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Writing a pgce personal statement.

If you’re applying to train as a teacher you’ll be required to write a personal statement as part of your application.

Take your time writing your personal statement. It’s your first chance to make a good impression so it's well worth investing time to develop a clear structure and style of writing.

It’s a good idea to proofread your statement thoroughly and get others to read through and check for typos, grammatical errors, style, and tone.

What's the personal statement for? 

The personal statement is crucial to your PGCE application; it is used primarily to decide whether to invite you for an interview. A poorly written personal statement could end your teaching career before it has started!

This is your chance to demonstrate what you have to offer as a teacher. You should also explain why you want to teach a particular subject or age range, and how your skills and experience will help you become a great teacher. It’s your chance to show your motivation, commitment and teaching potential and an opportunity to show your enthusiasm for teaching a particular subject or age group.

Remember, you only get one opportunity to write a personal statement for both cycles of applications, so it’s important to keep in mind that you should avoid creating tailored personal statements for each university.

How to write and structure your personal statement

The personal statement is split into two sections totalling a maximum of 1,000 words. It’s important to make sure you do not repeat yourself and to take time to ensure that each section is organised coherently. Divide your writing into paragraphs, each dealing with a particular aspect of the question.

Section 1: Why do you want to teach?

(Up to 600 words).

This is the place to talk about why you think you would make a great teacher. You can include:  

• what has led you to choose teacher training
• your understanding of the demands and rewards of the PGCE course and of the teaching profession
• the personal qualities that will make you a valuable asset to a school
• details of any paid or unpaid experience you have of working with young people and what you learnt
• details of any other experiences which you can bring to the teaching profession. Think about any ‘transferable skills’ or qualities which you have developed which may be relevant to teaching.
• If you are a career-changer, what have you been doing and what are your reasons for the switch to teaching?
• your thoughts on children’s wellbeing and the education system

Your personal statement should tell us why you want to teach, your skills and about any experience you might have of working with young people or in the education sector. If you are taking any exams or additional study before starting the course, particularly if this relates to your eligibility to join the course, we want to hear about it.

It should also show that you understand the education system, what challenges teachers face and that you’re engaged with issues around education.

If you’ve not taught before, think about any other things you’ve done that might demonstrate the skills you’ll need to be a teacher (your transferable skills).

Although it’s a good place to expand on your skills and experience, this shouldn’t be the main focus of your personal statement as the rest of the application will showcase this.

Section 2: Why are you suited to teach your subjects or age group?

Up to 400 words.

Remember to not repeat anything you have already said in section 1!

If you’re writing a personal statement for secondary teacher training, use this section to describe your knowledge and experience of the subjects you’ve chosen. Any work experience in the field will be of interest.

What universities are looking for

Universities want to see your passion for teaching and understand why you think teaching this subject or age group is the right career for you.

Your personal statement should be original and honest. Try and avoid clichés or writing what you think we want to hear. All we really want to hear are the real reasons you’re applying to study a PGCE and become a teacher.

If you’re writing a personal statement for primary teacher training, say why you’d like to teach this age group. If you are particularly interested in certain primary subjects or have relevant experience in them, you can talk about that here too.  

You could talk about:

• any relevant work or unpaid experience
• your degree and degree modules
• your other relevant qualifications, such as A levels
• any relevant skills, interests or achievements
• your understanding of the national curriculum

Questions your personal statement should answer

• Why do you want to be a teacher? 
• Why do you want to teach a particular subject, Key Stage or age group? 
• What are your strengths? 
• What experience do you have and how has this influenced your desire to teach? 
• What skills do you have that would be useful for teaching

The finer details

Your personal statement should be:

• no more than 1000 words
• written in the first-person 
• grammatically correct - we suggest writing in a document before adding to your application
• your own work, don’t copy from anywhere online 
• structured correctly with a clear introduction, evidenced paragraphs and a conclusion 
• proof-read before being submitted

And finally, be prepared to answer questions about what you’ve written in your personal statement at the interview stage!

Find out more about how to get into teaching .  

Find out more about how to get into teaching . 

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Study this PGCE Primary course and become a qualified teacher of three to seven-year-olds.

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Train to teach seven to 11-year-olds on our specialist Key Stage 2 course, with Qualified Teacher Status (QTS).

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Checking your eligibility to study a pgce, how to prepare for your teacher training application, how to write a good personal statement for pgce application, what to expect at your pgce interview.

What to Include in Your PGCE Personal Statement

How your pgce personal statement should be structured, example personal statement, final thoughts, pgce personal statement.

Updated November 24, 2021

A PGCE personal statement is written as part of the application process for teacher training and gives candidates an opportunity to showcase their skills and attributes.

PGCE candidates will only write one personal statement, which is used to apply for all of their preferred choices. Students upload their personal statement to the UCAS Teacher Training system, and it is submitted for all choices in both phases of the application process (‘Apply 1’ and ‘Apply 2’). No changes can be made once it is submitted.

The personal statement is often used as the deciding factor for choosing whom to invite to interview . This piece of writing should explain the experience you have and how this translates into your abilities in the classroom.

It should also present what you might be like as a teacher – how will your personality and interests help engage students and get them enthused about the subject?

A lot is riding on your personal statement and writing it can be a daunting task. This guide will outline what your PGCE personal statement should contain and how to structure it for the best chance of success.

The admissions team will want to know about the skills, experience and personal qualities you have that would make you perfect for a teaching career. They need to see you have the dedication and passion to complete your PGCE and have a successful future.

Simply saying, “I would be good at this role and am well suited to it” isn’t enough. The PGCE provider needs to read real examples that demonstrate your skills and abilities and meet their requirements.

Here are some details you may want to include in your personal statement:

1. About You

A teacher’s personality and personal experience will be highly influential, therefore your own experiences are relevant to your application.

Before you start writing, it’s a good idea to spend a few minutes jotting down some key facts that are relevant to teaching. These might include:

• Your interests
• Qualifications/achievements
• What motivates you
• Your upbringing
• Relevant skills

Remember to include examples in your list. Coaching a sports team in your spare time suggests you are experienced in motivating young people and getting the best out of them. Maybe you play an instrument and use music in class. Including qualities like these will make your application stand out.

2. Why You Want to Teach

A key element of your application is explaining why you have chosen teaching as your future career. Show an awareness of how teachers can inspire individuals and also the benefits you might see in yourself.

Try to broaden your answer further than simply saying you are passionate about teaching or children. Every applicant will say they are passionate.

Give details of experiences that moved you towards this career or, perhaps, even the moment you realised this was what you were born to do. By using genuine examples, your passion and excitement will shine through.

3. Why You Are the Best Candidate

Try not to pull out a cliché like “I am passionate, dedicated and reliable” – make your application stand out by using a paragraph that the provider won’t see in any other application that day.

Think about what makes you different from any other candidate. Other applicants may say they can take charge of a class and have experience dealing with challenging children, but will they sing an entire lesson just to get the pupils to engage with them, like you did in your work experience? Or will they bring in a structure made out of Lego to demonstrate osmosis, like you did on your degree placement? Think of what makes you, you.

4. Why a PGCE?

Include details of why you have chosen to go down the route of a PGCE rather than doing a full teaching degree. Perhaps you dipped your toe into teaching while travelling after your degree and realised how much you love it, or maybe you are passionate about biology and wanted to decide at a later date whether to go into teaching or industry.

Show that you have done your research and understand the structure of the PGCE and what will be required.

5. Teaching-Related Experience

Include details of any experience you have gained working in schools or with children in another environment. This might include:

• Work experience
• Visits to schools
• Teaching assistant roles
• Voluntary teaching/supervision roles (like helping out at a scout hut, etc.)
• Experience via the Get School Experience service
• Classroom observations

With every experience you discuss, note the skills you gained and how they will benefit you as a teacher and how they have improved your understanding of the education system.

6. Other Professional Experience

Teaching demands a range of different skills – it’s not simply a case of delivering information.

Talk about past positions you have held:

• Did you manage people?
• Did you work within a team?
• Did you negotiate?
• Have you trained or coached others?
• When have you communicated information to different audiences?

The skills you have gained throughout your education, work and personal life can be highly relevant to your application. Be sure to include details of why these skills will make you excel as a teacher.

7. What You Learnt During Your Degree

Whether your degree was in the subject you intend to teach or not, it’s important to talk about the skills you developed throughout your learning and how they will benefit you as a teacher.

If you’re struggling to find transferable skills , here are some ideas:

• Think about how you communicated (presentations, critiquing the work of your peers, etc.)
• Give examples of how you organised yourself
• Describe times you helped others with their learning

Remember to talk about the benefits your initial degree will bring when studying for your PGCE and how your interest in it has inspired your desire to teach.

8. Your Knowledge of What Training to Be/Being a Teacher Entails

It’s important to stress your commitment to your training. To do this, you should demonstrate that you have done your research and are fully aware of what is to come.

Although teaching is a highly rewarding career, no one applying for teacher training will do so without being aware of the challenging nature of the profession.

There is no need to ignore these challenges in your application; actually, it will work in your favour if you show that you have thought about these challenges and are sufficiently prepared.

Talk about the positives and negatives that you expect to experience in your training and within your career, and how your core strengths will help you deal with them.

9. Your Future Plans

Discuss your plans beyond the PGCE:

• Do you have the ambition to be a headteacher?
• Do you plan to take on pastoral responsibilities?

Show a keenness to immerse yourself in the school system and be open to opportunities that come your way.

10. Extenuating Circumstances 

Your personal statement is the place to openly discuss any extenuating circumstances, such as low grades or large gaps in employment/education. Make sure you show how you have overcome these challenges and what you learnt from them.

Write your personal statement in Word (or equivalent) and make sure you are happy with it before copying and pasting it into your application on the UCAS system.

You need to keep your personal statement to no more than 4,000 characters across a maximum of 47 lines of text . The UCAS Teacher Training system may differ slightly to your word processor, so be prepared to amend slightly once you have copied it into the UCAS page.

To keep to the character limit and cover all the suggested material above, you will need to be succinct. Make sure you only talk about topics that are relevant and delete any waffle.

Your opening statement should be strong and memorable – a good idea is to state why you have decided to get into teaching. Back up all details with examples and be sure to say what you learned from the experience or how you can bring the skills you developed into the classroom.

Split your statement into three sections:

• Introduction – Introduce yourself and talk about why you want to do a PGCE
• Middle – Use the notes above to cover the key details
• Conclusion – Tell the reader why you are the best person for the place they are offering

Avoid using bold, underlining or italics, and write in English (or Welsh if applying for Welsh PGCEs). The UCAS system will strip all special formatting out of the personal statement (except paragraph breaks) so ensure you keep it simple.

When you are happy with the content, make sure you ask someone to check your work . Spelling and grammar in personal statements should be accurate. Make sure you have not copied anyone else’s work at all – UCAS screens all applications for plagiarism.

Below is an example personal statement which covers all of the key points you should include in this piece of writing:

A teacher at my secondary school single-handedly transformed my passion and ability for maths; I was predicted an ‘F’ at GCSE and in a matter of months, she helped me achieve a ‘B’ and start to enjoy the subject. I can’t think of a more satisfying job than one in which you can inspire young people in the way my teacher inspired me. After achieving a ‘B’ in maths at A-Level, I went on to study the subject at University College London and graduated in 2018 with a 2.1. It was in the final year of my degree that I had my first taste of teaching the subject, as several of the modules involved presenting topics to large groups of first-year students. I was thrilled when students asked to see me afterwards to share their observations of what I had been discussing – it was clear my enthusiasm had rubbed off on them and they were excited by maths, which is exactly why I want to teach. I currently work as a teaching assistant at St Andrew’s School, where I have been for six months. This position has given me a great insight into the skills needed to be a fantastic teacher; the school has several SEN pupils and I have been exposed to the more challenging side of the profession. Being trusted to run activities with the entire class has helped me build confidence and learn how important it is to adapt lesson plans to engage students who have different abilities. I have gained valuable skills in implementing strategies such as gentle competitiveness between pupils, and tactical seating plans to get the best out of each student. Before working at St Andrew’s, I completed a work experience placement at Bell Lane Academy where I shadowed teachers working across the five different year groups. This experience helped hone my skills in addressing different age groups in different ways. My ability to get the best out of students is further strengthened by the experience I am currently gaining in the position of assistant coach at my local netball team. Having worked with the girls for the last 18 months, I have developed different ways of motivating individuals, helping push them outside of their comfort zones and encouraging them to take on new challenges. In my spare time, I enjoy playing netball and rugby and would be keen to take on extra responsibilities at a school in the form of after school clubs or teams. I also have a keen interest in management styles and personality types. The knowledge I gain from books on these topics helps me understand pupils and their differing learning styles – what works for them and what doesn’t. It also helps me look inwardly, analysing my own leadership style and methods of teaching. I have chosen to do a PGCE because I am passionate about maths, and I wanted to spend three years of a degree course exploring the subject further, rather than embarking on teacher training straight from school. My degree course has helped me with my confidence and my ability to speak in front of large groups of people. Teaching first-year students during my degree course helped me think about how to deliver the subject in an exciting and creative way. The experience I have had so far has clearly shown that teaching is an extremely challenging profession, but one which I believe is undeniably my calling in life. I adore maths and I want to bring the subject alive, helping children learn in an exciting, rewarding environment. A few weeks ago, I took it upon myself to ask the headteacher for permission to get the whole year group involved in a human percentages exercise – the children loved it. I believe I should be offered a place on your PGCE programme because I can commit to dedicating myself to a role in which I will strive to inspire and excite every pupil I teach.

The personal statement is your one opportunity to capture the attention of the PGCE provider and set yourself apart from other candidates. Teaching is about bringing your personality into the classroom and inspiring students, so avoid a formulaic application and speak from the heart, giving a full picture of who you are.

Your answers should convey enthusiasm for inspiring young people, a passion for teaching, creativity, excellent organisational skills and energy.

Demonstrate an awareness of this challenging profession but conclude with excitement and enthusiasm for your chosen career path.

You might also be interested in these other Wikijob articles:

Or explore the Postgraduate / Further Study sections.

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5 hacks for your social work personal statement

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So, you want to get into social work.

Hold on… it’s not that easy.

But you are in the right place.

In this article, we will show you how to write a personal statement.

Then we will show you an example of the social work personal statement.

In applying for social work, you will need to write a personal statement that explains why you want to study social work.

How to write a social work personal statement

1. set a deadline for your personal statement..

No work will ever be perfect. Yet we often fall into the fallacy of writing and rewriting, editing and re-editing. We think we can make the perfect personal statement that will land us in social work.

We can’t make it perfect. Before you start writing, you need to know when you have to stop and submit.

There is a saying in Chinese that goes, 画蛇添足. It tells the story of an art competition. During that competition, an artist, in his quest for perfection, ended up adding legs to his painting of a snake. Naturally, he lost.

The moral of the story is that there will never be a perfect picture, or perfect personal statement. What matters is that you have tried.

Start writing your personal statement.

Often, our quest for perfection or plain procrastination stops us from writing. We try planning in detail, without actually writing. In my experience, I was pushed for time.

I had been awarded a scholarship, but no university place offered to me. Due to the urgency of the matter, I had to write quickly. I had to submit.

There was no time to think.

In much the same way, rather than spending too much time thinking, simply start writing. Writing has a magical way of sorting out your thoughts. You can always come back to edit it thereafter.

Include real-life examples of why you want to study social work.

As you can see below, I included examples from my own experiences being helped by a social worker and helping others as a volunteer. The truth is: facts tell, stories sell. Stories give the applications panel another side to you.

They make you real.

In writing your stories, be clear about what your role was. What did you contribute? What did you do? What was your impact? Did anyone praise you?

Secondly, link it to the wider motivation for social work. What did your experience teach you? How did it push you to decide on a career in social work?

Edit your personal statement.

Grammatical and spelling mistakes are a no-no. they show that you have not spent as much effort as you should have on your personal statement. When editing, print out a copy of your personal statement, and then read it out loud.

Reading it out aloud helps you to hear the arguments. It lets you see if the arguments make sense, flow well, and are cogently linked together.

Give your personal statement to someone else to read.

I was fortunate to have a friend who was a social worker. She agreed to read my personal statement. From that reading, she gave me valuable feedback on what I could improve on.

Having someone else to read removes our blind spots. Having interacted so much with your personal statement, you might be too emotionally invested in it to remove parts that are not as good.

Therefore, having someone else helps to make your essay much better.

Example of social work personal statement

This was the personal statement I wrote that eventually allowed me to be accepted into the University of Nottingham’s BA Social Work course.

Winston Churchill once said, “We make a living by what we get, we make a life by what we give.” Indeed, I have come to see how a life well-lived is one through which we give out of the largesse of our hearts. With a desire to engender positive change in the society around me, contributing to the community that has nurtured me, studying social work develops the expertise needed to aid the communities around me.

Why social work?

My desire to study social work stems from a wish to help people deal with the befuddling complexities of life, for which there is often no proper problem solving method, and certainly no correct answer.

What piqued my interest in social work was a first-hand encounter with social workers, who inspired me to take up social work myself.

In college, I remembered seeing my mother bent over the toilet bowl, vomiting out the remains of her previous meal.

Days later, she was stripped of her once lustrous, beautiful hair.

Watching my mother buried under blankets, trying to keep warm, I was overcome by a sense of helplessness.

My mother was diagnosed with breast cancer in June.

The months after were a harrowing experience. So often used to the pillar of strength my mother represented, to see her reduced to such a state, ravaged by the destruction of cancer, terrified and frightened me. As the eldest in the family, I had to take on additional responsibilities at home on top of my academic workload. It was arduous juggling the various obligations. There were times when exhaustion overtook me, causing me to fall asleep in my uniform, waking up only to fight another day.

However, I was fortunate to have the guidance of a social worker, who helped me regain emotional balance. She enabled me to stand on my own two feet again, anchoring myself in the midst of the changes that were happening around me.

Just as I have been so helped, I desire to offer lifebuoys of aid to others.

I want to assist them in finding greater emotional stability and eventually soaring towards a more fulfilling life.

My experience

Intrigued by the complexities of social work, I joined YGOS, a welfare organization reaching out to youths from disadvantaged backgrounds, as an intern.

There, I worked with youths who were doing poorly academically and exhibiting behavioral problems.

I enjoyed the opportunity I had to personally mentor these youths, working closely with them to improve their academic grades and attitude towards learning.

Having a hand in molding them positively, revealed the possibilities that social work offered in eliciting real change in the community around me.

The myriad of opportunities that an overseas education offers me excites me. Exposure to a different welfare system will further my perspectives on the various welfare models in the world, and broaden my horizons on the pros and cons that each welfare system inherently possesses. Studying overseas will push me out of my comfort zone, forcing me to live independently. Experiencing another culture, environment, and country will open my eyes to the diversity in the world.

I begin seeing the world in a different lens.

Beyond school, I volunteer regularly with the Movement for the Intellectually Disabled of Singapore.

In one of my earliest experiences volunteering, I was teaching a boy to write the alphabet “A”.

After struggling for thirty minutes, he threw up his arms, exclaiming,

“I don’t know how to write this!”

For him, the writing of such a simple alphabet had already prompted so much difficulty. It was a reminder that in the search for the academic “A”s in our lives, it is such a blessing to even have the chance to search.

Volunteering regularly has equipped me with empathy, which will aid me in better understanding my clients’ needs, finding lasting solutions for them.

Through social work, I hope to impact the world, shaping it, one person at a time, community by community, walking with my clients through some of their darkest emotional tunnels, and helping them to find the light again.

I hope these social work personal statement examples help you to craft your personal statement better. If you need more help, please look at advice I wrote on writing better personal statements.

You can also write to me at [email protected] .

All the best!

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How to write a PGCE personal statement

29 th September 2021

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Advice on how to write a PGCE personal statement that shows you’d make a great addition to a teacher training course.

What is a teacher training personal statement?

What to write, pgce personal statement tips.

When applying for a PGCE or postgraduate teacher training, you’ll probably have to write a personal statement. This is your chance to say why you’d make a great teacher by highlighting your relevant experiences and passion for teaching.

If you’re applying directly to a university or school, you should tailor your statement precisely to the course you’re applying for.

If you’re applying through UCAS Teacher Training, you can send your application to more than one university. Therefore, your statement should be more generic so that it applies to each one you’re applying to.

In both cases, make sure that your personal statement reflects the nature of the course or courses you’re applying for. Think about, for example, is it school- or university-based training? What age of students will you be teaching? Will you be specialising in a particular subject?

Before you start writing, look at any information you can find about the course and what you must do to apply. Has the university provided any guidance or topics of what you need to cover?

If not, can you speak to one of the course tutors to discuss what they might want to see in your statement? Or can you talk to a current PGCE student and ask what they wrote in theirs?

When you have a good idea of what admissions tutors will be looking for, create a mind map or list:

• Your relevant academic and practical experiences
• Areas of the course that you’re most interested in
• Anything else the university wants you to include

When structuring your statement, you can use your mind map or list to plan what information to put where.

Your structure can look something like:

• Introduction – about yourself and why you want to do the PGCE
• Middle paragraphs – relevant information of your academic achievements and experiences of working within education
• Concluding paragraph – tying up the main points of why you’re the best candidate for the course

If you’re applying directly to the university, check what the word limit for your personal statement is.

If you’re submitting to UCAS Teacher Training, your personal statement can be up to 47 lines of text or 4,000 characters.

Expanding on your mind map or list from before, think in more depth about why you want to teach.

• What qualities do you have that would make you good at teaching?
• What do you think are the challenges and benefits of being a teacher?
• Why have you chosen this particular age group and/or subject?
• What have you learned from your previous experiences in education?
• Will you be completing any extra exams or relevant experiences before the course starts?

If you studied education at undergraduate level, your course was probably focused on the theoretical side of the subject. Your PGCE course, however, will be about applying those theories to real-life situations in schools. Your personal statement should reflect your understanding of this.

If you haven’t taught before, what other activities or events in your life suggest that you would make a good teacher? Have you worked with children in different environments?

Admissions tutors don’t just want to see why you think your experiences make you a good teacher. Instead, they want to know that you’re aware of the importance of teaching and the demands that come with it.

• Why is it important to reflect on your abilities as a teaching practitioner?
• How will you work on your own development to become a great teacher?
• What interests you about the education system and its challenges?
• Do you have any thoughts are on child welfare and social justice?

When writing, make sure to use evidence and examples to back up your points. Through your tone of voice, try to show that you are positive and passionate about the work.

To see more information on how to style your personal statement, see our postgraduate statements guide.

• Ask someone you know to check it through. Even better if you can get feedback from a teacher
• See if you can speak to other students applying for a PGCE to share thoughts and ideas of what to write
• Similarly, reach out to PGCE staff at your university – or a teacher you know – they have experience that might be valuable to you!
• Any time you can spend in a school will be a valuable addition to your application. If you haven’t already, see if you can arrange to volunteer with one locally
• If you’re invited to an interview, you’ll be asked about what you’ve written on your statement, so be prepared to talk about it in more detail

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Writing a personal statement for a PGCE

How To Write a PGCE Personal Statement

Your personal statement is crucial to the success of your application and must be well written, concise, well-structured. It must also clearly demonstrate your reasons for choosing teaching and your commitment and suitability for this career in only 47 lines!

Before applying, do your research. Find out what being a teacher is really like. Get experience in a school, talk to teachers and read careers information.

General Tips:

• Compose your statement in Word and cut and paste it into your online application. This will allow you to ensure it fits, that you have used spell check and have proofread it to ensure its word perfect. Personal statements with a poor level of written English will be rejected.
• Use Verdana 12 as this is the size and font used by UCAS.
• Ensure it has a good structure with an introduction, a middle and a conclusion.
• Get someone to check your final draft who is knowledgeable in this area and whose judgement you trust.
• Research the Training Provider you are applying for. Which skills/experience/qualifications do they expect?

Your Personal Statement should:

• be persuasive
• be fluent, realistic, relevant and specific
• mention young people- it is about enabling them to learn rather than why you want to teach
• overuse of short sentences all beginning with ‘I’
• general statements and narrative
• I feel/think/believe – instead, use positive action words e.g. planned/managed/implemented/organised
• making a statement without having evidence to back it up

Sections in your Personal Statement:

• Introduction- why teaching and why you?
• The relevance of your work experience
• What subject you want to teach and why?
• Additional factors
• Concluding paragraph

1.Introduction

Why teaching?

• What is your motivation? What has influenced your decision to teach? Avoid ‘I have always wanted to teach’ or ‘I believe teaching is worthwhile’ or ‘I like children’.
• Concentrate on what influenced your decision to teach, how the idea has developed and what can you offer in terms of personal skills and attributes.
• Have certain people influenced you? Why? How?
• Show your desire to work with young people and refer to evidence.

Make a list of skills and qualities that you have that can be linked to all the key skills that make an effective teacher and how you can demonstrate this with examples:

• Organisation
• Communication
• Energy & enthusiasm
• Responsibility
• Love of subject
• Team player

2.Relevant Experience

School-based experience:

• Where? Try to avoid visiting the school you attended as a pupil
• How long for? One day is probably not enough time to see what it means to be a teacher, you need enough time to gain a good understanding of teaching and schools.
• What did you do? Did you observe lessons, work as a TA, attend meetings/training/ research curriculum/teaching and learning/had a focus on EAL or SEND pupils?
• What Key Stages did you experience? Make sure it is relevant to the specific PGCE course you are applying for.
• What techniques did you observe? Effective and not effective and why?
• Lesson-planning
• Classroom organisation
• Classroom management
• Inclusion/ diversity issues e.g. English as an additional language (EAL); special educational needs (SEND); disadvantaged pupils and gifted and talented pupils.

Always say what you have done and how it demonstrates the skills required as a teacher. For example, ‘reading with a group of pupils showed me that…’ or ‘working with a low ability group allowed me to…’

Other work with young people (paid/unpaid): 

• Youth groups
• After school groups
• Summer camps

What if you don’t have any relevant experience?

Highlight the other experiences you have engaged in and use these to demonstrate your understanding of teaching and schools.

3. What subject you want to teach and why?

• For Secondary, you need to show that you are passionate about your subject area and passing on that enthusiasm to young people.
• Link to relevant work experience, what have you observed and match your skills to this.
• Refer to any research you have done regarding your subject and also the curriculum/ examinations you would be required to teach at that Key Stage
• Link your qualifications and wider reading to your subject knowledge, if your qualifications are not relevant you need to show how you are going to develop your subject knowledge in order to teach the subject.
• State why you have applied to this particular type of PGCE course e.g. school-based/ flexibility/ reputation.

4. Additional Factors

• Hobbies linked to the profession/ skill set e.g. value-added skills such as sport, music, language etc.
• Additional courses you have completed/ completing e.g. ICT, subject knowledge enhancement course etc.
• Further experiences planned for the future prior to commencing a PGCE course.

5. Concluding Paragraph

• State your commitment to the course, acknowledge that teaching requires dedication, stamina, time management, being pro-active
• Reinforce your reasons for being committed to teaching
• Demonstrate awareness of the physical and mental demands of the course and the profession
• Career plan – what is your goal for your teaching career?

A teacher’s must-have qualities:

• Interpersonal skills
• Ability to think of their feet
• Good time-management

Background Reading

www.ucas.com/ucas/teacher-training 

Times Educational Supplement ( www.tes.com )

www.theguardian.com/education

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Personal statement for PGCE secondary

If you want to teach children aged 11 and over you'll need to apply through the Department for Education's (DfE) Apply for teacher training service

This example should be used for guidance only. Copying any of this text could significantly harm your chances of securing a place on a course.

Example personal statement for PGCE secondary

I became interested in teaching after realising how much I had benefited from excellent and passionate teachers. They exuded a real sense of enthusiasm for learning, which inspires me to pass on that passion.

My love for computing developed during my A-levels after discovering an aptitude for programming and networking. This drove me to study more, going on to gain a 2:1 in BSc Computer Systems and Network Engineering from the University of England. Studying at university developed my passion for computer sciences and taught me a range of transferable skills that I believe are fundamentally important to teach young people. This is demonstrated in my dissertation, which was awarded a first, investigating The Internet of Things (IoT) and how it can help shape educational establishments of the future.

While at university I decided to volunteer as a teaching assistant in a mainstream school. By my final year I was able to take responsibility for running activities in the classroom, balancing the needs of each child and managing behaviour issues. In addition, I regularly helped run the lunchtime computer club. In working with more vulnerable students such as SEN learners I saw the role played by support staff in maintaining control of the classroom, particularly with those who can be disruptive when under stimulated. I learned the importance of differentiating lesson plans to educate and engage students with special needs and the power of strategies such as a well thought out seating plan and friendly competitiveness in learners. I saw students develop within the classroom as a result of my determined support and these good working relationships are beginning to result in higher grades. I have liaised well across several departments to communicate information about students in an organised and diplomatic way.

One highlight was when I supported a young person with ADHD who attended computer club. They had been struggling to remain focussed and on task in class but were able to focus well when completing tasks on a computer. As a result, they suffered from poor behaviour, disengagement and low self-esteem. I negotiated with some class teachers to allow this pupil to use a tablet during their lessons. The pupil could then access any PowerPoint presentations being delivered to enable them to go back and reread specific slides. They could also access links to visual resources to enhance their understanding of the subject being taught. Homework was posted online for them to complete and submit electronically. This was such a success that the school invested in more tablets to be used by a range of students across the school. This further inspired me to want to become a teacher to enable me to support others who may be facing barriers to learning that could be tackled through the introduction of technology.

To support my professional development further I undertook short work placements in two other schools. Volunteering in Key Stages 1 and 2 confirmed my desire to teach Key Stages 3 and 4. I became aware of the many demands placed upon teachers and their time and I believe that the project management, communication and problem-solving skills gained during my degree will be invaluable assets within the classroom and beyond. I was exposed to a range of pedagogical models and teaching methods, which is something I look forward to learning more about on a PGCE.

One of my hobbies is to make short films about how to use different forms of technology and software packages. I post these on YouTube as instructional videos. These have proved to be very popular and I am considering how I can use this type of activity to benefit the students I teach. One option is to support students to create their own videos to help deepen their understanding of a subject, which they can then choose to upload to the school's virtual learning environment to aid their peers if they wish.

During school placements I witnessed the challenges and rewards present in a school environment. Teachers need to be resilient particularly when working with students who find school difficult, do not want to engage and do not want to accept support. However, I look forward to working in the education system and believe I could help and inspire students to develop their future aspirations.

While researching for my dissertation I spoke with secondary school teachers about the challenges their students faced and one that came up often was digital poverty. In many inner-city schools, pupils do not always have access to up to date and reliable computer technology to allow them to keep up with the advances in technology that they’ll face when seeking employment. One of my aims would be to investigate how the use of integrated technologies, as well as fostering links with local companies and the community, could result in a cost-effective solution allowing all students equal access to computer technology.

Technology has become its own form of literacy due to its prevalence in everyday life. Numerous careers use at least one aspect of Microsoft Office or Google Drive daily; balancing budgets on spreadsheets, creating slides to be presented, or attaching documents to emails to communicate important information. Allowing students to learn and refine these skills prepares them for life beyond the classroom.

With technology being present in many classrooms, and not just to teach computing skills, the introduction of the IoT could enhance learning activities even more. It could provide improved connectivity, introduce artificial intelligence and virtual reality to the learning environment as well as cloud computing platforms. I am excited about the future of education and how I can be an active part of it.

When writing your personal statement, you need to include:

• What inspired you to choose teaching.
• Why you wish to teach at secondary level.
• Your knowledge of the pressures and rewards of teaching.
• The personal qualities and skills that will make you a good teacher.
• How you might contribute to the wider school environment such as running extra-curricular activities and clubs.
• Any experience of working with children and what you learnt through doing this.
• Evidence of your knowledge related to the subject you hope to teach.
• Any relevant work or unpaid experience.
• Your degree, degree modules and dissertation topic where relevant.
• Any relevant skills, hobbies and achievements.

Find out more

• Read all about applying for teacher training .
• Get prepared with our teaching interview questions .
• See more examples of teaching personal statements .

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• What is the PGCE, and How Does it Work?

Becoming a qualified Teacher: What is the PGCE, and how does it work?

Interested in teaching? The PGCE is one of the most popular ways to get qualified. It gives you all the skills and experience you need to land your first teaching job.

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What does PGCE stand for?

The PGCE stands for the Post Graduate Certificate in Education . It’s a postgrad qualification that gives you qualified teacher status (QTS) . QTS allows you to teach in state schools in the UK.

The structure of the PGCE

The PGCE is a mix of university study and teaching practice.

The course takes a year, or two years part time. It’s not designed to teach you subject knowledge – you have to have an undergraduate degree that’s relevant to the subject you want to teach. If you don’t, you can do a conversion course. This usually adds another 6 months full time onto your training.

During the university sections of the course, you study topics around teaching and learning theory, current educational issues, and behaviour management. There will be several assessed assignments to complete.

After the first few weeks you’ll spend most of your time on school placements. Part of the challenge is to fit in your studies and assignments outside school hours.

You usually spend a short time observing in a school before the course starts, and then work in two different schools as you progress from assisting to teaching a full schedule of classes on your own. You’re assessed through occasional observations so your assessors can see how you manage in a real school environment. You’ll receive plenty of feedback and advice after these observations to help you improve.

Types of PGCE

There are three main types of PGCE:

PGCE Primary prepares you to teach children up to year 6. You may specialise in a particular age group. This is the most in-demand PGCE, so there’s a lot of competition for places.

PGCE Secondary prepares you to teach the secondary school and sixth form years. You’ll be teaching classes in your specific subject.

PGCE Further/Adult Education is for people who want to teach in colleges or adult education classes. It doesn’t include QTS – if you decide to teach children later, you’ll need to requalify. 

How is the PGCE different from other routes into teaching?

As we said, the PGCE is usually a university course . However, you can gain qualified teacher status without going to university. If you take the School Direct path into teaching, you’ll be employed in a single school as an unqualified teacher. Usually you’ll earn a wage. This means the programme can be much more accessible financially.

The School Direct path does have some drawbacks. You miss out on a lot of the teaching theory, which can leave you feeling unprepared. Also, you’re employed in a single school, with no opportunity to move around to different placements. If you have problems and want to leave the school, you’ll need to quit the course.

The skills you need to succeed in the PGCE

Learn everything you need to know before you head to work with these  free e-learning courses . Discover everything from how to develop your transferable and digital skills to how to smash the application process. 

To succeed at the PGCE and become a great teacher, you need:

• communication skills
• conflict resolution skills
• organisation

Behaviour management is something you’ll work on a lot during the PGCE course, so don’t worry if you feel like your conflict resolution skills are quite up to scratch yet. You’ll have plenty of opportunity to improve.

Learn how to develop the 8 key skills you need to work in education .

Paying for the PGCE

Mostly the PGCE works like any other university course – there’s a £9,000 tuition fee for UK students, and you can take out student loans and bursaries to help you financially.

In certain in-demand subjects, things are completely different. You can get a bursary that amounts to a decent salary, which you don’t have to pay back. These can be:

up to £30,000 if you want to teach physics

up to £25,000 for maths, chemistry, computing or languages

up to £20,000 for biology

There are smaller bursaries available for English, history, music, RE and design & technology. 

Do you really need qualified teacher status?

You may have heard that you don’t need a teaching qualification to teach in an independent school. Technically this is true – independent schools and state-funded academies have the freedom to employ unqualified staff. However, most schools would be very unwilling to employ someone without QTS.

There are also circumstances when other state schools can employ unqualified teachers. Usually this is because the job needs specific expertise or vocational skills. Unqualified teachers also can perform some teaching tasks when supervised. 

In general, however, if you plan to go into teaching you’ll be severely limited without a teaching qualification. Learn why you should consider a career in Teaching.

And finally…

The PGCE has one other advantage – most courses give you credits towards a Masters degree. Many universities offer part time continuation courses so you can earn a full Masters in your first years as a teacher.

Next: 8 Key Skills You Need for Teaching

If you’re ready to take on an important part in shaping the lives and society of the future, browse graduate jobs in our education and teaching list. 

Program Administrators:

MSW Program Coordinator Amanda Keys Pummill Hall, room 105 417-836-4213 [email protected]

Field Education Coordinators: Tiffany Havlin Pummill Hall, Room 105 417-836-6314 [email protected]

Program Description

The MSW program prepares students for advanced generalist social work practice. It is fully accredited by the Council on Social Work Education (CSWE).

The School of Mental Health and Behavioral Sciences offers the MSW program in two options: Advanced Standing and Regular Standing. The Advanced Standing program option is designed for students who have a baccalaureate degree in social work (BSW) from a CSWE accredited program and who meet the Advanced Standing program admission requirements. Those who have substantial work experience in the social work field and/or have completed course work in social work (even a minor) but have not graduated with a BSW, are  not  eligible for Advanced Standing. The Advanced Standing program involves 31 credit hours and can be completed in full-time status (three semesters) or part-time status (four semesters).

The Regular Standing MSW program option is designed for students who do not have a baccalaureate degree in social work from a CSWE accredited program, or who do not meet the other admission requirements for the Advanced Standing program. The Regular Standing program requires 58 credit hours to earn the MSW degree. The Regular Standing student can complete the program in full-time status.

Master of Social Work Admission Objectives

Admission to the Master of Social Work program is competitive and selective. All applicants applying on time and meeting the minimum standards will be considered for admission. However, merely meeting these standards does not guarantee admission. Only those students showing significant promise for a career in social work will be admitted to the program. The MSW program is committed to providing equal educational opportunities to all students regardless of their economic or social status, race, color, gender, sexual orientation, political orientation, disability, age, veterans’ status, or marital or parental status.

Admission Requirements for the Regular Standing MSW Program

Regular Standing MSW program applicants will apply using the centralized application service for social work known as SocialWork CAS. To begin this process, the applicant will create an account through the  SocialWorkCAS  website ( socialworkcas.liaisoncas.org ). SocialWorkCAS will verify the application for accuracy, calculate the GPA, and send materials to all specified Master of Social Work programs.

All documents required for the Missouri State University MSW application will all be submitted through SocialWorkCAS. Items submitted directly to SocialWorkCas include: an application, all official undergraduate and graduate transcripts, a resume, personal statement essays, and three letters of reference.

The GRE exam is not required for admission.

Students are eligible to apply for admission into the  Regular Standing MSW  program when the following conditions are met:

• Applicants must have earned a bachelor’s degree from a college or university accredited by a regional agency recognized by the Commission on Recognition of Postsecondary Accreditation.
• The GPA for upper-division course work (last 60 hours) in undergraduate classes may be used if higher than the overall GPA and if this GPA is calculated by the Graduate College or a referring college office.
• The GPA from a graduate degree or graduate certificate from a college or university accredited by a regional agency recognized by the Commission on Recognition of Postsecondary Accreditation may be used if higher than the undergraduate GPA.

Admission Requirements for the Advanced Standing Program

Advanced Standing MSW program applicants will apply using the centralized application service for social work known as SocialWork CAS. To begin this process, the applicant will create an account through the  SocialWorkCAS  website ( socialworkcas.liaisoncas.org ). SocialWorkCAS will verify the application for accuracy, calculate the GPA, and send materials to all specified Master of Social Work programs.

All documents required for the Missouri State University MSW application will all be submitted through SocialWorkCAS. Items submitted directly to SocialWorkCas include: an application, all official undergraduate and graduate transcripts, a resume, verification of CSWE accredited BSW degree, personal statement essays, and three letters of reference.

Students are eligible to apply for admission into the  Advanced Standing MSW  program when the following conditions are met:

• It is the responsibility of the applicant to verify their Bachelor of Social work meets CSWE’s accreditation standards  before  applying to the advanced standing program.
• Verification is to be submitted with the application by a notation of CSWE accreditation on the official transcript, or a copy of accreditation status of BSW degree awarding university listed on CSWE Accreditation page.
• Applicants must have no more than one grade of “C” and not grades below “C” in all social work prefixed courses.
• CSWE’s International Social Work Degree Recognition and Evaluation Service (ISWDRES) recognizes academic credentials in social work that are comparable to accredited baccalaureate and master’s degrees in social work in the United States. Recognition is necessary to establish qualifications for employment, graduate school admission, membership in the National Association of Social Workers, state licensing, and/or certification.
• An International applicant is required to complete the ISWDRES  screening form  through Council on Social Work Education to determine if a social work degree has been obtained  before  applying to advanced standing program.
• Verification is to be submitted with the application through notation of CSWE accredited program on the official transcript or other forms of official CSWE document.

Application Deadlines

Application and all additional materials must be submitted by the due date on the application for the year of desired admission for both Advanced and Regular Standing MSW program options. Deadlines will be strictly enforced so applicants are encouraged to apply early. Applicants must have all application materials submitted by the application deadline for consideration. It is recommended that all transcripts be received by SocialWorkCAS no later than two weeks before the due date in order to meet the admission deadline.

Admission to the MSW program involves the “whole person” concept. As such, the admission process considers a person’s character and personal fitness to the social work profession, academic preparedness for graduate study, and a student’s potential to conduct applied social work. Evidence of this includes: previous employment or significant volunteer experience in human services, the student’s statement of purpose, letters of reference, and other information relevant to the admission decision.

Transfer Students

The MSW program will consider transfer credits for core courses only from accredited graduate social work programs. No credit will be given for life or work experience. A maximum of 12 graduate hours from such programs may be accepted if taken at the  generalist  level. No transfer course work will be accepted for classes taken at the specialist level. Elective credit may be transferred from other social work programs or from programs related to social work (i.e., psychology, counseling, public health, etc.). Elective courses must have been taken within 5 years of entering the MSW program in order to count toward the degree requirements.

After a prospective student has been accepted for admission, the MSW Coordinator will determine the amount of acceptable transfer credit (up to the maximum credit allowed) following a review of official transcripts, catalog descriptions, and course syllabi. Primary emphasis is on assessing whether the objectives and content of transfer courses matches those of required Missouri State University courses. No transfer credits for core courses or electives will be accepted if the student earned less than a “B” or took the class more than 5 years prior to enrolling in the MSW program.

Academic Standards

Students are expected to meet graduate school requirements for good academic standing of a 3.0 GPA for all graduate course work transferred in or earned at Missouri State University. Students will be dismissed from the program for any of the following academic reasons:

• Two grades of “C” in any graduate coursework.
• A grade of “no pass” or “C” in any field practicum (i.e.,  SWK 740    and  SWK 780   ).
• A grade below “C” in any graduate coursework.

Social Work Policies and Procedures for Review of Academic Performance and Grievances

All social work graduate students are expected to conduct themselves in a professional manner consistent with the NASW Code of Ethics. All policies concerning student academic performance and personal conduct are delineated by University Policies. All related or other departmental policies and procedures can be found in the MSW Student Handbook.

Capstone Requirements for Regular and Advanced Standing MSW Programs

There are two additional requirements that all MSW students must do to graduate. First, is completing a comprehensive examination. Second, is the successful completion of all field education hours. Field education hours are completed in-person in an agency approved by the School of Mental Health and Behavioral Sciences. There are 400 hours in the field practicum at the generalist level and 500 hours at the advanced generalist level. Advanced Standing students are in the field only at the advanced generalist level. Both capstone requirements must be finished before an MSW degree will be granted.

Degree Requirements for Regular Standing MSW Program

The Regular Standing MSW program requires a minimum of 58 hours of graduate credit. The required courses by curriculum level are listed as follows. The first phase in the program is the generalist level and involves courses taken in the first year. These courses must be completed before enrolling in the second level of classes. The second phase of course work is the specialist level and involves courses taken in the second year.

Required Courses for Regular Standing MSW Program:

Generalist level courses:.

• SWK 705 - Human Behavior in the Social Environment
• SWK 710 - Generalist Social Work Practice with Individuals
• SWK 715 - Social Welfare Policy and Services
• SWK 725 - Generalist Social Work Practice with Families and Groups
• SWK 726 - Generalist Social Work Practice with Communities and Organizations
• SWK 730 - Diversity and Social Justice
• 9 credits of SWK 740 Social Work Field Practicum and Seminar I (400 hours)

Total Hours Required for Generalist Level: 27

Specialist level courses:.

• SWK 750 - Social Work Practice I: Advanced Generalist Practice with Individuals
• SWK 754 - Advanced Clinical Social Work Assessment
• SWK 755 - Social Work Practice II: Advanced Generalist Practice with Families
• SWK 756 - Social Work Practice III: Advanced Generalist Practice with Groups
• SWK 757 - Social Work Practice IV: Advanced Generalist Practice with Communities and Organizations
• SWK 760 - Advanced Policy and Social Justice
• 10 credits of   SWK 780 - Social Work Field Practicum and Seminar II
• Social Work Elective Credit Hours:  3

Total Hours Required for Specialist Level: 31

Total hours required for msw regular standing program option: 58, degree requirements for advanced standing program.

The Advanced Standing MSW program requires a minimum of 31 hours of graduate courses. The required courses are listed as follows for both full-time and part-time options. The full-time option can be completed in three semesters and the part-time option can be completed in six semesters.

Required Courses for Advanced Standing Program

Total hours required for the msw advanced standing program option: 31, current elective courses in the msw program:.

• SWK 602 - Rural Health
• SWK 643 - Non-Profit Management in the Health and Human Services
• SWK 696 - Health Literacy in the Human Services
• 3 credits of   SWK 699 - Special Topics
• SWK 742 - Substance Use and Social Work Practice

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