PGCE Secondary Modern Languages

Why study this course?

Begin a rewarding and fulfilling career in teaching with a PGCE in Secondary Modern Languages from London Met. 

This course covers the principles of modern language teaching, producing an effective classroom environment and how to work in the field of education.

Centred around the United Nations Convention of the Rights of the Child, this degree has a rigorous academic programme. There is a human element to the course which encourages individuality and communication. In recent years, almost 100% of our trainees have passed this course and we have a very high employment rate.

Department for Education bursaries are available for this course.

This course will train you to teach 11 to 16-year-olds (Key Stages 3 and 4) and, by arrangement, 16 to 18-year-olds in a secondary school environment. This PGCE leads to Qualified Teacher Status (QTS). 

The modern languages included are French, Spanish and German, and you will be developing pupils’ skills in speaking, reading, listening and writing the language they choose to learn.

At the University, you’ll study teaching methodology, pupil assessment and how children learn. There will also be collaborative and school-based projects with other trainees.

Based in London, this PGCE course will broaden your understanding of teaching in multicultural urban environments. Through your two school placements, you’ll learn how to help pupils develop their foreign languages effectively and fluently.

Course modules

The modules listed below are for the academic year 2024/25 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.

Year 1 modules

Curriculum Studies (core, 30 credits)

NB: Teaching Period is a statutory period of currently 36 weeks, set by the Department of Education. Term dates are set separately to the standard university dates, with an earlier start and later finish than other postgraduate courses.

The Curriculum Studies module aims to ensure that all students have appropriate knowledge, skills and understanding to teach their chosen specialism as an effective practitioner, in fulfilment of all relevant aspects of the Core Content Framework.

To support the student:

• to develop an understanding of the curriculum knowledge and pedagogical knowledge that they will require as a teacher, including the ability to interpret this to plan, teach and assess engaging lessons which promote pupil progression.

• to develop their own subject knowledge to ensure they are confident to teach their chosen specialist subject and/or phase, through a combination of assessment, self-assessment, target setting, personal study and engagement with university teaching and learning sessions.

• to develop a critical appreciation of the relevant traditions in pedagogy, assessment and children’s rights related to the areas they will be required to teach, and to use this knowledge to make decisions about planning, teaching and assessment which promote pupil progression.

Professionalism and Inclusive Practice (core, 30 credits)

NB: Teaching Period is a statutory period of currently 36 weeks, set by the Department of Education. Term dates are set separately to the standard university dates, with an earlier start and later finish than other postgraduate courses.

The Professional Inclusive Practice (PIP) module aims to ensure that student teachers are prepared for all aspects of professionalism and professional thinking as a teacher.

It aims to ensure that they are fully equipped to meet the broader knowledge, skills and behaviours beyond individual subject or phase specialist topics, in fulfilment of all aspects of the Core Content Framework.
To support the trainee:

• to develop a critical understanding of the key philosophies that underpin our curriculum, based on the principles of Education for Social Justice, Critical Pedagogy and the UNCRC.

• to teach in a range of contexts, with a focus on teaching in multilingual, multicultural schools, working closely with families, communities and other professionals and to develop a sense of professional identity which reflects this.

• to develop the full range of skills, competencies and attitudes needed to enhance their employability, by enabling them to attain the professional Teachers’ Standards for Qualified Teacher Status (QTS) by the end of the course.

• to enable students to reflect upon, critically assess and research their own practice. 

School Experience (core, 0 credits)

NB: Teaching Period (whole course) is a statutory period of currently 36 weeks, set by the Department of Education. Placement Module dates are set at 24 weeks minimum.

Term dates are set separately to the standard university dates, with an earlier start and later finish than other postgraduate courses.
The module will be comprised of two school experiences placements in contrasting schools or other appropriate settings to support the trainee to:

• Develop their professional practice as a teacher.

• Gain the skills and understanding outlined in the Core Content Framework for ITT.

• Become a critically reflective practitioner inside and outside the classroom.

• Acquire the necessary skills, experience and understanding required to plan, deliver and evaluate the appropriate areas of the curriculum (for their route) by the end of the module.