assessment;
• wider professional responsibilities. 

These reports, together with your record of achievement and development, facilitate your progression as a teacher. 

The written assignments will allow you to gain a maximum of 60 master's-level credits, and guidance and support to complete these assignments will be available from your University tutors.

I always thought I would enjoy teaching, but even my first term of the PGCE has confirmed this more than I had imagined. You get so much more responsibility than you imagine, the classes become yours and you become the teacher, a role I didn't think would be fully achievable until the NQT year. It's hard work, but it is extremely rewarding and at Manchester, we are lucky to receive such high-quality training and support. 

Read more about Naomi's experience  in her student profile.

You need QTS to teach in a state-maintained or special school in England and Wales. Whilst other routes to gain QTS exist, they do not all come with the postgraduate qualification of a PGCE. 

A PGCE from The University of Manchester is a valued qualification regionally, nationally, and internationally. 

When you study a PGCE with us, we help you prepare for a successful career in education. You will be given clear direction, advice and support when making applications for teaching posts and our employment rates are consistently high. 

In addition to this, a PGCE qualification can count as 60 of the 180 credits required for a master's degree, and The University of Manchester offers a range of postgraduate Education courses should you wish to continue your professional development as you progress further in your career. 

Visit our careers and employability page  for more information. 

The University has its own dedicated Careers Service that you would have full access to as a student and for two years after you graduate. At Manchester you will have access to a number of opportunities to help boost your employability .