大多数学校都会问你有没有英国教师资格证（QTS=Qualified Teacher Status),
School-centred initial teacher training
Graduate Teacher Program
School Direct是PGCE里面的一种路径，大部分的PGCE(School Direct)也是需要学费的，英国籍可以申请Bursary，但是外国人不可以;
PGCE有两种培训路径：PGCE（university led）和PGCE(school direct)，这两个培训路径不太一样，但是大部分是一致的，学费也是一样的;
最后，PGCE不是学位，只是 Postgraduate Certificate，PGCE读完有教育学硕士一半的学分，没记错应该是60个学分，如果想要拿Master of Education 教育学硕士，需要修完剩下的学分，并参加论文答辩;
首先申请National Insurance Number 保险号
另一种就是PGCE（The Postgraduate Certificate of Education）
Mandarin Chinese (with a European language or EAL)
Personal statement for a PGCE secondary application:
Throughout school and university I was convinced that teaching was the right career for me. As the first person in my family to go to university I relished my biology degree and looked forward to the opportunity to share my appreciation of the subject with young people. After my first day on a university placement in a school I was relieved to find I truly enjoyed my time in the classroom.
On reflection my drive to become a teacher came from sixth form. Mistakenly I drifted through year 12 and by year 13 was shocked to find I had left it too late to achieve good grades at A2. I resat a year in sixth form and resolved to really apply myself far harder. This resolve has continued both in study and in the workplace and I graduated with a first. This experience drives me to motivate others to really apply themselves, and grow as students, because I've been there.
As well as observations undertaken during my university placement, I have teaching experience in two schools. I volunteered at Bedford Community College one day a week for two years and saw that teaching is not a 9-5 profession, the hardworking and dedicated teachers were both caring and inspirational. I was able to spend time in their student centre, working with pupils temporarily excluded from lessons and developed creativity in communicating biology by connecting it to examples that a pupil can relate to. I worked with groups of pupils as well as gaining experience one to one with individuals, often assisting them to identify where the task can be broken down into sections, making it seem less overwhelming. Mentoring a student with dyslexia taught me the value of drawing the answers from pupils, not just giving it to them.
From January to July 2015 I further developed my classroom skills at Bedford Grammar School. I worked with students in group tasks to ensure that they are all progressing, as seen in leading weekly corrective reading sessions. I was able to observe and reflect on teaching techniques which foster authority in the classroom and create positive relationships. I began to identify different techniques being used with students of different abilities, levels and ages. I have been keeping a record of these experiences and reflecting on them, taking different ideas for my own teaching. This was put into practice with opportunities to take the whole class, leading up to taking them for full lessons, stretching my abilities to plan, time and manage a lesson.
Having worked in retail and hospitality, I have experience of shift work and balancing multiple priorities, as well as working as part of a team and as a supervisor, sometimes in pressured environments.
I love reading, visit the gym regularly and enjoy sport but above all I am passionate about biology, keeping up with research online. At university a team of us ran the Biological Society which was helpful in developing my ability to communicate diplomatically with senior staff and students alike. This experience also helped me to develop good collaborative and organisational skills. I would like to continue to develop the skills I have acquired to teach secondary biology as a career and help my pupils achieve their full potential.