• Leeds Beckett University Featured Masters Courses
  • University of Edinburgh Featured Masters Courses
  • University of York Featured Masters Courses
  • Regent’s University London Featured Masters Courses
  • Xi’an Jiaotong-Liverpool University Featured Masters Courses
  • Swansea University Featured Masters Courses
  • Imperial College London Featured Masters Courses
King’s College London Featured Masters Courses
University of Leeds Featured Masters Courses
Cass Business School Featured Masters Courses
Coventry University Featured Masters Courses
University College London Featured Masters Courses
"primary"×
0 miles

Masters Degrees (Primary)

  • "primary" ×
  • clear all
Showing 1 to 15 of 2,236
Order by 
Take advantage of one of our 100 Master’s Scholarships to study Community and Primary Healthcare Practice at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Read more
Take advantage of one of our 100 Master’s Scholarships to study Community and Primary Healthcare Practice at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Postgraduate loans are also available to English and Welsh domiciled students. For more information on fees and funding please visit our website.

The Community and Primary Healthcare Practice course provides a flexible opportunity for practitioners wishing to enhance their leadership, research and educational expertise within community and primary and public healthcare practice.

Key Features of Community and Primary Healthcare Practice

Performance:

- a new course designed to help practitioners develop their role in community, primary care and public health practice.

Teaching and Employability:

- closely linked to current Welsh Government and Department of Health policy, practice and services
- students are encouraged to explore and reflect on their own community and primary healthcare practice with the potential for contribution to the development of innovative, cross-disciplinary research outputs
- the course enhances career development and promotion opportunities for successful students
- students are supported in clinical practice by an experienced and prepared mentor

To ensure that our communities are strong and sustainable, it is important to continue to improve the health and well-being of our population.

The government’s investment in public health and primary care emphasises the importance of good leadership and the need for innovative practice.

Community practitioners are vital to improving the health of the population as they are committed to working with individuals, families and communities within the public health agenda.

Their expertise in public health allows them to have insight into how social and environmental factors can influence the health and well-being of people in society.

The Community and Primary Healthcare Practice course helps practitioners to develop their role in protecting, promoting and improving public health.

The Community and Primary Healthcare Practice course uses a range of teaching and learning methods which offer a variety of opportunities. Teaching is carried out through formal taught sessions and discussion groups/seminars using action-based learning approaches.

The degree in Community and Primary Healthcare Practice offers the option for students to engage in a work-based learning module as part of the Postgraduate Certificate and Diploma programmes.

Course Structure

The Community and Primary Healthcare Practice course is a modular postgraduate course consisting of 180 credits at level M.

The course is offered on a part-time basis with completion typically within three years.

Assessment

Community and Primary Healthcare Practice students are assessed throughout their coursework (e.g. written assignments such as research projects and essays and seminar presentations) and a dissertation of approximately 20,000 words.

Work Placements

The MSc Community and Primary Healthcare Practice course offers students the option to engage in a work-based learning module. This requires an arrangement between the student, personal tutor and practice facilitator and as such will require collaboration with the NHS Health Boards and/or independent healthcare sector to ensure adequate support and supervision in the workplace.

Existing partnerships are well established and this programme will suit current arrangements.

Modules

Modules on the Community and Primary Healthcare Practice course may include:

Continuing Your Professional Development in Community and Primary Health Care Practice
Working in Community and Primary Health Care Practice
Working in Community and Primary Mental Health Care Practice
Working with Individuals, Families & Communities in Primary Health Care Practice
Foundations in Research

Additional Support

Pastoral support is offered by personal tutors and the Swansea University student support and health services are recommended to students and stipulated in student handbooks.

Blackboard has a dedicated tab for student services which provides money advice, information about wellbeing services, equal opportunities and accommodation issues.

In cases where students have personal or any other kind of problems that they would prefer not to discuss with College lecturers, they are able to talk with a Student Counsellor.

Similarly, if lecturers feel that the concern the student has expressed is better discussed with the Student Counsellor, they will suggest to the student that he or she make an appointment for an interview.

Staff Expertise

The Community and Primary Healthcare Practice course sits within the Department of Public Health, Policy and Social Sciences.

The community and public health team is well-qualified and experienced. It comprises one professor and four lecturers. Members of the team are registered with the:

Nursing and Midwifery Council (NMC)
Royal College of Nursing (RCN) and the Community Practitioners and Health Visitor Association (CPHVA)
Queen's Nursing Institute

All academic members of the team hold a Master’s degree and/or a Doctorate.

Postgraduate Community

The College of Human and Health Sciences has a vibrant postgraduate community with students drawn from a variety of backgrounds and nationalities. The College is known for its friendly, welcoming and supportive environment, which combined with its extensive facilities, state-of-the-art technology and superb beachside location, helps to ensure that students benefit from an exceptional student experience.

In addition, Community and Primary Healthcare Practice students have access to a wide range of excellent facilities and equipment for realistic workplace experiences.

Read less
The University of Northampton is working as the Initial Teacher Training provider for a diverse and innovative group of Lead Schools and their Alliance schools in Northamptonshire and its surrounding counties to support the delivery of PGCE QTS programmes through the School Direct route. Read more
The University of Northampton is working as the Initial Teacher Training provider for a diverse and innovative group of Lead Schools and their Alliance schools in Northamptonshire and its surrounding counties to support the delivery of PGCE QTS programmes through the School Direct route. The PGCE QTS programme is the same for those on a University place or School Direct place.

If you would like to apply for a School Direct place for training to teach in 2017-18, then you will need to consider which route will be most suitable and which will be available with different Lead Schools. There are two routes for School Direct applicants:

1. The School Direct (Salaried) route: you will be employed by one of the Lead Schools or their Alliance schools and receive a salary while you train to become a teacher. This programme will lead to Postgraduate Certificate of Education or Professional Graduate Certificate of Education with recommendation for QTS.

2. The School Direct (Training) Programme: you will be based for a large part of your training in one of the Lead Schools or their Alliance schools but you will pay fees for the training programme. This programme will lead to Postgraduate Certificate or Professional Graduate Certificate with QTS. You may be eligible to apply for a bursary which varies according to degree classifications and subject specialisms. Please contact for further details.

This programme will develop you into a highly committed, creative and reflective teacher with Qualified Teacher Status (QTS). You will be training to teach children within the age range offered by the Lead School. On successful completion, you will have achieved 60 credits at Masters’ Level (PGCE) and be recommended for and awarded Qualified Teacher Status. You will develop your skills, knowledge and understanding such that you can demonstrate the professional standards for teaching required by the Department for Education and exceed the minimum expectations for each Standard.

You will spend a substantial part of the programme in school-based Placements within the Lead School or their Alliance Schools which will enable you to develop high levels of competence in practical teaching in a range of educational contexts. There are three assessed school-based Placements where you will be assessed against the Teachers’ Standards and submit a Record of Professional Evidence. You will also have the opportunity for self-organising a Placement in an alternative setting including a special school. You will have a trained mentor in each school-based Placement and a Personal Academic Tutor at the University to support your professional development.

The University of Northampton will be working with the following Lead Schools in 2017-18:
-Abington Vale Primary – Primary 5-11 (training and salaried)
-Bilton Infant – Primary 5-11 (training)
-Brooke Weston Academy – Primary 5-11 (training)
-Glenhills Primary School – Primary 5-11 (training and salaried),
-Inspire Northamptonshire – Hall Meadow Primary 5-11 (training and salaried)
-Maplefields Special School – Primary 5-11 (training)
-Northampton School for Boys – Primary 5-11 (training)
-The David Ross Education Trust – Primary 5-11 (training)
-Upton Meadow Primary School – Primary 5-11 (training)
-Wollaston Community Primary School – Primary 5-11(training)

Course content

The programme is structured to promote academic rigour, skilled practice, independence and flexibility. The emphasis in the programme reflects the primary national curriculum and priorities. The programme develops your subject knowledge, pedagogical knowledge and leadership skills so that you can apply this through teaching in primary classrooms. We work in partnership with schools across Northamptonshire and its neighbouring counties. This enables you to learn in a diverse range of schools. There are also opportunities for placements in Special Educational Needs (SEN) settings.

University Learning Events and three school placements. There are two compulsory modules at Level 7 which are worth 60 credits and can be used to contribute to a full MA in the future. The modules are Teaching, Learning and Assessment and Professional Studies.

Course modules (16/17)

-Professional Studies
-Placement 1, 2 and 3 Primary Education 3-7
-Placement 1, 2 and 3 Primary Education 5-11
-Teaching, Learning and Assessment

Methods of Learning

You are expected to engage with Learning Events through the active use of technological tools in the pre and post face to face sessions and online learning activities. You will be taught how to use technological tools to enhance your learning which you can then use in the classroom. You will be given time for independent and peer assisted learning. You will have a tutor for different subjects and professional studies.

Schedule

Learning Events comprise of pre and post face to face sessions with tutors for groups or whole cohorts. During the University based days, you are expected to be available between 9-5pm. During School based days, you are expected to be in school between 8.20am and 4pm.

Assessments

Assessment is continuous. You will engage in four assignments which will contribute towards your M Level Modules. Your teaching, including planning and assessment, is also assessed against the Teachers’ Standards. Partner schools share the responsibility for assessment during the practical teaching.

Facilities and Special Features

You will have access to the School Experience Library. This is an established and extensive set of resources specific for trainee teachers to support your placements and includes activities, big books and planning materials. “The quality of training is enhanced by the excellent resources at the University” (Ofsted 2014).

Other admission requirements

A minimum of five GCSE passes at grade C or above and these must include Mathematics, English Language and Science. You must be interviewed and we will explore your suitability for teaching including undertaking DBS and Disqualification by Association.

Read less
The Primary Education (Policy and Practice) MA meets the rapidly changing needs of professionals educating young children, in examining critically the bases for current practices in primary schools, providing insight into international developments in primary education and in offering opportunities to work with leading researchers and practitioners in the field. Read more
The Primary Education (Policy and Practice) MA meets the rapidly changing needs of professionals educating young children, in examining critically the bases for current practices in primary schools, providing insight into international developments in primary education and in offering opportunities to work with leading researchers and practitioners in the field.

Degree information

The Primary Education (Policy and Practice) MA offers opportunities to engage with the latest research and international debate concerning curriculum, pedagogy and assessment and its mplications for professional practice in primary education. Students will develop knowledge and skills to evaluate and conduct educational research related to their professional interests and develop their own perspectives as leaders in primary education.

Students undertake modules to the value of 180 credits.

The programme consists of three core modules (90 credits), and either a dissertation (60 credits) and one optional module (30 credits), or a report (30 credits) and two optional modules (60 credits). Some modules are available to study remotely.

Core modules
-Futures for Policy and Practice in Primary Education
-Researching Early Years and Primary Education
-What is Education?

Optional modules - a range of optional modules is available to students each year. Students can select optional modules to reflect their personal and professional interests. Recommended modules taken by students in recent years include:
-Contemporary Issues and Debates in Primary Education
-Literacy Development
-Children's Rights in Practice
-Assessment for Learning
-Bilingualism and Multilingualism
-Other modules are also possible - please contact the programme leader, Esmé Glauert, for advice -

Dissertation/report
All students undertake an independent research project in primary education (policy and practice). The project culminates in a dissertation of 20,000 words or a report of 10,000 words on a topic agreed with their tutor.

Teaching and learning
A range of learning and teaching approaches is employed across the programme, including lectures, student presentations, group discussion, directed reading/writing tasks and contributions to the Virtual Learning Environment, designed to promote active engagement and capitalise on participants' diverse backgrounds. Student performance is assessed through coursework assignments and the dissertation/report.

Careers

Graduates of this programme are currently working in a broad range of careers, both nationally and internationally. Many have leadership roles in schools, for example as school mentors for early career teachers, subject leaders, phase co-ordinators, assistant head teachers or head teachers. Others work as education advisers and consultants across a range of schools or as inspectors and policymakers at both local and national levels. Graduates can also be found working as researchers, lecturers and teacher educators in higher education and in educational services outside schools such as museums, publishing or children's support services.

Top career destinations for this degree:
-English Teacher, Unspecified English Language School
-Primary School Class Teacher (French), Unspecified CE Primary School
-Primary School Class Teacher (Maths), Unspecified Primary School
-Primary School Class Teacher, Unspecified Primary Academy

Employability
Participation in the programme fosters the development of a number of key skills and personal qualities important in a range of professional contexts including:
-Independence and self-direction in learning - important in continuing professional development in a fast-changing educational climate.
-Ability to examine complex issues systematically and critically - in the context of rapid policy change and increasing requirements for accountability.
-Exercise of initiative and creativity - in interpreting policy and research in particular local contexts to enhance the quality of learning and teaching.
-Skills in communication both orally and in writing to varied audiences - children, educators, parents, governors, policymakers.

Why study this degree at UCL?

The Department of Learning and Leadership at UCL Institute of Education has developed an internationally recognised reputation for early childhood and pre-school and primary education studies.

The department has a vibrant teaching programme, providing opportunities for specialist study of early years and primary education in initial teacher education and at graduate and doctoral levels. It offers a range of enriching events including research seminars and conferences in the field.

In all its work, the department is strongly committed to working in partnership with government agencies, education authorities, schools, early years and community groups and other departments within UCL Institute of Education (IOE).

Read less
This course has run since 2011, previously being integrated with the MPhil TMAT courses and taken part-time over two years. It is being re-launched in 2015 as a full-time one year course, based in the Cambridge Institute of Public Health’s Department of Public Health and Primary Care. Read more
This course has run since 2011, previously being integrated with the MPhil TMAT courses and taken part-time over two years. It is being re-launched in 2015 as a full-time one year course, based in the Cambridge Institute of Public Health’s Department of Public Health and Primary Care. More than half of the curriculum is shared with the MPhils in Public Health and Epidemiology. The aim of the course is to provide students with theoretical knowledge and skills as well as practical research experience to launch an academic clinical career in primary care.

The course draws on local strengths in working with large databases, primary care-based clinical trials and a wide range of other appropriate methods of quantitative and qualitative data collection and analyses. Throughout the course students are able to draw on the research expertise within the Institute of Public Health and wider expertise in the University.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/cvphmppcr

Course detail

The aim of the course is to provide students with theoretical knowledge and skills as well as practical research experience to launch an academic clinical career in primary care. Specifically, the course aims to:

1. Contribute to the commitment of the Cambridge University Hospital’s NHS Foundation Trust (CUHNHSFT), Cambridgeshire Primary Care Trust/ Clinical Commissioning Group and the National Institute for Health Research (NIHR) to continuing professional development of NHS staff in an integrated academic and clinical environment;
2. Develop a cadre of primary care clinical research leaders who will pursue clinical Academic careers within academia, the NHS and industry;
3. Contribute to the commitment of the Health Education East of England to continuing professional development of GP Specialty Trainees in an integrated academic and clinical environment;
4. Expand critical and current knowledge of research methodologies through an academically vigorous education programme offered in a world-leading primary care clinical research environment;
5. Equip clinical researchers with knowledge about the complex issues associated with conducting sound translational research in general practice and community settings.

Learning Outcomes

Students who complete this programme successfully will have gained an understanding of the primary care research context, including the distinctive nature and contribution of primary care research, and the contribution of key underpinning methods. Specifically, graduates will possess a grounding in primary care-relevant epidemiological, psychological, sociological and health services research methods, statistical methods and data analyses including surveys, trials and evidence synthesis. Upon successful completion each student will be able to apply contemporary research tools to clinically relevant areas of investigation in primary care.

Successful completion of the MPhil will also equip students with the skills and knowledge defined by the Academy of Medical Sciences’ Supplementary Guidelines for the Annual Review of Competence Progression (ARCP) for Specialty Registrars undertaking joint clinical and academic training programmes (September 2011).

Michaelmas Term

This term focuses on epidemiological and biostatistical principles and procedures. Teaching sessions during this term will be shared with students from the MPhils in Epidemiology and Public Health course. The teaching in this term also includes training in basic data handling and analysis using the statistical package Stata.

The three modules are:

- Epidemiology
- Biostatistics
- Data handling and appraisal

During this term you will also complete an essay on the epidemiology of a chosen condition in a primary care population. This essay is a formal part of the MPhil examination and will contribute to your final mark. You should also begin to research an appropriate topic for your MPhil thesis. You should discuss this proposal with you Course Supervisor to assess the suitability of the topic and the availability of relevant data.

There will also be an assessment based on the epidemiological component of the first term. This assessment is informal and does not count towards your degree. The assessment provides your Course Supervisor and Course Directors with a guide to your progress. A guideline answer sheet will be provided at the end of the assessment.

Lent Term

This term includes modular-based lectures and seminars in more advanced aspects of epidemiological research and public health which are shared with students from the MPhils in Epidemiology and Public Health, and specific modules on Primary Care Research not shared with other MPhil students.

Modules shared with the MPhils in Epidemiology and Public Health:

- Health Policy
- Social Science
- Chronic disease epidemiology
- Genetic epidemiology and Public health genomics
- Health Promotion

Primary Care Research modules:

- Introduction to Primary Care Research
- Use of routine data in Primary Care
- Designing, delivering and analysing surveys in primary care
- Qualitative research

Please note some modules may move from term to term.

During this term you will also complete a second essay which should take the form of a protocol for your thesis research. This essay is a formal part of the MPhil examination and will contribute to your final mark. Before starting your protocol, the title of your thesis should be agreed with you Course and Thesis Supervisor. Both you Course and Thesis Supervisor should sign the thesis title form confirming the title. All students must have a designated Thesis Supervisor (in some cases this individual may also be the Course Supervisor).

Easter Term

This term includes a small number of modular-based lectures and seminars again shared with students from the MPhils in Epidemiology and Publich Health.

- Clinical Trials
- Health Economics
- Ethics and Law

The remainder of the term is dedicated to revision for the written examinations in June and thesis work. The term ends on the last business day of July 2016 with the hand-in of the thesis. If you leave the UK, you must be prepared to travel back to Cambridge for an oral examination, if required.

Assessment

A thesis not exceeding 20,000 words in length, including footnotes, but excluding tables, appendices, and bibliography, on a subject approved by the Degree Committee for the Faculties of Clinical Medicine and Veterinary Medicine.

Two essays, each not exceeding 3,000 words in length, on subjects approved by the Degree Committee

Two written papers, each of which may cover all the areas of study prescribed in the syllabus.

The course components are completed by the end of July. However, to complete the course, students will be required to attend a viva in person on a date (to be announced) in late August or early September.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

There are no specific funding opportunities advertised for this course. For information on more general funding opportunities, please follow the link below.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

Read less
The vision of the MSc International Primary Health Care is to build a vibrant inter-professional and interdisciplinary learning community of primary care practitioners who will work together under the guidance of expert tutors to explore how the principles and practice of effective primary health care may be achieved in different countries, health care systems, and local settings. Read more

Study primary care and international health at Queen Mary

The vision of the MSc International Primary Health Care is to build a vibrant inter-professional and interdisciplinary learning community of primary care practitioners who will work together under the guidance of expert tutors to explore how the principles and practice of effective primary health care may be achieved in different countries, health care systems, and local settings. There is no clinical component to this MSc, though students will be encouraged to apply any particular clinical interest.

This international primary care masters is part of a wider programme of study in global and international health. Underpinned by a commitment to the principles of social justice and fairness, these programmes will provide students with an understanding of the significance of the current global challenges for health care and public health, and will offer a multidisciplinary focus on global public health and primary care in a time of increasing health inequalities.

Queen Mary is committed to teaching and researching global health, and has assembled for this initiative an experienced team from across the university, led by professors who have previously established and run successful and highly prestigious programmes both online and on campus. Prof Allyson Pollock is one of the UK's leading public intellectuals in medicine, and is a world authority on global health and public health policy. Prof Trish Greenhalgh is one of the international stars of general practice, a leading educationalist in international primary health and enormously influential in primary health research. The programmes are based in the Centre for Primary Care and Public Health, which is responsible for leading global health teaching in the Barts and The London School of Medicine and Dentistry, the leading UK medical school for global health in the undergraduate medical curriculum.

Who is this programme for?

Students on the international primary health care programme will be established primary care practitioners who will bring a wealth of experience and knowledge from their varied practice settings around the world. Dealing with primary health care, the programme is concerned with core underlying principles, and so is of relevance to those working or planning to work locally in London, in the UK, or anywhere in the world where these principles apply, and at the local, national, or international level.

Possible career routes

Students who studied the previous MSc programme run by our team have gone on to become researchers, trainers, teachers and change agents in a wide range of primary care settings throughout the world.

Programme outline

In the first semester modules develop the key concepts and research methods and analysis. These present students with relevant methodological issues and challenges while providing interdisciplinary foundations. In the second semester students gain a more detailed understanding of areas of special relevance to international primary health care through the specialist module, Primary Health Care: Theory and Practice, and through elective modules that allow them to focus on the aspects of primary health of most interest to them.

Core modules

• Epidemiology and Statistics
• Health, Illness and Society
• Health Inequalities and Social Determinants of Health
• Health Systems, Economics, and Policy

Elective modules

• Primary Health Care: Theory and Practice
• Migration, Culture, and Advanced Social Determinants of Health
• Globalisation and Health Systems
• Globalisation and Contemporary Medical Ethics
• Intellectual Property, Medicine, and Health
• Human Rights and Public Health
• Public Health, International Law and Governance
• Knowledge Innovation and Management

15,000 word dissertation

Read less
Overview. 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. Read more
Overview

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.


Why should I choose this course?

Past students rate it very highly, commenting that the content is intellectually stimulating and the teaching methods are very effective.
You will develop your professional career in education as you specialise in the rewarding area of teaching and learning and receive high quality support from your lecturers.
You will increase your career prospects and employment opportunities through working in one of our partnership schools.
You will be able to efficiently manage a curriculum, how to deal with a range of professional issues and critically evaluate the principles of teaching.
By studying both the theoretical and practical elements of teaching, you will develop a deeper understanding of the skills necessary to teach in a primary school environment.

Read less
Learn to teach five to 11-year-olds on this National College for Teaching and Leadership (NCTL)-accredited course. You’ll address the challenges of teaching in multicultural and diverse environemnts, while your school placements will back this up with hands-on practical experience. Read more
Learn to teach five to 11-year-olds on this National College for Teaching and Leadership (NCTL)-accredited course. You’ll address the challenges of teaching in multicultural and diverse environemnts, while your school placements will back this up with hands-on practical experience. With both a diverse teacher and student population, London is an ideal location if you want to teach in urban environments. Trainees of our PGCE Primary courses attain high results, with 95% achieving an Ofsted good or outstanding grade by the end of the course and 96% going on to obtain employment, often with one of their placement schools.

More about this course

This NCTL-accredited PGCE Primary course leads to Qualified Teacher Status and prepares you to teach five to 11-year-olds in a primary school environment. You’ll also be able to work in an early years setting.

The course structure gives you room to develop your classroom practice as well as examine the underlying principles and values around educational issues.

The Curriculum Studies module introduces you to the challenges of teaching within urban, multicultural and multilingual schools. You’ll also learn how to teach core subjects including English, Mathematics and Science.

The Professionalism and Inclusive Practice (PIP) module includes two extended school placements of 11 and 13 weeks. With its clear links to the United Nations Convention on the Rights of the Child (UNCRC), you’ll have a responsible framework for meeting the needs of every child you teach.

Throughout your school placements, you'll be supported by school-based mentors and university-linked tutors. The latter will also teach your university sessions, providing you with a continuity of support throughout your training. By working in both environments, you also have the chance to reflect on the links between your own teaching theory and practice.

Our emphasis on educational support and high-quality teaching means this course is rated positively by Ofsted:

"Outcomes for trainees are improving strongly. Trainees’ attainment is rising and employment and completion rates are above the sector average for all routes."
Ofsted, 2016

Your assessment will consist of four elements:
-School placement A
-School placement B, where your teaching ability will be assessed in relation to the standard for Qualified Teacher Status
-A Professional Practice Portfolio, which is compiled throughout the year, detailing personal experiences and reflections on your development as a teacher, largely in relation to your practical teaching experience the Educational Research Assignment which allows you to explore an educational issue

There are no examinations.

Professional accreditation

This course is accredited by the National College for Teaching and Leadership (NCTL).

Modular structure

This is a year long course.

Module 1, Curriculum Studies, includes:
-The theoretical underpinning of the practice that students take into the classroom
-Access to the pedagogical knowledge and understanding required to effectively plan and teach well structured lessons in the primary curriculum
-Sessions on pedagogy, English language and literature, mathematics, science and foundation subjects
-Training to assess pupils’ progress in each of the curriculum areas

Module 2, Professionalism and Inclusive Practice (PIP) includes:
-Support for the wider professional development of each student teacher
-Discussion of the role of children’s rights and how this underpins effective learning relationships
-Understanding of different aspects of inclusive education
-Introduction to the whole school and wider children’s workforce
-Teamwork and collaborative discussion across different subject areas

Work placement:
-120 days in two London placements learning to teach with a mentor in primary schools

In both university and classroom contexts, your self-directed study is extremely important in order to support your development of purposeful educational enquiry, preparing effective teaching resources and ensuring up-to-date subject knowledge.

After the course

This intensive PGCE leads to Qualified Teacher Status (QTS),which enables you to teach 5 to 11 year olds. Our trainees have gone on to secure primary teacher roles at schools including Whitings Hill Primary School, Stanford Primary School, Godwin Primary School and more. Whether you have applied through London Met or School Direct, you’ll have the same opportunities for employment upon successful completion of the course.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

Read less
Duration. 1 year (full-time). MSc/PG Dip Primary Care. MSc/PG Dip Primary Care (District Nursing). Up to 6 years (part-time). MSc/PG Dip/PG Cert Primary Care. Read more
Duration:
1 year (full-time)
MSc/PG Dip Primary Care
MSc/PG Dip Primary Care (District Nursing)

Up to 6 years (part-time):
MSc/PG Dip/PG Cert Primary Care
Up to 5 years (part-time):
MSc/PG Dip Primary Care (District Nursing)

Non-standard entry requirements:
A diploma of higher education or equivalent, with a minimum of 60 credits in relevant subject areas. It is expected that students completing these awards will spend at least part of their working experience in a primary care setting. Many of the units within the scheme have a practice component and students will need the support of their employer to enable them to meet the practice competencies and be assessed as competent. Some units require students to be registered health care professionals.

Course units:
Awards comprise of core and optional units to provide maximum flexibility. A wide range of units are available for students to include within their individualised programme of study. For further information, please contact the Scheme Co-ordinator, Sue Boran.

Course description:
These awards are for nurses and other health care staff working predominantly in primary care settings. This could include delivering care within patient’s homes, general practice, walk-in centres, polyclinics, urgent care centres, intermediate care centres etc. The Primary Care Scheme also offers a Nursing and Midwifery Council accredited Specialist Practice Qualification for District Nursing and V100 Prescribing from the Community Practitioner Formulary, where the principles of the Primary Care Scheme apply but students follow a prescribed pathway.

Career opportunities;
The National Health Service is promoting a secondary to primary care shift with more services being provided within a broader range of primary care settings. Working within primary care requires a different set of skills and knowledge to those learned in secondary care. The Primary Care Scheme has been designed to facilitate participants to design programmes of study that are pertinent to their needs and those of the service, recognising that this is a rapidly changing service environment. Students gaining these awards would be equipped to deliver care in a range of primary care settings such as within patient’s homes, general practice, walk-in centres, polyclinics, urgent care centres, intermediate care centres.

Professional Contact / Industry links:
Guest speakers are invited with specialist expertise across the units to support the teaching team, for example practice-based commissioning, diabetes, mental health, service user involvement.

The MSc/PG Dip Primary Care (District Nursing) is a recordable qualification with the Nursing and Midwifery Council and incorporates the V100 Prescribing form the Community Practitioners Formulary.

Read less
Take the School Direct route into primary teaching with Liverpool John Moores University and gain Qualified Teacher Status. This school-centric teacher training programme offers invaluable classroom experience. Read more
Take the School Direct route into primary teaching with Liverpool John Moores University and gain Qualified Teacher Status. This school-centric teacher training programme offers invaluable classroom experience.

-Train to teach from within a school setting and be involved in school life from the first day of term
-Follow a curriculum developed and delivered in partnership with outstanding local schools
-Learn from expert teachers
-Prepare for a career as an innovative and creative teacher in one of Merseyside’s excellent schools

This intensive, full time programme leads to Qualified Teacher Status (QTS) alongside your academic award.
Although you will spend the majority of your time in school there are university-based training sessions at the IM Marsh campus. These include: a week long summer school, weekly campus sessions and a number of conference days towards the end of the course. Additional training and professional development programmes are organised in school by the Lead School.

As this is a postgraduate course, you should expect to undertake a significant amount of independent study and preparation, not only to support your course assignments, but also your school-based work.

This intense programme is tightly focused on providing you with the skills and knowledge required. Tutorial support is an important part of the process and you will receive a personalised service that will enable you to set targets and achieve to your highest potential.

Your personal tutor will meet with you formally six times a year to monitor your progress, provide guidance and advice and set targets for your development.

You will also be allocated a teacher mentor who will organise and supervise your school-based training. Your mentor will be supported by an LJMU tutor who will visit school several times during the year to monitor your progress.

The following programmes are available for School Direct Primary (tuition fee):

Primary - General (5-11 age range)
Primary - Foundation Stage/Key Stage 1 (Early Years)
Primary with Mathematics specialism (A bursary is available for this route. Please see Get into Teaching for further details)
Primary with Physical Education specialism
LJMU has Primary School Direct partnerships with:

CAPITAL Teaching School Alliance, Sefton​
Church Drive Primary School, Wirral
Longford Park School, Manchester
Matthew Arnold Primary School, Liverpool
Netherton Moss Primary School, Sefton
Our Lady of Pity Roman Catholic Primary School, Wirral​
Palmerston School, Liverpool
Pensby Primary School, Wirral
Prenton Primary School​
Weatherhead High School, Wirral
Cheshire Vale Teaching School Alliance (Tarporley High School)​, Cheshire​
Knutsford High School, Knutsford
Turton High School, Bolton
Fazakerley High School, Liverpool
The Heath School, Runcorn
The University-element of the programme is based around set areas of study
School Direct (Tuition fee) PGCE students will study:

Developing Reflective Professional Practice
Learning Teaching and Assessment in the Primary Core Curriculum
Pedagogy in the Foundation Subjects OR Pedagogy in Mathematics OR Pedagogy in Physical Education OR Pedagogy in the Foundation Stage
School Direct (Tuition fee) PGDE students will also study:

Pedagogy in Practice
Professional Practice
Inclusion

Further guidance

The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.

Academic Framework reviews are conducted by LJMU from time to time to ensure that academic standards continue to be maintained. A review is currently in progress and will be operational for the academic year 2016/2017. Final details of this programme’s designated core and option modules will be made available on LJMU’s website as soon as possible and prior to formal enrolment for the academic year 2016/2017.

Please email if you require further guidance or clarification.

You can search all subjects offered through LJMU School Direct routes via the UCAS Teacher Training search pages.

Read less
COURSE OVERVIEW. The aim of the PGCE Primary and PGCE Early Years course is to enable you to become a reflective, critical and enquiring primary teacher, able to respond flexibly to changing circumstances and to continue to develop your knowledge, understanding and skills throughout your professional life. Read more
COURSE OVERVIEW
The aim of the PGCE Primary and PGCE Early Years course is to enable you to become a reflective, critical and enquiring primary teacher, able to respond flexibly to changing circumstances and to continue to develop your knowledge, understanding and skills throughout your professional life.

Whilst the PGCE is an academic qualification, the emphasis is very much on practical experience with approximately two thirds of the course spent in school.

We are able to offer applicants a choice of routes:

• Full-time 3-7 Age Phase - 1 Year Course
• Full-time 5-11 Age Phase - 1 Year Course

In addition to the age phase options, students on all routes will also be able to opt to take a specialist module in either a National Curriculum Core area, Modern Foreign Languages or another specialism depending on numbers. In addition students on the 3-7 route can opt to take a specialist module in Early Years, this combined pathway of study leads to the PGCE Early Years qualification.

All trainees are trained to teach across the range of subjects in the Primary National Curriculum with a strong focus on English and mathematics.

The main aims of the course are to:

• become committed, confident, autonomous, creative and reflective primary teachers;
• develop a deep understanding of the role of a professional teacher in particular, preparing trainees for a career in primary education in the Foundation Stage and Key Stage 1 (3-7 years) or Key Stage 1 and 2 (5-11 years);
• value and understand the needs of every child and how to personalise learning for individuals;
• teach in culturally diverse and varied environments;
• respond flexibly to changing circumstances and develop knowledge, understanding and skills throughout your professional lives;
• work with originality and, where appropriate, propose new hypotheses in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in education;
• lead and support colleagues in a specific area of Primary Education (for example English, mathematics, science, primary languages or Early Years)

KEY FACTS
This course has very high employability rates and many of our trainees gain employment in local primary schools. Trainees are supported with the application process as part of their course.

The National College for Teaching and Leadership bursaries are available for trainees on eligible postgraduate courses in England who are not employed as a teacher. Bursary amounts will vary depending on degree class.

We work hard to ensure that we have strong relationships with more than 900 primary schools in the region. All schools sign a partnership agreement in which they pledge a commitment to the quality of experience they offer our trainees.

In the latest Newly Qualified Teacher (NQT) Survey (2011-13 aggregated data) 94 per cent of Birmingham City University trained primary teachers rated the quality of their training as 'good' or 'very good'.

ENTRY REQUIREMENTS
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 from September 2013 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).

COURSE STRUCTURE
Attendance on the full-time course is Monday to Friday, while faculty sessions for part-time students take place on no more than two days per week. However, the part-time route block teaching practice modules are full-time. The full-time course runs over three terms from September, ending in July the following year. The part-time course runs over six terms from September in the first year to July in the second year.

MODULES
•Core Curriculum Pedagogy - 30 Credits
•Curriculum Breadth - 15 Credits
•Primary Focus - 15 Credits
•The Highly Employable Teachers - 0 Credits

The delivery of the modules is often workshop-based, covering professional subject and age-range methodology, as well as general pedagogical skills and all other major educational issues.

ASSESSMENT
There are assessments on course work, teaching practice and the achievement of The Department for Education for the award of QTS. You will also undertake written assessments and some presentations derived from both faculty-based modules and school experiences.

FURTHER STUDY
Our MA Education and Masters in Teaching and Learning (MTL) programmes are designed to serve the continuing professional development (CPD) needs of teachers. On successful completion of the PGCE course you will be entitled to enter these programmes. Master's level credits from the PGCE course will count towards the Master's qualifications.

EMPLOYABILITY
Our graduates are highly successful in finding teaching posts and many take jobs in the West Midlands.

HOW DO I APPLY?
All applications for 2014 entry need to be made via the UCAS Teacher Training website. For more information on how to apply for a teacher training course please visit the UCAS how-it-all-works information page on their website. The UCAS Teacher Training helpline number is 0871 468 0 469.

Course codes:
3-7 age phase: X110 (FT)

5-11 age phase: X100 (FT)

Read less
The Primary PGCE course provides a popular route for high quality graduates wishing to achieve Qualified Teacher Status. This is an intense, stimulating and challenging course, designed to develop and extend professional skills and understanding. Read more
The Primary PGCE course provides a popular route for high quality graduates wishing to achieve Qualified Teacher Status. This is an intense, stimulating and challenging course, designed to develop and extend professional skills and understanding. Delivered in a creative mix of university and school based modules, students gain a deep and broad knowledge of learning and teaching across the primary age range.

The South West Wales Centre of Teacher Education has excellent graduate employment rates with 99% of graduates going into employment or further study (DLHE 14/15).

Course Overview

Thank you for your interest in this programme. We are proud of our long tradition of training students to become high quality practitioners, and we seek to recruit high quality, committed students who are keen to make a positive difference to the educational experiences of primary school children.The South West Wales Centre of Teacher Education (SWWCTE) is part of the University of Wales Trinity Saint David.

The Primary PGCE programmes (General Primary (Lower) and General Primary (Upper)) are designed to prepare students for a career in teaching.

The PGCE is a full-time, intensive vocational programme, suitable for those wishing to train to teach, inspire and enthuse primary aged children, helping them to make excellent progress in learning. The course offers rich opportunities for personal development, as students embark upon the first stages of a career which is challenging, fulfilling and rewarding.

The sessions both in school and at the University are intended to involve students in a range of experiences, which are carefully planned to increase understanding of learning and teaching across the Primary curriculum. There is a focus on developing personal reflective skills, and in engaging with current educational research in order to develop students as knowledgeable and effective practitioners.

The university element adopts a modular structure and teaching takes a blended learning approach including lead lectures, group seminars, tutorials, independent study and directed activities using the virtual learning environment (moodle).

Professional Teaching Experiences take place in a variety of educational contexts. Students build confidence and expertise, culminating in taking responsibility for planning, teaching and assessing a class of children in their chosen phase for a sustained period of time.

In our most recent inspection, Estyn (the Welsh educational inspectorate) praised the Centre’s innovative use of teaching approaches such as Problem-based learning, which forms a core element of the professional studies module.

Key Features

The primary PGCE programme at Swansea sets high expectations of its students and is run jointly between the University and partnership schools across the South Wales region. Programme tutors are knowledgeable and skilful qualified teachers. They possess a wide range of experience and expertise in key curriculum areas and other fields such as literacy, numeracy, ICT, inclusion, Welsh medium studies, humanities, early years, performing arts, bilingualism, PE, RE, thinking skills and more!

Tutors provide excellent pastoral and academic support to ensure that students receive the individual guidance and challenge required to make excellent progress.

During the Programme students study a breadth of subjects, areas of learning and professional matters.

Assessment

In order to complete the programme successfully and meet national standards, students must pass both the practical teaching and written elements of the programme. Practical teaching competence will be assessed by teachers in schools, in conjunction with the university tutor.

University assessments currently include essays, portfolio tasks, presentations and research reports. The programme currently offers 40 level 7 credits at Masters level.

We seek to recruit students who are committed to developing their personal skills and knowledge throughout their studies. Students’ personal literacy and numeracy skills will be regularly audited and monitored throughout the programme. It is a requirement of Welsh Government that literacy skills are measured on exit and judged to be proficient for professional practice. Students complete an exit audit and submit a portfolio of evidence to meet this requirement. A pass grade is mandatory.

This programme is subject to change in response to Government policy.

Career Opportunities

The South West Wales Centre of Teacher Education has excellent graduate employment rates with 99% of graduates going into employment or further study (DLHE 14/15).

Many school and college departments, both locally and nationally, are staffed with several of our teachers and many of our trainees have gone on to forge successful teaching careers at strategic, professional and management levels at home and abroad.

Our PGCE graduates usually remain in close touch with us as they make their careers in the teaching profession and they often become Subject Mentors on the programme. This creates a very strong, sustainable professional network of teachers which is a rich source of continuing professional development.

Recently our PGCE Design and Technology graduates have gone on to work as Secondary teachers in many independent and state schools in Wales, England and abroad including (but not limited) to:

Bynea County Primary School (Llanelli), Neath Port Talbot County Council, Ysgol y Felin (Llanelli), St. Dogmaels School (Pembrokeshire), Ysgol Gynradd Gymraeg Caerffili, Abersychan Brynteg Nursery School (Pontypool), St. Micahael's Church of England Primary School (Highgate), Pembrokeshire County Council, Cardiff Council, Saint Josephs Junior School (Port Talbot), Shropshire Council, Easton Church of England Academy (Bristol), Wilnecote High School (Tamworth), Maes Yr Haul Primary School (Cardiff), Llwyswen School (Brecon), Dunvant Primary School (Swansea).

Read less
Healthcare across the world faces major challenges from the increasing demands of ageing populations and the rise in non-communicable diseases. Read more
Healthcare across the world faces major challenges from the increasing demands of ageing populations and the rise in non-communicable diseases. Strong and effective primary care (also known as family medicine or community medicine) is a major part of the solution. This MSc in Primary Care will equip you with the knowledge and skills required to make a difference to primary healthcare in the 21st century.

Why this programme

-A unique programme to enable students to identify and implement strategies to enhance quality in primary care globally.
-Taught by outstanding, high profile primary care researchers and practitioners in the UK, you can follow a flexible curriculum - studying full-time or part-time, and work towards the full MSc degree or a postgraduate diploma or certificate.
-Internationally renowned guest speakers feature alongside University of Glasgow staff.
-Research interests are focussed on health inequalities, multimorbidity, chronic disease, treatment burden and migrant health, which are reflected in our teaching.
-Research project opportunities in novel and relevant areas of research for primary care, under the supervision of an academic.
-Students come from a wide range of primary care, family, community, and internal medicine disciplines, including doctors, nurses, pharmacists, podiatrists, managers and those working in healthcare and health policy.
-It is delivered within the Institute of Health and Wellbeing, one of the foremost research institutes in the UK focused on improving population health and wellbeing and reducing inequalities in health.
-The online programme has the potential to attract students from across the globe. Our on-campus course has attracted successful students from the UK and a wide range of other countries including Indonesia, Belarus, China, Hong Kong, Thailand, Saudi Arabia, Mexico, Japan, Pakistan and Oman.

Programme structure

This online MSc programme is modular in structure, with all teaching and interactions delivered online through our virtual learning environment (Moodle). During a course, from week to week you will interact with your teachers and fellow students using online discussion boards. Your teachers will direct and observe the discussion, and respond to student questions about the course content. A variety of teaching approaches will be used including lectures, group based activities, presentations and discussions.
-Three compulsory courses
-Three optional courses
-Research project.

The taught courses are delivered in 11-week blocks, running from September to November, January to March, and April to June. The research project runs across the academic year. Full-time students will complete the majority of their research project work when they have completed their taught components.

The selection of optional courses and the research project can be tailored to meet students’ own interests and career needs.

The postgraduate diploma and certificate require six (120 credits) and three (60 credits) successfully completed courses, respectively.

Core and optional courses

Core courses
-International Primary care principles and systems
-Epidemiology, evidence and statistics for primary care
-Research methods

Optional courses - Having the freedom to choose three optional courses gives you the opportunity to tailor your programme of study to your own special interests. Further optional courses are planned for 2017/18.
-Understanding Evidence for the Real World: Critical Appraisal for Healthcare
-Cardiovascular Disease Management in Primary Care
-Management of Long-term Conditions

Studying online

Online distance learning at the University of Glasgow allows you to benefit from the outstanding educational experience that we are renowned for -without having to relocate to our campus.
You do not need to have experience of studying online as you will be guided through how to access and use all of our online resources.

Virtual learning
You will connect with your fellow students and tutors through our virtual learning environment where you will have access to a multitude of learning resources including:
-Recorded lectures
-Live seminars
-Videos
-Interactive quizzes
-Journal articles
-Electronic books and other web resources

A global community
As an online student at the University you will become part of a global community of learners. Community building and collaborative learning is a key focus of our online delivery and you will be encouraged and supported to interact with your fellow classmates and tutors in a number of ways. For example, through the discussions areas on our virtual learning environment, by skype, during live seminars and in our virtual campus on Second Life.

Supported
Great emphasis is placed on making sure you feel well supported in your learning and that you have good interactions with everyone on the programme. Support is available in a number of ways and you will find out more about this during orientation. All you need to participate in our online programmes is a computer and internet access.

Career prospects

Graduates will have the capacity to take a lead role in primary care and family medicine development, whether in Scotland, the UK or internationally. Post-award opportunities include further study, leadership roles in primary care teams, secondment to positions within government, teaching positions, and sitting on editorial boards of academic journals.

Read less
The Professional Graduate Diploma in Education (PGDE) is a 36-week course for graduates who want to train as primary teachers. It leads to the Teaching Qualification (Primary Education) which allows you to teach in any UK or EU primary school. Read more

Why this course?

The Professional Graduate Diploma in Education (PGDE) is a 36-week course for graduates who want to train as primary teachers. It leads to the Teaching Qualification (Primary Education) which allows you to teach in any UK or EU primary school. It’s also recognised and respected in many other parts of the world.

Following a probationary period, the PGDE can provide a starting point for a clearly defined career structure within primary education. The promoted posts in primary schools are Principal Teacher, Depute Head Teacher and Head Teacher.

Some of our former student teachers are now working with local authorities as Curriculum Development Officers, Senior Advisors and Education Officers. Others have become teacher educators in the university system, and a small number have become Her Majesty's Inspectors of Education.

See the website https://www.strath.ac.uk/courses/postgraduatetaught/primaryeducation/

Partnerships

The course is jointly delivered by Strathclyde and partner schools within local authorities. By the end of the course you’re expected to be competent in areas relating to teaching competences as identified by the Scottish Government and the General Teaching Council for Scotland.

Key aims

The key aim of the PGDE course is:
“To support the development of student teachers in attaining the Standards for Provisional Registration within the context of a partnership model of teacher education.”
This aim will be met through teaching and learning processes that encourage active and participative methods.

You’ll study

The programme is made up of three modules:
- Pedagogy & Curriculum – classes include content, teaching approaches and the use of assessment
- Pedagogy & Placement Learning – on-campus teaching and learning, and placement experience in schools
- Educational Studies – you’re encouraged to discuss and to reflect on the principles underlying the work of all teachers

You’re expected to keep a portfolio of progress throughout the course. This prepares you for the continuation of professional development during your professional teaching career.

- School placement
School placements are central to your course and provide a focus for all other course modules.
The National Guidelines for Teacher Education Courses require you to spend a minimum of 18 weeks or equivalent in schools and to show that you meet the benchmarks for the Standards for Provisional Registration.
You’re required to attend the placement school throughout the full working day. You’re also required to attend school on staff in-service days, unless specifically requested by the school not to do so.
The placement school provides opportunities to work with colleagues. Team work is an essential part of that experience.

- Preparation for placement
During the Pedagogy & Placement Learning lectures and tutorials, you’re advised of:
- the requirements for the placement
- the arrangements for assessment
- how final assessment of the placement is made

Preparation days are designed to enable you to:
- be introduced to the placement school and class
- familiarise yourself with school and class policies and procedures
- begin to develop your rapport with the pupils
- begin negotiations with the class teacher for responsibilities during the placement

Entry requirements

As well as academic qualifications, you need to have:
- evidence that you have experience of working with children in a primary school setting or related context
- an understanding of modern primary education
- an ability to relate to people

These are some of the criteria that will be taken into consideration when selecting candidates for the interview stage.

Interviews

If your application passes the initial selection process, you’ll be invited for interview.

The interviewers will be interested in:
- your personality
- your ability to communicate
- your commitment to and perception of the role of the teacher
- your hobbies and interests
- any previous experience you have of working with children in a primary school or related setting

The aims of the interview are to give you more information about the course, and to determine if you are suited to teaching. Interviews are normally held at the beginning of March.

Pre-Masters preparation course

The Pre-Masters Programme is a preparation course for international students (non EU/UK) who do not meet the entry requirements for a Masters degree at University of Strathclyde. The Pre-Masters programme provides progression to a number of degree options.

To find out more about the courses and opportunities on offer visit isc.strath.ac.uk or call today on +44 (0) 1273 339333 and discuss your education future. You can also complete the online application form, or to ask a question please fill in the enquiry form and talk to one of our multi-lingual Student Enrolment Advisers today.

Careers

The PGDE qualification is required for employment as a teacher in a Scottish primary school. Following the probationary period, it can provide a starting point for a clearly defined career structure within primary education. The promoted posts in primary schools are Principal Teacher, Depute Head Teacher and Head Teacher.

- How much will I earn?
As a primary school teacher in Scotland, salaries range from £21,438 to £34,200.*

- Where are they now?
92.9% of our graduates are in work or further study.**

*information is intended only as a guide.
**Based on the results of the national Destinations of Leavers from Higher Education Survey, Graduate statistics 2011/12, 2010/11, (aggregated data)

Find information on Scholarships here http://www.strath.ac.uk/search/scholarships/index.jsp

Read less
The School of Education at the University of Birmingham has a long tradition of delivering ITE primary courses. Read more
The School of Education at the University of Birmingham has a long tradition of delivering ITE primary courses. Its teaching has been graded as 'outstanding' for the third consecutive time by Ofsted inspectors which reaffirms the University’s status as one of the UK’s leading institutions for excellence in teacher training.

As well as offering outstanding teacher training courses, we are one of the few universities that awards 120 credits for successful completion of our courses, which we award at Masters level. For those who successfully complete their induction year there is an opportunity to transfer credits to the MA Teaching Studies course, which is awarded on completion of a 60 credit dissertation.

The primary programmes meet all aspects of government requirements for Initial Teacher Training. We are able to offer applicants a choice of two routes, so that you can prepare as a teacher across the full 5–11 age range or specialise instead in early years teaching (3–7 age range). Both programmes last for 38 weeks; the equivalent of 19 of which will be spent in schools.

Programme content

General Primary programme
Students on the General Primary (5–11 years) programme follow a range of courses that address the statutory curricula for the core and foundation subjects alongside Professional Studies, which considers whole school issues.
Early Years programme
This programme allows you to focus your training on work with children aged from three to seven years of age. You spend time in nursery classes, as well as teaching children of school age in both Reception and Key Stage 1 classes. You follow the same range of courses as those on the General Primary programme, in addition to an advanced study of early years education.
Both of these programmes will qualify you to teach children aged 3 - 11 years.

School-based experiences are a central part of these programmes, with an opportunity for you to experience a range of ages within different schools. Both programmes also feature a range of professional courses to help you plan, teach, and develop your classroom skills. The programmes are designed, in conjunction with partnership schools, to meet the Teachers' Standards for the Award of Qualified Teacher Status (QTS). The high quality personalised support, ensures that the majority of our students exceed the teachers's standards at an outstanding level (Ofsted report 2013).

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/pgfunding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/pgopendays

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

Read less
The Government has targeted the presence of a Physical Education specialist in every primary school as part of a drive to increase healthy life styles. Read more
The Government has targeted the presence of a Physical Education specialist in every primary school as part of a drive to increase healthy life styles.

The PGCE Primary Physical Education Specialist with QTS is a school-led programme which combines on-campus study with training in placement schools and settings.

You will train to teach across the 5-11 age range in Key Stages 1 and 2 and achieve the Teachers’ Standards. The training experience is designed to fully prepare you for your first year as a Newly Qualified Teacher (NQT).

During the programme, you will study all of the National Curriculum subjects and you will specialise in Physical Education in great depth. You will qualify as a Primary teacher who will also be able to bring a passion for Physical Education and excellent Physical Education subject knowledge to a first teaching post.

Successful completion of this PGCE will lay the foundations for you to become a leader in Physical Education, generating enthusiasm for Physical Education amongst children, and modelling and leading others in the development of enriching, engaging and challenging lessons.

What will I study?

The programme consists of four main elements.

- Academic and Professional Development – gaining knowledge of how children learn and how their needs differ, you will develop the core skills of planning, assessment, teaching and classroom management. You will also gain an understanding of the education system, consider the wider professional role of a teacher, and learn how to reflect upon and take responsibility for your professional development;

- Curriculum Subject Knowledge – working with expert tutors, you will acquire essential subject knowledge for the Primary National Curriculum. Exploring a range of teaching methods, including the use of ‘new’ technologies, you will be guided in how to provide children with stimulating, imaginative and effective learning experiences;

- Specialism – choosing Physical Education as your specialism will allow you to enhance and deepen your own knowledge of the subject, undertake action research projects in school, and further your knowledge and understanding of how Physical Education is taught and led in school. You will also develop a clear understanding of the needs of children who do not always have the love of physical education you may have, gaining an understanding of how to teach them effectively and give them the confidence to progress;

- Weekend Conferences – six weekend conferences provide an opportunity for deeper study of aspects of Primary Physical Education, including international and historical perspectives and research from the forefront of the subject.

How will I study?

A combination of seminars, tutorials and weekend conferences, together with practical, work-based learning in the classroom will give you the knowledge and skills you need to become an excellent teacher. A substantial amount of face-to-face contact time with specialist tutors will be facilitated across all Primary National Curriculum subjects. You will be supported by online and distance learning materials and encouraged to develop key skills, including the use of technology, to support your own learning.

You will also spend a significant amount of time in schools in a variety of Key Stage 1 and Key Stage 2 classes during the programme. Over the length of the PGCE, you will progress from teaching small groups with a partner to teaching a full class on your own as you become more confident in the classroom. There are also frequent opportunities to observe outstanding teachers in action and learn from high quality training in schools.

Undertaking a range of differentiated training experiences that are closely linked to your individual targets, you will develop your role as a classroom teacher and assume greater responsibility for the class as you move through the programme.

How will I be assessed?

A balanced combination of coursework and observed classroom experience will be assessed against the Teachers’ Standards. You will also complete rigorous subject knowledge audits and checks to ensure you have outstanding subject knowledge.

Who will be teaching me?

You will be taught by expert practitioners including teachers who are specialists in Physical Education and primary education and who will model high quality practice to enable you to develop your own teaching style.

What are my career prospects?

Successful completion of this programme will allow you to gain a recommendation for QTS and progress into employment as a Newly Qualified Teacher in a primary school.

Our graduates obtain work in schools across the UK and abroad and we offer excellent support to help you gain your first teaching post. You will have an ability to teach in Key Stage 1 or Key Stage 2 in primary schools, a strong knowledge of primary education, excellent Physical Education subject knowledge and pedagogy, as well as outstanding classroom skills, so that you meet and exceed the national standards for Qualified Teacher Status.

You will also have a thorough understanding of how to teach the primary curriculum in creative ways that excite and stimulate children whilst ensuring that they make good progress. In addition, you will have a deep knowledge of Physical Education and be well placed to take a leadership role in school. Skills in monitoring and managing your own development, together with an ability to reflect on alternative approaches to education, will help you to make your own informed choices and aid your career progression.

Read less

Show 10 15 30 per page


Share this page:

Cookie Policy    X