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Masters Degrees (Primary Education)

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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).

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The PGCE Primary Education course will allow you to gain an in-depth knowledge and understanding of the national curriculum for Key Stage 1 and 2 to enable you to kick-start your career in teaching. Read more
The PGCE Primary Education course will allow you to gain an in-depth knowledge and understanding of the national curriculum for Key Stage 1 and 2 to enable you to kick-start your career in teaching.

caption: Primary Education PGCE school placement.Accredited by Ofsted as a category A programme – the highest grading possible – This course is highly valued by employers and celebrates a 98% employment rate within six months of completion.

School based placements form a large part of the PGCE and you will complete a series of these over the course of your training.

Successful completion of the PGCE Primary Education course will provide you with Qualified Teacher Status. This allows you to immediately begin working in a school or other educational establishment.

Our Initial Teacher Education courses have been rated as Outstanding by Ofsted for the last 14 years.

Learn From The Best

The PGCE Primary Education course is delivered by our team of highly experienced tutors who boast extensive experience in teaching and education. Our team have worked in schools and organisations at a local, national and international level.

Actively participating in projects that are defining the education sector, our staff are also involved in wide range of additional activities such as research, the writing of books and articles, delivering further training to experienced teachers and participating in initiatives to improve the quality of education.

This course requires you to spend a significant amount of time in our partnership schools, where you will receive additional support and mentoring from experienced teachers and senior leaders. You will also be assigned to a link tutor who will support both you and your school-based mentors to ensure that your school experience fully develops your skills as a teacher.

Teaching And Assessment

This course is delivered via a mix of lectures, seminars and workshops to provide you with opportunities to develop your theory and practical skills, whilst reflecting on your school-based experiences.

Placements will form a large part of your learning and throughout the duration of your course you will undertake two assessed placements within our partnership schools. Arranged by Northumbria University, your placements will cover a wide range of activities including group and individual tasks, observation and the planning and delivery of lessons.

This course is assessed via a range of methods that include written assignments, presentations, reflective personal portfolios and school-based assessments related to the planning and conduct of teaching a lesson. These methods will enable you to demonstrate that you have met the requirements to achieve PGCE and Qualified Teacher Status, aligned to the Teachers’ Standards 2012.

Module Overview
TE6680 - Curriculum, Creativity & Challenge (NC, 30 Credits)
TE6681 - Primary Professional Practice (NC, 30 Credits)
TE7057 - Professionalism & Inclusive Practice (NC, 30 Credits)
TE7058 - Learning, Teaching & Assessment in Core Curriculum (NC, 30 Credits)

Learning Environment

Throughout the duration of your course you will have access to state-of-the-art facilities such as our University library – which has been recognised as second best in the UK – and well equipped working space, The Hub, which is open 24 hours a day, seven days a week.

Your experience will be enhanced by technology and through our innovative e-learning platform, Blackboard you will be able to access student support and other key University systems through your personal account.

This innovative use of technology is embedded throughout your course to create a learning community that is professional, collaborative and well informed.

Research-Rich Learning

Research-rich learning is embedded in throughout this course, with themes such as practitioner enquiry, curriculum design and reading intervention forming just a sample of the research-based learning themes covered.

You will be able to draw on our research-led teaching approaches and embark on a process where critical, analytical thinking and self-reflection are central to the development of your knowledge and understanding of learning, teaching and the professional role of a teacher.

This approach to enquiry will ensure your understanding of current practice and developments is at the forefront of the education sector.

Give Your Career An Edge

You will leave with a strong understanding of teaching, and the ability to appreciate the wider expectations associated with this profession. Your placements will provide practical experience and a strong grounding of the roles and responsibility of a teacher, which is integral when applying for future positions.

The Individual Learning and Development Plan (ILDP) and career entry development profile – both of which are incorporated into this course - will directly support your early career learning and enable you to seek out opportunities that may lead to school leadership roles.

This course is fully compliant with the requirements for initial teacher training as defined by National College for Teaching and Leadership (NCTL) – the national awarding body.

Northumbria’s education courses are ranked 12th in the Sunday Times University Guide 2016, an increase of seven places from 2015.

Your Future

Completion of this course provides you with an excellent introduction to primary education teaching and the opportunity to enter a hugely rewarding profession.

When applying for your first job you will have access to the expertise of school leaders, who will support you throughout the initial application process.

Students who complete this course benefit from high employment rates and most often secure teaching roles in environments such as schools, nurseries, local authority and private early years settings.

Graduates may also take advantage of opportunities further afield and gain employment teaching abroad.

Around 50% of our graduates typically secure their first teaching before completion of their course, with this figure increasing to 90% within three months of graduation.

Successful completion of the Primary Education PGCE will also support your further study should you wish to progress to a master’s qualification.

Read less
This route is for practitioners and other professionals at various stages in their careers who are committed to improving the education of young children. Read more
This route is for practitioners and other professionals at various stages in their careers who are committed to improving the education of young children. It is designed to enable you to enhance your educational practice through reflection, study and practical research and will give you the opportunity to:

- Carry out individual and collaborative critical enquiry into significant educational issues and practice
- Critically engage with the best quality national and international educational research that has relevance to primary education
- Develop current or personal priorities in the primary curriculum (such as "Inclusion", "Leadership" or "Assessment for Learning") in ways that are theory and research-informed and school or classroom-based
- Develop your thinking in order to contribute to informed policy and practice analysis and improvement in the primary phase.

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

Course detail

Pairs of the following modules are taught in alternate years:

- Critical perspectives on Primary Education
- Themes and challenges throughout primary education
- Teaching and Learning within the Primary School
- The School as a Community.

Learning Outcomes

By the end of the programme, students will have:

- a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;
- demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- shown abilities in the critical evaluation of current research and research techniques and methodologies;
- demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Format

The course is composed of two key elements: (i) the research methods training course and (ii) the 'Primary Education' thematic route. Teaching time is split between the two elements, with 32 hours of teaching being given to research methods and 64 hours being given to the subject specific content. The course is taught through a mixture of lectures, smaller group seminars and individual supervisions.

Written feedback is provided on the thesis by two independent assessors. Informally, feedback will also be provided through regular supervisions. Supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

Thesis: Up to 20,000 words.

Students following the two year MEd programme are required to submit the following in Year 1:
Essay 1: 6,000-6,500 words.
Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the Master of Education to PhD or Ed D are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
Or
2) a straight mark of 70 or higher for the thesis.

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

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

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

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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

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Our PGCE Primary Education with QTS programme is a school-based partnership, combining on-campus study with training in placement schools and settings. Read more
Our PGCE Primary Education with QTS programme is a school-based partnership, combining on-campus study with training in placement schools and settings.

The PGCE will train you to teach across the 5-11 age range in Key Stages 1 and 2 and achieve the Teachers’ Standards. You will receive a high quality training experience and learn the latest approaches and strategies necessary to fully prepare you for your first year as a Newly Qualified Teacher (NQT).

During the programme you will study a breadth of subjects, including all of the National Curriculum subjects. Through a focus on evidence-based research, you will specialise in one of the following: Computing; English; Humanities and Creative Arts; Mathematics; Modern Languages; Physical Education; Science; Special Educational Needs/Disabilities. We strongly recommend an early application as there is high demand for places.

What will I study?

This PGCE consists of three 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 – you will identify a specific focus of personal interest relevant to current issues, initiatives and discussions within your chosen specialism. You will conduct a literature review and develop proposals for school improvement.

How will I study?

A combination of academic study, group discussion and reflection, 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. Progressing from teaching small groups with a partner to teaching a full class on your own as you become more confident in the classroom, you will observe outstanding teachers in action and learn from high quality training in schools.

Undertaking a range of differentiated training experiences closely linked to your individual targets, you will develop your role as a classroom teacher, assuming 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 Professional Standards for QTS.

You will also complete:

- Edge Hill subject knowledge audits in English and Mathematics;
- A Career Entry Development Profile (CEDP) which serves as a bridge between your PGCE programme and your Induction Year as a Newly Qualified Teacher.

Who will be teaching me?

You will be taught in University and on professional practice in schools by a range of highly qualified and experienced teachers and tutors who are dedicated to excellence in 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 onto employment as a Newly Qualified Teacher within 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 and excellent 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 comprehensive knowledge of your specialist subject 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.

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Manchester Metropolitan University has a national reputation for initial teacher education which has been established over 100 years. Read more
Manchester Metropolitan University has a national reputation for initial teacher education which has been established over 100 years. Our Department of Primary Teacher Education has a team of over 40 primary teaching staff who between them have expertise in all primary curriculum subjects, enabling us to offer a wide range of specialisms. The majority of teaching staff are actively involved in research, linked to our Education and Social Research Institute, one of the leading UK centres for educational research. We have an Initial Teacher Education Partnership with over 500 primary schools and strong community links across the North West region, ensuring we can offer our trainees a diverse range of placement experiences.

Our aim is to train confident teachers and reflective practitioners who will have strong prospects for employment and career progression. Trainees have access to Manchester Met's dedicated Careers and Employability Service and within the PGCE programme are supported in securing their first teaching appointment.

After graduation we continue to provide support and advice to our Newly Qualified Teachers (NQTs), including online resources, conferences and peer networking.

Our full-time PGCE Primary Education provides intensive training leading to Qualified Teacher Status ('QTS') for early years establishments and primary schools in the 3-7, 7-11 or 5-11 age range.

School-based training is combined with taught sessions at university and independent study. Applicants can choose our University-led ('Core') PGCE training route, or one of our School-led ('School Direct') routes, both of which lead to QTS. We work in partnership with 18 school alliances in the North West of England to offer School Direct places (salaried and non-salaried).

University-led ('Core') route

Trainees typically spend around 12 weeks in university during the year, including a block at the start of the course, combined with at least 120 days of school-based training, in at least two different schools. Manchester Met organises placements.

School-led ('School Direct') route

Trainees are attached to a lead school within an alliance of schools - Manchester Met works in partnership with 18 school alliances across the North West region. Depending on the term times of the school(s) involved they will typically spend around 30 weeks in school and around four weeks in university for taught sessions. Placements are organised by the lead school.

On both routes trainees will experience school-based training in at least two different schools, and have the opportunity to undertake an inclusion placement with a focus on Special Educational Needs and Disability (SEND). The School-led also includes a visit to a Key Stage 3 setting. Throughout the PGCE trainees are supported by a personal tutor, experienced teaching staff and mentors in university and at school.

Candidates can apply for both School Direct and University PGCE routes; both have the same entry requirements. Successful completion of either route includes 60 Masters level credits.

Early Years route (Manchester only)

This route mirrors the PGCE Primary Education programme, with an Early Years focus. Completing this course will enable practitioners to teach in both the Foundation Stage and Key Stage 1.

Applications for PGCE routes starting in September 2017 should be made online via UCAS Teacher Training which is expected to open in late October this year. Early application is recommended as places are limited. Please check our entry requirements before applying.

Assessment Only Route to QTS in Primary sector

Experienced, but unqualified graduate teachers, wishing to complete a formal qualification to gain Qualified Teacher Status may be eligible for this route. It will suit those who have taught in at least two schools or colleges, and who have substantial experience in two consecutive age ranges. It is not sufficient for candidates only to have experience of two schools.

Important information

Manchester Metropolitan University has been undertaking a review of the long-term future of academic provision at its Cheshire campus. It has now been confirmed that the University will withdraw from the Cheshire campus. This means that we expect the campus to close in the summer of 2019.

As the withdrawal from the campus will be a phased process we are still pleased to receive applications for one year full time postgraduate taught courses starting in 2017 on the Cheshire campus. We also continue to welcome applications for part time postgraduate courses of two years in duration in the Exercise and Sport Science department starting in 2017. Applications for courses that are expected to take longer than two years to complete are currently on hold.

Features and benefits of the course

-Choice of location - Manchester or Cheshire* for PGCE Primary Education. Early Years route also available at Manchester
-Choice of University led or School Direct routes
-Strong mentor and tutor support for trainees' personal, academic and professional needs (identified as a key strength by Ofsted in their 2015 inspection)
-Varied placement opportunities, including opportunity to do an inclusion placement with SEND focus
-Research-led teaching
-NQT support and opportunities for continuing professional development at Manchester Met
-Assessment Only route to QTS available for experienced, but unqualified teachers

Placement options

Manchester Met organises placements for trainees on our University-led ('Core') PGCE route through our extensive Initial Teacher Education Partnership. Our Partnership vision is to train 'outstanding, critically-literate professional teachers who will challenge and inspire their learners'.

The schools we work with share our commitment to aspiration and excellence, with a focus on strong mentor training and support for trainees. There is also an emphasis on national priorities, including behaviour management, literacy and numeracy.

Our partner schools cover a wide geographical area and diversity of social, economic and cultural backgrounds, ranging across inner city, suburban and rural settings, enabling us to offer our trainees a broad range of placement opportunities.

We organise placements starting with the trainee's term-time postcode and matching this with placement offers from schools. Trainees are expected to travel up to 90 minutes each way from where they live and to arrive in school 45 minutes before the school day commences. We take into consideration special circumstances, such as disabilities, cultural requirements and medical conditions. In addition, we match carefully to ensure a breadth of experience across different key stages.

Trainees spend at least 120 days on contrasting placements in two schools related to the two age phases of their particular route through the course, with time spent in each key stage/phase. They are attached to each school for a substantial period of time and expected to engage in the full life of the school.

In their first placement trainees gain experience across the full age range of the school and teach in one class for an extended period, taking increased responsibility for that class.

They then begin to teach a range of curriculum areas, as well as gaining an understanding of cross-curricular themes.
The second placement focuses on the whole curriculum and extended management of the classroom in order to meet the requirements for the Teachers' Standards.

Trainees are required to pass both periods of school-based training.

School Direct trainees will undertake teaching practice at their lead school and other schools within the alliance. Placements are organised by the lead school.

All trainees are supported in various ways whilst on placement:
-Every trainee has a personal tutor - this is the tutor who knows the trainee best at university and will usually teach them for some aspects of their studies. Personal tutors write trainee references for employment. For School-led routes the school writes a reference.
-Every trainee is allocated a visiting tutor whilst on placement. This tutor supports the school when assessing the trainee's progress and do do this observes each trainee teaching.
-Every trainee has a school mentor, this may be their class teacher or someone in the school who oversees placements
-Often there are multiple trainees on placement in each school, providing an inbuilt support network

Read less
This route is for practitioners and other professionals at various stages in their careers who are committed to improving the education of young children. Read more
This route is for practitioners and other professionals at various stages in their careers who are committed to improving the education of young children. It is designed to enable you to enhance your educational practice through reflection, study and practical research and will give you the opportunity to:

- Carry out individual and collaborative critical enquiry into significant educational issues and practice
- Critically engage with the best quality national and international educational research that has relevance to primary education
- Develop current or personal priorities in the primary curriculum (such as "Inclusion", "Leadership" or "Assessment for Learning") in ways that are theory and research-informed and school or classroom-based
- Develop your thinking in order to contribute to informed policy and practice analysis and improvement in the primary phase.

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

Course detail

Pairs of the following modules are taught in alternate years:

- Critical perspectives on Primary Education
- Themes and challenges throughout primary education
- Teaching and Learning within the Primary School
- The School as a Community.

Learning Outcomes

By the end of the programme, students will have:

- a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;
- demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- shown abilities in the critical evaluation of current research and research techniques and methodologies;
- demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Format

The Primary Masters modules are taught by means of a combination of lectures, seminars, reading groups, workshops and student presentations. Self-directed study includes pre-session readings, preparation for presentations, and practical research activities.

All students also attend educational research methods sessions as part of either the Research Methods Strand (MEd students) or the Educational Research route (MPhil students).

Each term, written work is submitted and formative feedback is provided. Informally, feedback will also be provided through regular supervisions (three times a term). At the end of each term, supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

- Thesis: Up to 20,000 words.
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MPhil in Education to PhD are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
Or
2) a straight mark of 70 or higher for the thesis.

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

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

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

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Are you passionate about education, with a desire to engage and inspire young minds? If so, this specialisation is for you. You will be qualified to teach children aged five to 12 years in primary schools. Read more
Are you passionate about education, with a desire to engage and inspire young minds? If so, this specialisation is for you. You will be qualified to teach children aged five to 12 years in primary schools. You will watch your students develop and grow and see their lives transform through your supervision and guidance.

You will gain an understanding of learning at the heart of teaching by examining the learning process and the aspects that influence it. Drawing on contemporary theories, concepts and practices of primary education you will gain an appreciation of the positive impact and power teaching can have on influencing young people's learning and development.

Throughout this specialisation you will examine the importance of literacy and numeracy in primary education and will study the key elements of the primary curriculum including English and literacies, mathematics, arts, humanities, science, technology, and health and physical education.

You will develop competencies around the development, application and review of effective assessment strategies and will also learn and build a repertoire of positive effective classroom management approaches.

You will gain practical experience through 60 days of supervised teaching practice in primary schools.

This specialisation prepares students to become effective and proactive leaders and educators in primary education settings.

Visit the website http://www.study.monash/courses/find-a-course/2016/teaching-d6001?domestic=true

Course Structure

The course is structured in three parts. Orientation studies, relevant across all specialisations, and specialist education studies come together and are applied in context in professional experience and inquiry.

Part A: Orientation studies
These studies provide an orientation to the field of Education. You will consider the nature of learning and the influences upon it, and the nature of teaching and teachers' work within the broader family and community context within which children's and young people's learning takes place. You will also develop your understanding of literacy as the basis of how we learn, both formally and informally, across the age span.

Part B: Specialist education studies
These studies will provide you with advanced knowledge and skills relevant to thoughtful, innovative and evidence-based practice within your chosen specialisation. You will acquire both the broad principles of curriculum, pedagogy and assessment that underpin the teaching and learning of children and young people in varied education settings, and the specific knowledge required to apply these principles in particular school learning areas.

Part C: Applied professional practice
Professional experience placements in educational settings relevant to your teaching specialisation will enable you to connect the theoretical components your course with practical aspects of teaching and learning under the valuable guidance of practitioners. You will also study the complex and powerful role that teachers have as leaders in classroom, school, and community settings, with the power to change, and develop strategies to enable you to take your place as an active contributor to shaping education locally and globally. If you are in a single sector specialisation, you will also have the opportunity to undertake an extended professional project.

For more information visit the faculty website - http://www.study.monash/media/links/faculty-websites/education

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/teaching-d6001?domestic=true#making-the-application

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Successful participation in this programme enables students to gain provisional registration as a Primary teacher, working with young learners in the 3-12 age group. Read more
Successful participation in this programme enables students to gain provisional registration as a Primary teacher, working with young learners in the 3-12 age group.

You will benefit from a blend of guidance from a range of successful practitioners, peer learning and individual study.

Why study Primary Education at Dundee?

You will work alongside tutors with a wealth of experience to share with you and the ability to help you to develop the skills, knowledge and understanding you will need to fulfil the role of a primary teacher. We offer excellent resources and facilities and a high level of support. You will benefit from placements in two schools, so that you may hone these skills further. We liaise closely with school colleagues, so that they are in a strong position to afford you the experiences you need to make the most of your placements.

Masters level study

The programme offers students the opportunity to have their non-practice placement assignments assessed at Masters Level (SCQF Level 11) and so accrue a total of 60M credits whist they complete their programme of study. These credits can then be used towards future Masters study, representing a considerable saving in both time and cost in relation to the usual Masters study arrangements. We are working closely with the M Ed team within the School to ensure a smooth transition to the Masters programme for those who wish to pursue this.

Professional accreditation

The resulting award of PGDE(P) for all successful participants is recognised by the General Teaching Council for Scotland (GTCS)General Teaching Council for Scotland (GTCS) and widely outside Scotland, thus widening employment opportunities.

Who should study this course?

This course is suitable for those who have already secured a degree and now wish to enter the field of Primary Education, initially as a classroom teacher.

"I have been amazed by how much I have learned. I have found the course to be very inspirational and am thoroughly looking forward to entering a truly fantastic profession. I would like to highlight the great work of the staff and feel each member brings their own element and area of expertise to the course."
Student comment in Online Programme Evaluation, June 2012.

How you will be taught

Students are associated with two schools (one per semester) in order to capitalise on opportunities to gain deeper understanding and to participate in the wide spectrum of aspects associated with the lives of schools.

We also allow students to develop their areas of strengths/expertise and to support them in areas where they feel less secure. In order to meet the varying needs of students and to address issues as they are identified, we offer "Module Enhancements". Students will be able to choose from a range of learning enhancements which provide enriching experiences for the students, enabling them to personalise their studies.

There will be a blended learning approach, whereby students' ability to self-direct their studies will be utilised in tandem with tutor-directed and tutor-delivered activities.

This approach will utilise workshops, lectures, seminars, tutorials and independent (guided and "free choice") study. Students will also benefit from insights and expertise shared by visiting speakers and from visits to a variety of locations.

What you will study

There are four modules: two university-based modules prepare students for their ensuing Professional Practice placements in schools, in Upper Primary and Nursery/Early Years respectively. All four modules (2 university-based and 2 school-based) are compulsory. Students may opt in to an Elective and also participate in a range of Enhanced Learning opportunities, whereby their understanding of educational practice may be furthered, whilst undertaking the university-based modules.

Curricular Studies - The programme covers all aspects of Curriculum for Excellence (CfE). The programme develops students’ understanding of how young learners learn and explores strategies for effective teaching and learning.
Professional Studies - The programme will support and develop students’ awareness and understanding of: inter-agency working, working with parents, meeting the needs of all learners, assessment, classroom management and strategies for promoting a positive ethos for learning, including strategies to support positive behaviour management.
Educational Studies - Students are introduced to the History of Scottish Education, Comparative Education (education systems in other countries) and Learning Theory.
Professional Practice (Placement) - 18 weeks working with 3-12 year olds in two/three settings.

How you will be assessed

Formative assessment and summative assessment are used throughout the programme. There are two university-based assessed modules (one by essay, the other by ePortfolio) and two professional practice placement modules. Professional Practice (Placement) is assessed with reference to the Standard for Initial Teacher Education by university staff and school partners. Although this programme is at graduate entry, there are components (University-based) which are assessed at SCQF Level 10 and Level 11. Professional Placement is assessed only at SCQF Level 10.

Careers

All successful UK and EU participants are guaranteed one year’s employment in a Scottish primary school via the GTCS Teacher Induction Scheme.

The majority of our students go on to enjoy careers as classroom teachers initially. Thereafter, they may apply for promoted posts within the management teams in schools, or as Principal Teachers. Some choose to enter other fields, operating as Education Officers within museums etc. Others undertake further study, to become Educational Psychologists etc. It is also possible to pursue a wide range of further careers, e.g. within Education Scotland, as Advisors/Directors within Local Education Authorities, within GTCS or in Initial Teacher Education in universities.

Recent participants in this programme have gone on to secure permanent posts in a range of settings, both within Scotland and abroad e.g. in International Schools. Some are operating within promoted posts in schools; others are specialising in specific aspects within schools e.g. in promoted posts, Learning Support or Outdoor Education. Others have returned to academic life as lecturers.

"The large input on Curriculum for Excellence has been very useful in my career. As tough as it was to stomach at the time, I feel a step ahead of the game now, and I'm reaping the benefits."
PGDE graduate

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Develop a variety of teaching approaches to become an effective and confident teacher of children in Primary Education. Read more
Develop a variety of teaching approaches to become an effective and confident teacher of children in Primary Education.

Partnerships with local schools give you opportunities to put theory into practice on placements, supported by experienced teachers and academic staff as you develop the knowledge and skills to meet the national requirements for Qualified Teacher Status (QTS).

Intermediate qualifications available: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/primary-education3#about

• Professional Graduate Certificate in Education

This course is accredited by the National College for Teaching and Leadership (a department of the Department for Education) to deliver Initial Teacher Training

Visit the website:

Course detail

• Study on a course designed to enable you to join a challenging and rewarding profession – becoming an inspiring teacher of young children, able to draw on secure understanding of theories about Primary teaching and learning - with the knowledge and skills to lead learning and initiate change in educational settings
• Explore your understanding of teaching and learning, supported by experienced Primary teachers, as you apply your subject knowledge and expertise to planning teaching and developing curricula; honing your skills of critical self-evaluation and improvement planning
• Develop your creativity and team-working skills, preparing you to influence and lead in educational settings and enhancing your own sense of independence
• Gain confidence in analysing the evidence of your own practical experience during placements in schools, informing your future actions as you evaluate the impact of applying theory to your teaching practice
• Benefit from a qualification that gives you recommendation for Qualified Teacher Status (QTS), enabling you to gain employment in a Primary Education setting, with opportunities for continuous development through further study at MA/MSc, MPhil, PhD and EdD levels.

Modules

• Introduction to the Professional Primary School Teacher
• The Professional Primary School Teacher
• The Reflective Primary School Teacher*
• The Research Informed Professional Primary School Teacher*

*denotes units that can be assessed at Masters level

Assessment

The Teachers’ Standards 2012 provide the framework by which your progress in your teaching is judged. These are supplemented with descriptors which support you in understanding the qualities which define the level at which you meet the standards.

The webfolio is the medium through which your assignments and documentary evidence are managed. It forms the central spine of the course, drawing the range of experiences and activities together in a coherent structure. The webfolio is designed to help you engage in critical self-evaluation of your practice, helping you to identify areas of strength and areas for future development.

The webfolio will also provide you with a flexible means by which you can gather and store information about your understanding, knowledge, values and beliefs. Its portability ensures that you will be able to continue to use it as a gateway for your professional development beyond the award of QTS.

Careers

Local and national demand for University of Bedfordshire graduate teachers is high. Annual destination surveys show that 98% of graduate teachers will have secured teaching posts for the year of graduation.

The course is framed by a commitment to help you to develop the characteristics of a University of Bedfordshire graduate teacher. You will be challenged to explore theories of teaching and learning and to examine the implications of such theories for your own development. In doing this you will refine, form and reform your own principles, perspectives and values in relation to professional teaching practice.

On completion of the course you will have the appropriate attitude, knowledge, skills and understanding to meet the needs of the children’s and schools’ workforce agenda.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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Gain the skills you need for the challenging task of teaching in a primary school. On this course, you develop the knowledge, skills and enthusiasm needed to motivate children’s learning. Read more
Gain the skills you need for the challenging task of teaching in a primary school. On this course, you develop the knowledge, skills and enthusiasm needed to motivate children’s learning.

This course is designed to prepare you to meet the demands of recent developments in primary education. We emphasise the core subjects of English, mathematics and science.

School-based training is an integral part of the course, and you will work with pupils in key stages 1 and 2. We offer the course in partnership with local and regional primary schools, which play a key role in the teaching and assessment of your professional competence against the teachers Standards. In total you spend 120 days in school over the year.

As part of the course you gain 60 credits towards a masters qualification. Bursaries are available to any UK or EU trainee starting a PGCE in England who is not employed as a teacher. For more information about grants towards tuition fees and bursaries visit the student finance website.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/pgce-primary-education-511-with-qts

Mathematics route

As part of the mathematics route available for 2015/16 you learn all about the primary curriculum with special focus on mathematics and the link between this and other subjects. Maths is a vital skill, which young people need to succeed. As it’s a core curriculum subject, maths teachers are always in demand and you could be eligible for a bursary for this course visit http://www.education.gov.uk/get-into-teaching/funding/postgraduate-funding for further information.

School Direct

Apply for a place through the School Direct scheme for a dedicated route into a job after graduation. When applying through School Direct, the school or partnership of schools that you've applied to will be much more involved in your selection, recruitment and professional development as there is the intention that you will be employed by them if you successfully complete the course. For more information visit http://www.shu.ac.uk/schooldirect

Further information

For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.

Course structure

Full time – 1 year.
Starts September.

You study:
-Primary teaching, learning and assessment
-Inclusion
-English
-Mathematics
-Science
-Foundation subjects and religious education
-Researching primary education
-Personal and professional development
-The role of the teacher

Modules
The course is made up of modules which integrate experience in schools with professional and curriculum studies. You complete two masters levels modules. One enables you to evaluate and reflect on your own progress as a teacher. the second enables you to explore a chosen area in more depth in your school or setting and with colleagues in that setting.

The other modules assess your ability against the teacher standards. You are assessed in Key Stage 1 and Key Stage 2.

Assessment: your academic work is assessed through coursework using a variety of assessment methods. Your teaching is assessed in schools and by school-based mentors.

Other admission requirements

You must also: complete QTS skills tests in numeracy and literacy as designated by the National College for Teaching and Leadership; complete a declaration of criminal convictions and health check forms.

If you are shortlisted, we will invite you to a selection event, and you should bring a passport or photo driving license with you. You can bring other forms of photo ID for the selection event, but if you do, you will still need to present valid identity documents required by the Disclosure and Barring Service (DBS) at your pre-course day. View our selection event guidance to ensure you understand the selection process https://www.shu.ac.uk/?sc_itemid=1CEA4A18-1E18-46E8-A172-AB28442B2843

If English is not your first language you must have an IELTS score of 7.0 with a minimum of 6.5 in all skills or equivalent. For equivalents see our English language entry requirements web page. We welcome applications from people seeking a career change into primary teaching. We actively encourage applications from those groups under-represented in teacher education to ensure the teaching profession represents the diverse nature of present day UK society.
*GCSE mathematics and English equivalents are:
-12 level 2 credits from an Access course.
-Equivalency test from http://www.equivalencytesting.co.uk
*GCSE science equivalents are:
-12 level 2 credits from an Access course.
-Science equivalency test from http://www.equivalencytesting.co.uk
-OCR National Level 2 Science.
-BTEC National Level 2 Science, Applied Science or Medical Science.

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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.

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The PGCE Primary Education aims to enable students to achieve the award of Qualified Teacher Status and to continually develop their teaching throughout their future careers by fostering a strong ethos of reflective practice.. Read more
The PGCE Primary Education aims to enable students to achieve the award of Qualified Teacher Status and to continually develop their teaching throughout their future careers by fostering a strong ethos of reflective practice.

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This course consists of a one-year taught programme for a Graduate Diploma in Primary Education with the possibility of a further year for a Masters Degree (M.Ed.). Read more
This course consists of a one-year taught programme for a Graduate Diploma in Primary Education with the possibility of a further year for a Masters Degree (M.Ed.). Entry to the Masters Programme depends on the achievement of a specified minimum QCA in the Graduate Diploma. It then involves attending one taught module in Research Methods and undertaking a substantial dissertation on an approved topic. The course is designed to provide practicing primary teachers with a holistic approach to the use and application of Information and Communication Technologies (ICT) in the Primary School. Teachers will learn how to skilfully and creatively use ICT to support a wide variety of teaching and learning goals as well as administrative and organisational tasks. They will also learn to identify and evaluate how ICT can best be used to support and enhance children’s learning and to appreciate how thoughtful use of ICT can enrich the learning environment of the classroom and school. The course will help teachers to gain a critical perspective on ICT’s overall role in education and its role in society in general.

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With a strong practical bias, this programme provides the formal teaching qualification for provisional registration with the General Teaching Council for Scotland (GTCS), preparing you for a primary school teaching career. Read more
With a strong practical bias, this programme provides the formal teaching qualification for provisional registration with the General Teaching Council for Scotland (GTCS), preparing you for a primary school teaching career.

About the programme

Teachers in pre-5 and primary education play a key and important role in ensuring children have the best start possible, enabling them to lead successful, happy, productive and balanced lives.

The one-year PGDE (Primary) programme utilises our state-of-theart ICT labs and dedicated teaching rooms. We use our virtual learning environment and Glow, the education network, for delivery and assessment. Workshops, outdoor experiences and learning strategies make this a vibrant learning experience.

99% of students are in work or further study six months after graduating (Destination of Leavers from Higher Education Survey, 2015).

Practical experience

Eighteen weeks of school experience placements occur in at least two schools. Assessment is based on GTCS standards.

Your learning

Module one introduces the broad range of subjects that underpin the primary curriculum (Curriculum for Excellence) with a focus on mathematics and literacy.

Module two develops teaching skills at pre-5 and all stages of primary. Workshops focus on core skills in classroom management, planning, teaching, assessment and evaluation strategies, and behaviour management.

Module three, jointly delivered with PGDE (Secondary) students, explores contemporary issues in Scottish education. This module is offered at both SCQF levels 10 and 11, giving the option of 40 credits of internationally recognised Masters level study.

You can also undertake an additional 20-credit module at Masters level.

Our Careers Adviser says

Most UWS graduates remain in mainstream teaching in the UK or abroad. Others work in specialist educational areas including working with children with additional learning support needs, adult training, museums, writing and publishing, health education, curriculum development, and social services.

Applicants are strongly advised to visit the Teaching in Scotland website http://www.teachinscotland.org for full information on what is required to become a teacher in Scotland. For further information, contact our Course Enquiries Team.

Professional recognition

Graduates receive the formal teaching qualification necessary for provisional registration with the GTCS, a requirement for entry into the guaranteed one-year Teacher Induction Scheme.

Protecting Vulnerable Groups Scheme (PVG)

Successful applicants who gain a place on this programme will need to register on the PVG Scheme, managed and delivered by Disclosure Scotland, see http://www.disclosurescotland.co.uk

Financial support

PGDE programmes are funded in the same way as undergraduate programmes. You can apply to SAAS to have tuition fees paid. Eligibility conditions apply; check http://www.saas.gov.uk for details

First-class facilities

You’ll have access to a wide range of technology to facilitate your learning. Our libraries are stocked with a vast range of specialist resources to help you in your studies, and you’ll also have access to our extensive electronic library collection (including e-books and academic journals) and the virtual learning environment, Moodle.

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