PGCE Geography
- What will I study?
- Who will support me?
- Who comes on the course?
- How does this fit in with the MEd?
- Do you have any advice for my application?
"We live in a world of amazing beauty, infinite complexity and rigorous challenge. Through studying geography, people of all ages begin to appreciate how places and landscapes are formed, how people and environments interact, what consequences arise from our everyday decisions, and what a diverse range of cultures and societies exist and interconnect." (QCA)
Geography is a subject which builds on young people's own experiences, helping them to formulate questions, develop their intellectual skills and find answers to issues affecting their lives. Cambridge offers excellent opportunities for Geography PGCE trainee teachers. The course is 'high challenge: high support' and will help you to develop teaching strategies and skills so that you can use your enthusiasm about Geography to interest and motivate pupils. You will develop ways to make learning and enjoyable, and to inform and inspire those you teach, and have the opportunity to continue onto the Cambridge MEd course.
The Geography PGCE course is regarded very highly both locally and nationally. The course was last fully inspected by OFSTED in 2000-01 and was awarded top grades (1) for all aspects of the course which were inspected and subsequently given a Category A award from the TTA, with most aspects judged to be "very good with many outstanding features". This grade was upheld in the more recent shorter inspection of 2003-4.
To find out more about the structure of the course, as well as current and past geography trainees, follow the links at the top of the page.
"I took up a PGCE at Cambridge because of its fantastic reputation and I was not disappointed. The support you get from the staff is fantastic and my school placements were ideal for the advice and guidance I needed to become my own individual teaching personality. I am thoroughly enjoying life as a teacher and a major part of that is due to the work put into my training at Cambridge." (Michael Guinness: 2006-2007)
What will I study?
The Geography PGCE course promotes teaching as a profession in which critical understanding is an integral part of practical competence. Much of the Geography course consists of sessions organised in a practical, workshop atmosphere; some sessions are taught by serving teachers from 'partnership' schools.
The school placements play a key role in developing trainees on the Geography PGCE. The training programme has been developed so each week conceptual thinking in Subject Studies sessions in the Faculty is moved forward with discussion and practical activities in school. The first term's work concentrates primarily on preparation for the basic elements of classroom teaching, and introduces students to the wide range of resources and teaching strategies available to geography teachers. It also considers the nature of the subject itself, its representation in the National Curriculum and its desirable form in schools.
Current sessions include:
- Futures, film & footprints: focus on urbanisation and the moving image.
- The changing geography curriculum: concepts, processes and knowledge.
- Learning about landforms & processes: focus on explanations and modelling.
- Globalisation & interdependence: fashion, sport and sustainability.
- Citizenship, global citizenship and controversial issues – what is the role of geography?
- Place and identity: What shape is the world anyway?
Later in the course, there is a focus on new technologies, fieldwork and wider curriculum issues, such as the role of geography in environmental and citizenship education. For example, we look at how GIS can be used to improve geographical learning, and consider the role of emerging technologies, such as blogging and podcasts, in teaching geography.
Towards the end of the course, trainees have the opportunity to undertake a wide range of activities focused on their individual interests and broader professional development needs. For example, previous trainees have visited Stibbington Field Studies Centre, Cambridgeshire Race, Equality and Diversity Service, the University Botanic Gardens and Cambridge Pupil Referral Unit.
Who will support me?
The geography course is run by Liz Taylor, Lecturer in Geography Education at the University. In addition, a selection of experienced mentors and guest speakers contribute to the course throughout the year; for example, David Lambert, Chief Executive of the Geographical Association has visited for several years to run a session entitled 'The Surprising and Amazing Power of Geography'.
Support in School: The Mentor
The mentor is the first port of call for the trainee during school placements. Mentors come from a vast range of teaching backgrounds, and all are highly experienced teachers and are passionate about geography, teaching and learning. Mentors are enthusiastic and committed to the development of individual trainees, working closely with the Faculty to ensure that the training given in school supports and enhances the teaching students receive from within the Faculty. Most of all, the mentor enjoys having the trainee in school and not only developing the trainee's skills but also learning from their ideas too.
In the early days of the first term, trainees work closely with their mentor and the school Geography Department. During this time the trainees will have the opportunity to observe good teaching practice and learn the rudiments of lesson planning and assessment from experienced teachers.
The mentor meets with the trainee for approximately an hour each week to discuss progress, issues and targets, in order to further the trainee's development. This is complimented by a whole school programme of core studies run by the Professional Tutor (usually a member of the Senior Management Team) in school. Mentor meetings focus on the individual needs and interests of the trainee and their development over the whole school context. Past trainees have attended field trips in the UK and abroad, helped on open days, held parents' meetings and undertaken a broad range of extra-curricular activities.
Each trainee is placed at two, contrasting schools throughout their PGCE course. At the beginning of the year, trainees start by teaching segments of lessons, often in teams with either the mentor or another trainee. The mentor will always be close to hand and observe much of the trainee's early teaching. During their second placement after Christmas, trainees are given increasing responsibility for classes across the age range and gain further pastoral experience. Trainees also have the opportunity to broaden their experiences within the department and the school.
"The PGCE course at Cambridge prepared me for my NQT year as I am able to organise my time effectively due to the excellent schools I was placed at during my PGCE. The assignments we completed also helped me to see the wider picture when it comes to the teaching profession, and the responsibilities we have in terms of teaching, learning and pastoral care". (Naomi: 2006-2007)
Who comes on the course?
Trainee teachers at Cambridge come from a wide variety of backgrounds. Here are profiles of four trainees from the 2007-2008 cohort:
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Clare Before I applied to Cambridge I studied BA in Environment and Business at Leeds University. I decided to become a teacher because of the range of people I would meet and because it is a job that I could potentially do anywhere. Cambridge University appealed to me because it was rated one of the best teacher training centres in the country. I really enjoy my days in school because they're always different, I'm never bored, there is at least one challenge every day and it is extremely rewarding. The course is set up on a personal level so you know everyone on your course and they all know you; the workshops are very helpful and the tutors are approachable and professional. I feel I have definitely made the right decision! |
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Kien I studied BA in Geography at the University of Malaya in Malaysia, where I also worked as a primary teacher and helped on sea turtle conservation projects every nesting season. I then moved to Sweden in order to undertake a Masters in International Environmental Science. I chose to do my PGCE at the University of Cambridge because it offers intensive, stimulating and progressive practical learning, as well as effective approaches to teaching geography. I have found the course to be excellent so far. The lecturers are enthusiastic, friendly and highly supportive, and the school-based mentors are professional and accessible. I now realize that the learning is a never ending adventure, and I have made lots of fantastic devoted geographer friends! |
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Sarah I studied Geography with Outdoor Adventure at 'The College of St Mark and St John' in Plymouth and then went on to teach at 'Forel International School' in Slovakia. The school experience was amazing and I discovered that I'd like to get more involved with teaching. I came to Cambridge because it has one of the best PGCE courses on offer, with excellent Ofsted reports. So far I have learnt a lot. The course not only concentrates on the professional skills but also on the subject knowledge and teaching methods. The best things about the course so far are the great sense of camaraderie among the trainees, and the support received from our mentors. They understand that this is a tough course; however they always know how to cheer you up and to put a smile back on your face! |
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Pete Before coming to Cambridge I studied Geography at Durham University, graduating with a BSc. I decided to take a PGCE as it has allowed me to continue building my understanding of the world from a geographical perspective and help others to share that passion too. So far I have found that the PGCE course at Cambridge has been helping me to achieve these goals by training me to be aware of pupils' needs, develop techniques for teaching and by broadening my subject knowledge. An added bonus has definitely been the friendly, engaging and interactive way that we have been taught in the faculty - a real model for my teaching. |
How does this fit in with the MEd?
Students who successfully complete all examined elements of the PGCE course (without failing any element at the point of examination) are able to register for the second year of the Faculty's MEd course. For such students, the Cambridge PGCE year is equivalent to 50% of the Cambridge Masters course and trainees will have the option of completing the second year of the Masters (on a part-time basis) within two years of qualifying.
Most students will follow modules on the Researching Practice MEd course, designed especially for early career teachers. As part of this, there is the option to follow the new and exciting module " Planning for Innovation in the Secondary Geography Curriculum: Concepts and change". For further information, take the following link: http://www.educ.cam.ac.uk/courses/ppd/ppdprogA21.html .
Oli Picton followed the Researching Practice MEd course after having completed the PGCE course:
I studied geography and anthropology at the University of Wales, Swansea. After finishing my degree I worked in Mumbai for a production house and taught English in Bangkok before applying to Cambridge, my hometown, to do the PGCE. I chose Cambridge because of the high quality of the course and the quality of the partner schools that the university works with. The facilities and teaching at the Faculty of Education are world-class.
For most trainee teachers the most daunting part of the course is the first class you teach. However, those nerves soon go and teaching feels natural. There is always plenty of support available from other trainee teachers, your mentor at school and your subject tutor. During professional placements the teaching workload is gradually increased over the year as your confidence builds. Part of the course includes a small-scale research project in the spring / summer term. This is a chance to investigate an aspect of teaching and learning that interests you. I decided to explore teaching and learning about 'distant places' in geography and really enjoyed doing the research.
I am now working at a school in Hertfordshire where I did my final professional placement during the PGCE. I decided to take the opportunity to continue to do the MEd in Researching Practice at Cambridge. The MEd builds on the skills learnt during the PGCE and in school. Now that the PGCE is assessed as the first year of the MEd the transition is very straightforward. I've decided to research teaching and learning about globalisation in geography as it's a contested field of geography that interests me. Globalisation is a vital part of the curriculum at my school and one of the key ideas in geography today. Doing research focuses planning, teaching and evaluating, helping to improve teaching and learning in the classroom. The workload is manageable with the extra non-contact time you get as a NQT. Doing the MEd also means you get to meet teachers in the area, many of whom are also starting their careers.
For more information, visit the Master of Education (MEd) page.
Do you have any advice for my application?
Entry onto the geography course is very competitive and so early applications are encouraged, with interviews starting in November.
The following advice should help to ensure that your application is considered as quickly as possible:
• Please make sure that the first reference on your GTTR form is an academic geography reference (unless your last academic course was more than 5 years ago).
• Ensure that you have undertaken some observation in a state secondary school before your interview – this will form the basis of some of the discussion we have at interview.
• If you are lucky enough to get to interview, please remember to bring originals and copies of your examination and birth certificates.
For full application details visit our PGCE admissions page.
And if you are successful on gaining a place on the course ...
"Even when thing seem tough during the PGCE year, don't give up. Having your own classes in your NQT year, and seeing your students grow in confidence at the weeks pass makes it all so worth it. (Plus getting paid always helps!!)"
"Make sure you look after yourself. Don't burn the midnight oil. Try to keep on top of things and be organised. Always aim to enjoy what you are teaching and the students will too!"