Teacher Training
Train to teach History with a Secondary PGCE at the University of Exeter. Gain qualified teacher status and 60 Masters-level credits through expert-led training. You will be part of a cohort of trainees all learning to teach History and working with a dedicated team of History teaching experts. Our History teacher training is informed by the latest education research within the School of Education, giving you first-hand access to the latest research on classroom practice in History.
The course DfE Apply code is V1X1. The University of Exeter's institution code is E84.
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Alongside our general entry requirements for all Secondary PGCE applicants, there are subject-specific entry requirements for History specialism applicants.
We are looking for applicants who have a 2:2 Honours degree or above in a degree in History or a History Joint Honours degree and will consider applications from those with degrees in related subjects such as Ancient History, Archaeology, International Relations or Politics.
A practical and interactive course, you will focus on a range of teaching styles and educational methods distinct to teaching History and learn how to motivate and engage your students in the classroom. You’ll also develop the fundamentals of teaching such as behaviour management, assessment, lesson planning, inclusive teaching, and working with the school community and parents. We’ll support you to become a reflective and confident teacher who is able to assess your own achievements and professional development requirements.
Our unique course structure based on the Exeter Model of Initial Teacher Education is praised by Ofsted and used across our subject areas. You will study a specialist Secondary History Subject Knowledge, Pedagogy, Research, and Practice module alongside this. The principal aim of this module is to equip you with a comprehensive understanding of the background issues and practice of the current teaching of History in secondary schools. In addition, the module seeks to nurture you as a reflective and autonomous professional practitioner, able to identify strengths and areas for development in your subject knowledge and pedagogy, through evaluating current professional practice in relationship to developments in research and curriculum theory.
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