The PGCE Primary programme is taught from one of the largest centres of teacher training the UK.
Students can opt to follow either the Foundation Phase route or Key Stage 2 route.
See the website https://www.cardiffmet.ac.uk/education/courses/Pages/Primary-PGCE.aspx
Please note that it is very likely that Standards for Qualified Teacher Status will change in June 2018 to be implemented for programmes starting from September 2018. This is a Welsh Government directive.
Please note: ITE courses in Wales are currently going through an accreditation process. Cardiff Metropolitan University hopes to continue to provide PGCE Primary and PGCE Secondary ITE courses. The outcome of the accreditation process will be known on 30 June 2018. If our accreditation is successful, our intention is to start receiving applications for both of the above courses in October 2018.
All applicants should meet the following essential criteria:
- GCSE grade B or above in English Language and mathematics and a grade C or above in science (or a standard equivalent) on entry to the programme. Students studying to teach in Welsh medium schools will also need a GCSE grade C or above in Welsh (first language).
- Applicants who have achieved a grade C or above in English Language and mathematics or equivalent on application will be considered for interview. Applicants will need to have made arrangements to resit the GCSEs or equivalent in order to obtain a B grade and indicate this on the UCAS Teacher Training application. If successful at interview, applicants will be offered a place subject to the B attainment. Please note, if you are taking a GCSE equivalent qualification, do not choose the option 'Equivalent' on the UTT application as this suggests you are applying to sit an internal test with Cardiff Met which we do not offer, you will need to select 'Other'.
- Good honours degree in an area related to primary education, of at least 2:2 classification; or any honours degree of at least 2:2 classification where an A level grade C or above (or equivalent) has been obtained in a primary curriculum subject area. Access to HE programmes are considered as an equivalent to A level within a relevant subject where 15 Merits have been achieved at Level 3. CACHE Level 3 Diplomas at grade C are also considered as well as Pearson BTEC (QCF)/OCR/NQF Level 3 Diplomas within Childcare at Merit Profile.
- Recent and relevant experience in a mainstream school across the primary age range. This should be for a minimum of ten days and taken place within the 12 months prior to attending interview. Evidence of this MUST be included on the UCAS Teacher Training application. Please include details within the work experience section of the UCAS Teacher Training form. Should applicants reach the interview stage, they will be required to bring evidence of the experience with them. This will be in the form of a reference from the head teacher of the school where the experience takes place, on headed paper and signed off by the head teacher.
- A strong personal statement indicating the applicant's potential to undertake the PGCE Primary Programme. The statement should demonstrate the breadth of knowledge and personal experience gained in primary education to date and how this has equipped the applicant to potentially be an effective primary teacher. A high standard of written English/Welsh is essential.
- The principal referee must be an academic who is most able to comment on the applicant's academic and vocational abilities. An academic reference for those applicants who have undertaken their degree more than 5 years in not required although one is preferred if this can be obtained. For those applicants whose HEI reference is more than 8 years old a reference from a more recent educational professional such as a head teacher is required. Should you have any queries regarding your reference, please contact Admissions.
- School Based Component
The School based component is undertaken in our excellent range of SEWCTET partnership schools and is an integral part of the programme. Students will spend a total of 120 days in school, which is predominantly arranged on a 4:1 split. This means that Monday – Thursday is spent on school placement whilst Friday is spent in university. This allows for clear links to be made between theory and practice and for the skills associated with being a reflective practitioner to be developed.
A key part of the development of the reflective practitioner is enquiry based learning to encourage student teachers to reflect critically on learners, their own practice, and to develop an independent, enquiring approach to their professional development. This is achieved through the completion of “Learning Packages” that focus on key educational priority aspects. The packages scaffold the student teacher in identifying their own areas of interest and to improve their practice in systematic ways, as they are more able to closely examine the issues and acquire newfound knowledge that is readily retained.
- University Based Sessions
The university-based sessions include either experience in the Areas of Learning outlined in the Foundation Phase or the subjects outlined in the National Curriculum orders. All university-based modules are studied at Master's level, allowing 60 credits to be achieved. The module ‘Learning and Teaching’ consists of three constituent parts:
- Learning & Teaching 1: Professional Studies
- Learning & Teaching 2: Literacy and Numeracy
- Learning & Teaching 3: Curriculum focus
All parts of the programme complement each other and specific links are made with the School Experience module. The module as a whole develops students’ conceptual understanding of fundamental principles of primary education and pedagogical aspects related specifically to Foundation Phase or Key Stage 2 (depending on route chosen).
- Time commitment required
The school-based element requires students to be in school for the normal working school day as well as additional time before and after school for preparation and meetings.
Do you have a passion for educating children, particularly those with Special Educational Needs (SEN)? If your aim is to become a reflective, critical and enquiring primary school teacher then our PGCE Primary Education with Specialism in SEN and QTS is the course for you.
Our aim is to help you become a committed, confident and creative teacher so we’ll train you in the essential tools you need to kick-start your career in education. You’ll increase your ability to handle the ever-evolving teaching environment, and by the time your course is complete, you’ll be in a position to continue developing your understanding, knowledge and skills throughout your professional life.
You’ll discover that the way we teach you and the time you spend in schools in the Birmingham area will give you a broad experience of working with children who come from a wide range of different social, economic and cultural backgrounds so you’ll be well placed to take on your NQT year.
In addition to the above, for entry onto a teaching course you will also be required to pass the Skills Tests in Literacy and Numeracy.
Pre-Interview School Experience
For teacher training there is an expectation that you will have had some general experience of working with primary age students in a school setting. In preparation for the selection interview you are required to engage in a teaching episode, observed by an experienced qualified teacher.
As part of the selection procedure, the interview panel will expect you to demonstrate your knowledge and will assess personal qualities such as the potential to relate well to primary age students, enthusiasm, sensitivity, communication skills and robustness and resilience for teaching.
Applicants must also meet The National College for Teaching and Leadership requirements for initial teacher training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).
Modules are assessed through a range of directed tasks and targeted assignments. Trainee teachers are also required to complete a profile of evidence towards the achievement of the Standards required by the National College for Teaching and Leadership for the award of Qualified Teacher Status (QTS). Evidence for the Standards is verified by mentors.
All applications need to be made via the UCAS Teacher Training website.
Course code: 338C
If you would like to study for a PGCE and have less than three years of experience working with children, UCB’s PGCE Primary QTS course will provide you with the necessary skills to teach in a primary school environment.
There are two pathways available on this course. If you would like to teach 3-7 year olds, you will focus your studies on the Foundation Stage (pre-school) and Key Stage 1 (years 1 and 2). If you would like to teach 5-11 year olds, you will focus on Key Stage 1 (years 1 and 2) and Key Stage 2 (years 3 to 6).
These course pathways will concentrate on themes related to primary education that address key government priorities such as curriculum management, working with children with Special Educational Needs and Disabilities (SEND) and working with children who use English as an Additional Language (EAL).
On completion of this course, you will be a Newly Qualified Teacher (NQT) and will have the knowledge, skills and training to work in a mainstream school or in a school for children with special needs.
If you want to gain a flying start to your teaching career by gaining Qualified Teacher Status (QTS), but also want to highlight your mathematics expertise, this course is ideal for you.
Our PGCE Primary Education with Specialism in Mathematics with QTS puts the ‘value of children’ at the heart of everything you learn. We’ll provide you with the skills and understanding that you need so that you can inspire every child in your primary school classroom and encourage them, particularly in mathematics.
You’ll discover that the way we teach you and the time you spend in schools in Birmingham and the wider West Midlands area will give you a broad experience of working with children who come from a wide range of different social, economic and cultural backgrounds, so you’ll be confident, committed and creative teacher ready for your NQT year.
In addition to the above, for entry onto a teaching course you will also be required to pass the Skills Tests in Literacy and Numeracy.
Pre-Interview School Experience
For secondary teacher training there is an expectation that you will have had some general experience of working with primary age students in a school setting. In preparation for the selection interview you are required to engage in a teaching episode, observed by an experienced qualified teacher.
As part of the selection procedure, the interview panel will expect you to demonstrate your knowledge, particularly of mathematics, and will assess personal qualities such as the potential to relate well to primary age students, enthusiasm, sensitivity, communication skills and robustness and resilience for teaching.
Applicants must also meet The National College for Teaching and Leadership requirements for initial teacher training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).
Modules are assessed through a range of directed tasks and targeted assignments. Trainee teachers are also required to complete a profile of evidence towards the achievement of the Standards required by the National College for Teaching and Leadership for the award of Qualified Teacher Status (QTS). Evidence for the Standards is verified by mentors.
All applications need to be made via the UCAS Teacher Training website.
Course code: 3387
This course aims to enable you to meet, and exceed, the Teacher Standards’ criteria as set out by the National College of Teaching and Leadership (NCTL) for teaching across the primary phase of education through:
• Exploring how learning links to the development of ourselves as teachers and the pupils with whom we work;
• Harnessing the power of research and professional knowledge as a key part of our own reflective practice and theory building;
• Promoting creative and innovative approaches to teaching and learning;
• Taking account of the role of education in developing the whole person by modelling a reflective and enquiry based approach to learning, promoting learning in a broad range of local, national and international contexts and exploring sustainability as a key feature of learning for the present and the future; and by promoting core educational values such as honesty, compassion, integrity and the pursuit of wisdom;
• Promoting equality of opportunity in all learning environments;
• Monitoring, evaluating and assessing the impact of the learning environment on all learners;
• Providing individual support and development for learners based on their individual needs and endeavours to build respectful learning communities.
This means that the course will not restrict you to a limited age-range for your career, and it will help in preparing you to teach all subjects of the primary curriculum.
Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/pgce-primary-full-time.aspx
The course will support you in meeting the NCTL requirement to teach across two consecutive age-phases, and within two different school settings.
The course will also encourage you to be able to start moulding specific interests for your intended career. For example, you will be able to request whether to be based with 3-7, 7-9 or 9-11 age-phase for some professional placements and you will have opportunity to select from a range of module options for your Enhanced Study. Similarly, there will be opportunity within the programme to apply for a professional placement in a SEN school.
Please note that all such requests cannot be guaranteed, but they will be taken into consideration when allocating students to placement offers received from schools.
The programme is aimed at graduates who have a real passion, enthusiasm and commitment towards joining the teaching profession as a primary-phase teacher, and who seek to become the very best teacher and ‘leader of learning’ they can.
The more understanding you bring with you about the nature of teaching and learning in UK primary schools from the early years up to Year 6, and the role of the professional teacher, the better. That is why a minimum of 10 days experience in a primary school setting/working with children is a condition of being offered a place on the PGCE Primary course.
All PGCE courses cover three main areas: Professional Studies, Curriculum Studies and Enhanced Studies. All learning on the course is designed to complement professional practice and your academic study will be both informed by, and also inform, practice. PGCE students will be placed in two schools for a mixture of blocked time (e.g. weeks) and serial days or ’invasion’ days (eg.one day a week) adding up to meet the current Government requirement for a minimum 120 days in school.
This full-time PGCE course will comprise a variety of lectures, seminars, workshops tutorials and self-study, balanced with your periods of professional practice. You can expect to be busy, and it is a full time commitment.
Currently for example:
Term 1 is a blend of university based sessions and your first professional practice and assignment.
Term 2 comprises university based sessions, serial and research days in school, and your second professional practice. Your other two assignments are due during this term.
Term 3 largely comprises your final professional practice, and completion of your Record of Development.
You will be taught and supported by a range of academic tutors and professional colleagues from our school partnership. It is worth noting that academic tutors on this course also have QTS and teaching experience.
You will be assessed in two main ways, via academic assignments and assessment of their teaching.
You will submit three academic assignments for 20 Level 7 credits in each curriculum, enhanced and professional studies modules. Each submission will include a written element, but you may also be assessed via presentations or practical performances as relevant to each assignment. You will also be required to develop and complete an ongoing record of your professional practice and engagement.
Professional practice will be formally assessed at the end of each professional placement, or which there are three. Each must be successfully passed in order to progress through the course. At the end of your final placement you will be awarded your final grading against each of the Teacher Standards.
Following successful completion of this course, the usual next step is to seek employment as a Newly Qualified Teacher and to successfully pass that part of your induction into the teaching profession. From there, your teaching career can take you on to a very rewarding and exciting professional journey involving learning and teaching, leadership and management, research and advisory roles.
For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx
See our Teacher Education Funding page to discover the scholarships and bursaries available.
View http://www.canterbury.ac.uk/study-here/fees-and-funding/teacher-education-funding.aspx
Do you have a passion for educating children, supporting their academic and personal growth at a key stage in their development? Is your aim to become a reflective, critical and enquiring primary school teacher? Then our PGCE Primary and Early Years course is for you.
Our aim is to help you become a committed, confident and creative teacher so we’ll train you in the essential tools you need to kick-start your career in education. You’ll increase your ability to handle the ever-evolving teaching environment, and by the time your course is complete, you’ll be in a position to continue developing your understanding, knowledge and skills throughout your professional life.
Applicants will have (or expect to achieve before enrolment) a Bachelor's Honours degree, at upper Second Class level or above from a UK higher education institution or a recognised equivalent in a subject that provides the necessary foundation for work as a primary teacher. Trainees expecting to take a specialist module in a core subject, Modern Foreign Languages (MFL) or Early Years must have an appropriate degree or be able to demonstrate equivalent understanding and experience.
GCSE at grade C or above (or its equivalent) in English, mathematics and a science subject is also necessary at the point of application. For entry onto a teaching course you will also be required to pass the Skills Tests in Literacy and Numeracy.
It is essential for applicants to have spent time in British state primary schools and have some familiarity with the current National Curriculum before submitting an application.
Applicants must also meet The National College for Teaching and Leadership requirements for Initial Teacher Training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).
All applications need to be made via the UCAS Teacher Training website.
Course codes:
3-7 age phase: X110
5-11 age phase: 338B
This is a flexible course, which can take between one and three years, depending on individual circumstances and experience.
The PGCE Primary Modular is ideal for those who are not able to commit to a fulltime or fixed part-time route into teaching, or who wish to have some recognition taken of existing experience as a teacher or lecturer.
Much of the studying is undertaken independently through online learning.
Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/pgce-primary-modular.aspx
The course has been designed for all students to meet the Standards for Qualified Teacher Status (QTS) and provides the opportunity to gain 40 Masters level credits.
The course runs in partnership with schools across the region and beyond. Whilst every effort is made to support students in their preferred school location, where a school is more than two hours’ drive from Canterbury we would ask applicants to discuss whether this is possible, with Hannah Marsh in Admissions.
This course provides an opportunity for you to gain a PGCE whilst continuing in employment/caring for a family/fulfilling other life commitments. It is flexible and responsive to your needs. It gives you the chance to tailor your studying to your lifestyle and to take a very individual route to QTS, whilst providing opportunities to meet with likeminded people from all over the United Kingdom and Europe.
Two of the modules offer the opportunity to gain 40 Masters credits and these can then be put towards a Masters degree in the future.
All PGCE courses cover three main areas: Curriculum Studies, Professional Studies and Enhanced Studies.
All learning on the course is designed to complement professional practice and the academic study will be informed by and inform practice.
The module work is accessed and submitted online, with tutor support when needed.
There are three school placements of six weeks, eight weeks and eight weeks. There is the possibility of gaining exemption from the second placement, if certain criteria are met, including evidence from previous teaching experience. Placement one and two may be undertaken part-time if necessary, doing a minimum of three days a week in school.
You are obliged to attend a minimum of 12 core teaching days at Canterbury. These cover the core and foundation subjects, are taught by subject specialists and are very highly evaluated.
Learning and teaching is comprised of online materials, face-to-face seminars, group and individual tutorials (these can be face-to-face or via Skype/Facetime/telephone/email) and support in school whilst on placement.
The face-to-face seminars are held in Canterbury on Fridays and Saturdays throughout the year. These offer the opportunity to network with your colleagues and have access to tutors who are subject specialists. These days are fun, informative and designed to provide a theoretical underpinning to your learning. They also offer ideas and suggestions for activities to try out when on school placement and time to answer any queries or concerns you might have.
From the very start of the course you are allocated a pathway tutor who will support you throughout. They will offer pastoral, academic and school experience support, and this strong relationship is a key aspect of your time on the course.
You will also have other subject tutors who will offer guidance both for academic work and school placements. You are welcome to contact tutors and arrange tutorials (face-to-face or virtual) whenever you feel it would be useful.
Students will be assessed in two main ways via academic assignments and assessment of their teaching.
Students will submit academic assignments for 20 credits in each curriculum, professional and enhanced studies modules. Each submission will include a written element, but students may also be assessed via presentations or practical performances as relevant to their chosen subject options.
For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx
See our Teacher Education Funding page to discover the scholarships and bursaries available.
View http://www.canterbury.ac.uk/study-here/fees-and-funding/teacher-education-funding.aspx
