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Masters Degrees in Primary Education

We have 79 Masters Degrees in Primary Education

Masters degrees in Primary Education equip postgraduates with the skills to engage with and reflect upon strategies for improving education practise and policy within primary or elementary schools.

Taught MA and MEd (Master of Education) degrees are typical for the field. Entry requirements normally include an undergraduate degree in a relevant subject, such as Education or Communications.

Why study a Masters in 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.

About this degree

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 implications 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,, 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.

Further information on modules and degree structure is available on the department website: Primary Education (Policy and Practice) MA

Funding

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.

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.

Recent career destinations for this degree

  • Curriculum Co-ordinator, Unspecified School
  • International School Teacher, Unspecified International School
  • Preparatory School Teacher (Deputy Head of Pre-Prep), Unspecified School

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.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The Department of Learning and Leadership at UCL Institute of Education (IOE) 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 the IOE.



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This programme will prepare students in line with the requirements of the Teachers’ Standards (2012) for the award of QTS. UCL works in partnership with around 350 primary schools to enable Primary PGCE students to fully prepare to be a primary teacher. Read more

This programme will prepare students in line with the requirements of the Teachers’ Standards (2012) for the award of QTS. UCL works in partnership with around 350 primary schools to enable Primary PGCE students to fully prepare to be a primary teacher. We encourage a wide range of students to study for the Primary PGCE, and have a good record of attracting traditionally under-represented groups.

About this programme

Our Primary PGCE develops effective, confident teachers whose classroom practice is informed by an advanced knowledge of educational theory, and who will continue to learn and reflect throughout their careers. We will help students to acquire the skills and expertise to support children’s learning, prepare them to teach in an inclusive urban environment, provide professional development in all national curriculum subjects and ensure that students show a concern for professional values and demonstrate the positive attitudes and behaviour expected from pupils.

Students undertake two Master’s-level (level 7) modules as part of the PGCE, with a total of 60 Master’s credits on successful completion.

The programme consists of three core modules, two at Master’s-level (level 7) and one at Undergraduate-level (level 6) and three school placements.

Where less than 60 credits are achieved at level 7, but are successfully passed at level 6, a Professional Graduate Certificate of Education (PgCE) - including a QTS recommendation - will be awarded. Students who complete the level 7 modules but fail the Professional Practice module will be awarded a Postgraduate Certificate (PGCert) which excludes the QTS.

Core modules

  • Teaching and Learning Module (level 7)
  • Specialism Module (level 7)
  • Professional Practice Module (level 6)

Optional modules

  • There are no optional modules for this programme

Placement

As part of the programme students will spend time on placements at schools or Early Years Centres, during which time their teaching experience will be supported by a tutor and mentor. Students will spend 120 days on placements.

Teaching and learning

The programme is delivered via a combination of lectures, workshops, tutorials and self-study. Students will be supported though a virtual learning environment and will participate in school placements. Assessment is through assignments, presentations, audits, feedback and tutorials. A final assessment is based on a range of evidence including observations of teaching, assignments, subject knowledge development, professional conduct and responses to self-study.

Further information on modules and programme structure is available on the department website: PGCE Primary

Funding

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the UCL Scholarships and Funding website.

Careers

Graduates of this programme are currently working across a broad range of areas. Most are working as classroom teachers and mentors to PGCE students, while others have jobs as deputy and assistant headteachers. Graduates in this area can also be found working as headteachers and educational consultants.

Recent career destinations for this programme

  • Primary School Class Teacher (Maths and Geography), North London Collegiate School
  • Primary School Class Teacher (Year 1), Unspecified Primary School
  • Primary School Class Teacher (Year 2), Drayton Green Primary School
  • Primary School Class Teacher (Year 3), Gladstone Park Primary School
  • Primary School Class Teacher (Year 5), Field Junior School

Employability

The Primary PGCE was rated Outstanding by Ofsted in 2013. IOE student teachers are rated highly by headteachers across London and beyond.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this programme at UCL?

Students on the Primary PGCE programme benefit enormously from the complementary skills and expertise of staff in partnership schools and at the UCL Institute of Education (IOE). The schools offer placements for teaching experience, and their teachers serve as tutors, mentors and joint assessors for our student teachers. IOE tutors have extensive experience of teaching, school management, inspection, research and consultancy.

Primary PGCE students can gain experience of teaching across one or more key stages; the Foundation Stage and Key Stage 1; Key Stage 1 and Key Stage 2; lower Key Stage 2 (ages 7 to 9) and upper Key Stage 2 (ages 9 to 11). Students will learn to teach all the primary curriculum subjects. They will also select one subject for specialist study from the range that we offer (i.e. Children’s Literature and Language, English Language and Literacy, French, Geography, Mathematics, Music, New Media and Computing, Religious Education, Values and Identity and Science).

Accreditation:

Students who successfully complete this programme will be recommended for Qualified Teacher Status (QTS).



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Primary Education at Winchester provides students with the opportunity to gain a degree and recommendation of Qualified Teacher Status (QTS) at the same time. Read more
Primary Education at Winchester provides students with the opportunity to gain a degree and recommendation of Qualified Teacher Status (QTS) at the same time. The programme is constantly reviewed to ensure students are equipped with the most up-to-date developments in primary education. The University has a strong reputation for teacher training. In 2010, Ofsted judged the provision as 'Outstanding', stating that students “display impressive levels of confidence and understanding about how to be effective teachers”.

Programme Content

MEd (Hons) Primary Education aims to produce critically reflective practitioners able to understand the complexities and tensions in providing education for the twenty-first century, whilst ensuring compliance with the latest requirements of the Department for Education.

The breadth of the programme covering the core curriculum subjects, full range of foundation subjects and specialist subject study ensures that the programme is demanding but thorough and meets the needs of primary schools.

In Year 2, Semester 2, students have the opportunity to select a three- or four-year route. They will be supported in their decisions at this stage. This allows students time to experience both the taught programme and teaching in schools before selection, and addresses personal preferences for both academic and professional development opportunities.

The four-year route is also available to students who wish to enhance and enrich their professional practice and achieve QTS in Year 4. The fourth year is an opportunity to gain up to 120 Level 7 Masters Credits, which, if achieved, qualifies students for the award of MEd before taking up employment in a first teaching post. If students select the four-year route, the Honours classification of their award will be determined by their achievements in the final two years.

The programme aims are addressed through three key interdisciplinary themes, chosen for their relevance to the graduate primary teacher:
- Identity
- Perspectives
- Relationships

The three interrelated themes provide a unifying structure, to a professional educational programme, which combines the development of effective and skilled practice with analytical awareness. The programme's approach is underpinned by consideration of the United Nations Convention on the Rights of the Child. Students are nurtured to reflect on their educational values as they develop into enthusiastic, creative and respectful educators, equipped to engage with wider aspects of schooling such as citizenship and sustainability.

Students are prepared to teach primary school children. They follow a core programme that includes both theoretical and practical issues relating to teaching in primary schools.

- Professional Studies encourages students to consider theoretical underpinnings of education and how they impact on children's learning and teachers' practice.

- Curriculum Studies explores the range of subjects taught in primary schools and the discrete and interrelated aspects of a broad and balanced curriculum.

- School-based Experiences include a variety of placements organised by the University which are supported through University and school-based staff to ensure the growth and development of skilled practitioners. The University has an ever-widening partnership of schools, which give students excellent opportunities to undertake school experiences within and beyond the region. Placements are developmental and progressive ranging from short visits to sustained placements in educational settings. Students are also encouraged to arrange additional self-directed placements in settings such as museums, galleries and residential centres to augment their range of experience - overseas placements are possible. This ability to personalise a professional portfolio in both breadth and depth enables students to meet their own needs and follow areas of particular interest.

- Specialist Subject Studies
Specialist Subjects allow study of a chosen area in greater depth and enable future contributions to the development of the subject either as a member of teaching staff or as a subject leader within an early years setting or primary school. This programme offers a wide choice of specialisms, the indicative range includes Art, Early Years, English, French, Geography, History, ICT, Mathematics, Music, Physical Education, Religious Education, Science and Special Educational Needs. Students who follow the Early Years specialism engage in modules that explore the development of young children (3-7 years).

See the website http://www.winchester.ac.uk/Studyhere/Pages/med-hons-primary-education-with-recommendation-for-qualified-teacher-status-4-years.aspx

Learning and Teaching

The MEd course has both academic and professional requirements. Although the majority of placement hours are reflected in the block placement modules, every module has applied hours that enable students to relate theory to practice. These applied hours are allocated to each module as placement related activity to reinforce the links between theory and practice; in some cases they are not additional placements, while in some others they are direct experiences in school, for example, to enhance specific curriculum areas. Generally, students are timetabled for most days of the week, although not always for the whole day. During school placements, students are required to match the class teacher hours, being at the school for up to nine hours per day and doing further follow up work prior to the next day. MEd students are required to complete additional self-directed placements outside of normal University terms or during their non-timetabled periods

The University aims to shape 'confident learners' by enabling students to develop the skills to excel in their studies here and be transferable to further studies or the employment market. Staff and students form a community of learners who, together and independently, seek to generate and exchange knowledge. Over the duration of the course, students develop independent and critical learning, building confidence and expertise progressively through independent and collaborative research, problem solving, and analysis with the support of staff. Students take responsibility for their own learning and are encouraged to make use of the wide range of available learning resources available.

In addition to the formally scheduled contact time (i.e. lectures, seminars etc), students are encouraged to access academic support from staff within the course team, personal tutors and the wide range of services to students within the University.

A key feature of the student experience is the close relationship between University based and school based learning. Ofsted commend this coherence and consider “the overall effectiveness of the provider is outstanding because the training, assessment and quality of the provision across the partnership are of the highest quality, enabling trainees on all programmes to make excellent progress and to achieve consistently good or outstanding results.”

Assessment

At the University of Winchester validated programmes may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances. The University is committed to ensuring that all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used in the programme you are interested in can be found on the course page, by attending an Open Day/Evening, or contacting our teaching staff.

Careers

Winchester Initial Teacher Education graduates have a high employment rate and are well respected in the region and beyond. A programme of preparation for applying for teaching posts is held annually for students in their final year. Most students take up a position in teaching, although some pursue other careers using the range of transferable skills gained during study.

At the University of Winchester, we are committed to ensuring all our students gain employability skills to enable you to enter graduate level jobs and pursue the profession of your choice.

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This degree is particularly suitable for PE teachers, in all phases of education, and sport related professionals at any stage of their career. Read more
This degree is particularly suitable for PE teachers, in all phases of education, and sport related professionals at any stage of their career.

The MA in Education: Pedagogy and Professional Practice in Physical Education is aimed at Physical Education teachers and Sports Professionals at any stage of their careers. It can be of great benefit to those in senior and middle leadership roles (and those aspiring to leadership positions) in the early years, primary, secondary and post-sixteen sectors, and in other educational establishments.

The programme will offer you the opportunity to be at the forefront of leading professional practice and enable you to make a positive difference to the quality of learning and teaching within your educational setting.

Integral to this Master's programme is the opportunity to undertake a small-scale research enquiry into an aspect of practice as part of an intellectually challenging learning experience that relates theory to practice leading to the development of knowledge and skills relevant to practice and supporting career progression.

Why St Mary's?

Building on its long tradition of excellence in both teacher education and physical and sport education, St Mary's provides a flexible approach to this professional Master's degree.

This programme offers three distinct pathways: Pedagogy, Coaching and Sociology of Sport. These pathways meet the needs of a diverse range of Physical Education teachers and Sport professionals.

The MA in Education: Pedagogy and Professional Practice in Physical Education is offered part-time or full-time as a taught programme at St Mary’s University or a blended programme, designed to meet the needs of practitioners in Physical Education and Sport.

Staff involved in the programme all have considerable experience and expertise in their field of expertise. They are research active and involved in consultancy and in service training in the fields of physical education and sport, the leadership of innovative practice.

Course Content

This programme consists of five modules, with a choice of specialist modules allowing students to focus on an area of interest.

Core Modules
› Physical Education and Sport Leadership: Philosophy, Sociology and Psychology of Pedagogy
› Research Methods for Professional Practice in Physical Education and Sport
› Academic Paper and Conference Presentation

Optional Module One
› Pedagogy: Educational Context and Issues within Teaching and Learning
› Coaching and Mentoring; Pedagogy through Physical Education and Sport
› Sociology of Physical Education and Sport: Policy and Politics in Physical Education and Sport

Optional Module Two
› Pedagogy and Learning in Physical Education and Sport: Theory through Reflective research
› Coaching and Mentoring: Early Years to Adolescence, Physical Activity and Human Behaviour
› Sociology: Social Theory in Physical Education and Sport

Please note: All information is correct at the time of publication. However, course content is regularly updated and this may result in some changes, which will be communicated to students before their programme begins.

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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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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

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PGCE Primary will train you to teach children aged 5 to 11. This ten-month course provides training in all primary-stage National Curriculum subjects, with a particular focus on mathematics, English and science. Read more

PGCE Primary will train you to teach children aged 5 to 11.

This ten-month course provides training in all primary-stage National Curriculum subjects, with a particular focus on mathematics, English and science. It leads to both a postgraduate qualification and qualified teacher status (QTS).

The course combines master's-level academic study of primary education with a range of practical experiences. A significant amount of your time will be spent in partnership schools developing practical teaching skills with the support of trained mentors and experienced teachers. This course is run in partnership with more than 200 local primary schools which allows us to personalise your school experience to your individual needs.

Your practical training will be underpinned by education theories, ideas and concepts, and by enhancing your awareness of current educational issues and developments.

Aims

The course will provide the range of experiences necessary to support and guide you as you develop into an excellent primary teacher with:

  • an understanding of the nature of teacher professionalism
  • the knowledge, understanding and practical skills required to strive for excellence in teaching
  • an attitude towards learning that promotes high expectations, and values diversity and respect for all social and cultural backgrounds.
  • the ability to reflect upon evidence in order to inform both your practical actions and principles and values in educational settings.

Professional studies are a central component of the course, covering topics such as:

  • pupil assessment
  • lesson planning
  • managing pupil behaviour
  • the role of the reflective practitioner
  • making primary education inclusive for all.

You will spend a significant amount of time studying each of the core subjects of English, mathematics and science. You will also spend time studying religious education, PE, history, geography, art, music, and design and technology. We use the expertise of experienced teachers from our partnership schools to complement the teaching of University-based sessions.

Additional course information

Your University tutors, who are all highly experienced Primary practitioners, will provide excellent support for your academic work and your personal development. School mentors will provide advice and guidance whilst you are on placement. The culture of team working and best practice sharing amongst students will provide you with a support network available when you need it the most.

Teaching and learning

The structure of our Primary PGCE includes both school-based and University-based learning. You will also need to undertake self-directed study in the evenings and weekends, such as background reading, creating lesson plans and completing written assignments.

The course is run in partnership with more than 200 local primary schools and you will spend more than 50% of your time in primary schools on placements. When on placement, you will observe and teach classes under the guidance of an experienced primary teacher. You will also have a mentor to help you to plan lessons, deal with marking and assessment and improve your teaching skills.

Our partnership schools are located across Greater Manchester, including Bolton, Trafford, Tameside, Manchester, Bury, Stockport, Rochdale, Salford and Oldham, and also north Cheshire and south Lancashire.

In University-based sessions, a wide range of teaching methods are used, including seminars, group discussion, practical workshops, lectures and presentations. You will be an active participant and driver in your own professional development.

Coursework and assessment

You will be assessed during your school placements and you will receive high-quality feedback to enhance your development.

Your subject knowledge in English, mathematics and science will be audited regularly and you will also complete assignments relating to the teaching of English, mathematics, science and information and communication technology (ICT). The written assignments will allow you to gain a maximum of 60 master's-level credits and guidance and support to complete these assignments will be available from your University tutors.

Scholarships and bursaries

Home/EU students may be eligible for a repayable tuition fee loan. Home students in England may also be eligible for a repayable student maintenance loan. The loans support available to PGCE students is similar to what is available for undergraduate students and information about government financial support for undergraduate students is available here . 

If you have graduated in the last three years from The University of Manchester with a 1st class honours degree, you may also be eligible for our Alumni Scholarship .

Information about additional funding options for September 2018 will be available on this page shortly.

Facilities

Your University-based learning will take place at The University of Manchester's Oxford Road campus, adjacent to Manchester's city centre. The campus is easily accessible by road or by an extensive network of public transport including trains, trams and buses.

Our Oxford Road campus is home to The University of Manchester Library and the Alan Gilbert Learning Commons. The University's library is one of the best-resourced academic libraries in the UK. Studying with us will open up a wealth of learning resources to you, including over four million printed books, more than 500,000 ebooks and access to over 40,000 electronic journals and hundreds of online databases.

The Alan Gilbert Learning Commons offers you a stimulating 24/7 environment for study. It is the UK's first digital library and home to the most up-to-date IT facilities, a range of versatile learning spaces and a relaxing cafe area for breaks or meeting friends.

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: 



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This programme will prepare students in line with the requirements of the Teachers’ Standards (2012) for the award of QTS. UCL works in partnership with around 350 primary schools, enabling students to fully prepare to be a primary teacher. Read more

This programme will prepare students in line with the requirements of the Teachers’ Standards (2012) for the award of QTS. UCL works in partnership with around 350 primary schools, enabling students to fully prepare to be a primary teacher. Students learn to teach all the primary curriculum subjects, emphasising mathematics as a subject in its own right as well as the link between mathematics and other subject areas.m subjects, with mathematics as a speciality.

About this programme

Our Primary PGCE develops effective, confident teachers whose classroom practice is informed by an advanced knowledge of educational theory, and who will continue to learn and reflect throughout their careers. We will help students to acquire the skills and expertise to support children’s learning, prepare them to teach in an inclusive urban environment, provide professional development in all national curriculum subjects with a strong focus on mathematics and ensure that students show a concern for professional values and demonstrate the positive attitudes and behaviour expected from pupils.

Students undertake two Master’s-level (level 7) modules as part of the PGCE with a total of 60 Master’s credits on successful completion.

The programme consists of three core modules, two at Master’s-level (level 7) and one at Undergraduate-level (level 6) and three school placements.

Where less than 60 credits are achieved at level 7, but are successfully passed at level 6, a Professional Graduate Certificate of Education (PgCE) - including a QTS recommendation - will be awarded. Students who complete the level 7 modules but fail the Professional Practice module will be awarded a Postgraduate Certificate (PGCert) which excludes the QTS.

Core modules

  • Teaching and Learning Module (level 7)
  • Specialism Mathematics Module (level 7)
  • Professional Practice Module (level 6)

Optional modules

  • There are no optional modules for this programme

Placement

As part of the programme students will spend time on placements at primary schools, during which time their teaching experience will be supported by a tutor and mentor. Students will spend 120 days on placements.

Teaching and learning

The programme is delivered via a combination of lectures, workshops, tutorials and self-study. Students will be supported though a virtual learning environment and will participate in school placements. Assessment is through assignments, presentations, audits, feedback and tutorials. A final assessment is based on a range of evidence including observations of teaching, assignments, subject knowledge development, professional conduct and responses to self-study.

Further information on modules and programme structure is available on the department website: PGCE Primary (Specialist Mathematics full-time)

Funding

Primary mathematics trainees may be eligible for a bursary of £6,000, depending on previous qualifications. In particular applicants must have A level Mathematics at Grade B or above. To find out what funding may be available to you, please visit the Department for Education website.

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the UCL Scholarships and Funding website.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as classroom teachers and mentors to PGCE students, while others have jobs as maths subject leaders, deputy and assistant headteachers. Some graduates go on to work as mathematics teachers.

Employability

The Primary PGCE provision was rated Outstanding by Ofsted in 2013. IOE student teachers are rated highly by headteachers across London and beyond.

Why study this programme at UCL?

Students on the Primary PGCE programme benefit enormously from the complementary skills and expertise of staff in partnership schools and at the UCL Institute of Education (IOE).

The schools offer placements for teaching experience, and their teachers serve as tutors, mentors and joint assessors for our student teachers. IOE tutors have extensive experience of teaching, school management, inspection, research and consultancy.

Primary PGCE mathematics students spend time across the Foundation stage, Key Stage 1 and 2 and they gain experience of teaching across Key Stage 1 and Key Stage 2. Students will learn to teach all the primary curriculum subjects, with mathematics as a speciality.

Accreditation:

Students who successfully complete this programme will be recommended for Qualified Teacher Status (QTS).



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Specialist pathways in Early Years (3-7), Primary (5-11), Special Educational Needs, Mathematics and Foreign Languages Leadership available. Read more

Specialist pathways in Early Years (3-7), Primary (5-11), Special Educational Needs, Mathematics and Foreign Languages Leadership available. The pathways enable you to specialise in one area or phase but you will also train to teach across age ranges. The programme leads to 60 master’s credits and QTS. 

  • Experience inspirational teaching, individual support and high-quality phonics preparation
  • Develop teaching skills and techniques, and acquire curriculum knowledge
  • Benefit from strong links between schools and the University
  • Once qualified, you will have been taught to specialise within your chosen age range, but will also be qualified to teach any primary age

PATHWAY: PGCE Primary with Foreign Language Leadership (5-11)

  • Gives you the experience, opportunity and knowledge to work in Key Stage 1 (KS1) and Key Stage 2 (KS2)
  • Choose this pathway if you are interested in becoming the Subject Leader or Primary Languages Co-ordinator in your future school
  • Prepares you for teaching in primary, infant and junior schools
  • Enables you to teach languages to young learners

PATHWAY: PGCE Primary with Special Educational Needs

  • Enables you to develop a deeper knowledge and understanding of working with children with disabilities, within mainstream and special school settings

PATHWAY: PGCE Early Years (3-7)

  • Gives you the experience and knowledge to work in Early Years Foundation Stage (EYFS) settings and infant/primary schools
  • The EYFS is a unique phase of education which involves learning through play
  • This phase leads into KS1, when children start to grapple with learning to read, applying their mathematical knowledge and making sense of how the world works

PATHWAY: PGCE Primary with Mathematics specialism

  • Prepare for teaching in primary, infant and junior schools
  • Follow a particular interest in mathematics, leading to subject leadership and/or specialist teaching of mathematics within a primary setting
  • Choose this specialism if you are interested in championing mathematics in your future school

PATHWAY: PGCE Primary (5-11)

  • Gain the experience, opportunity and knowledge to work in KS1 and KS2 in infant, junior and primary schools
  • Choose this pathway if you are interested in shaping children on their journey through the primary phase

What will you study?

Sample modules:

  • The core subjects (English, maths and science)
  • Professional studies
  • The foundation subjects
  • Special Educational Needs
  • Leadership

Please note that all modules are subject to change. Please see our modules disclaimer for more information.

What career can you have?

In addition to the many masters' and PhD graduates, each year we have over 500 students become newly qualified teachers (NQTs). Our excellent links with local schools ensure that our employment rates are consistently high, with well over 90 per cent of our NQTs finding a teaching job last year.

With pay scales to match other industries, job security, an excellent pension and better work-life balance, teaching is becoming one of the most sought-after professions of today. Our masters' and professional courses have allowed many teachers to gain promotion within their institutions. A number of students also continue their studies onto EdD/PhD courses to develop a career in educational research.



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The following course content is subject to validation Do you want to become a primary school teacher and help children make the best possible start in life? This initial teacher training course covers the knowledge and skills that are required for Qualified Teacher Status (QTS). Read more
The following course content is subject to validation Do you want to become a primary school teacher and help children make the best possible start in life? This initial teacher training course covers the knowledge and skills that are required for Qualified Teacher Status (QTS).

Course overview

This exciting one year, full time, innovative and high-quality PGCE Programme has been specifically developed to provide a route for students wishing to gain a PGCE in Primary Education with Qualified Teacher Status. Trainees will have the opportunity to choose an Early Primary or Primary route as well as selecting a subject enhancement. It has been specially designed to blend University-Based academic learning with Practice Based teaching experiences in our Partnership schools. Our wide Partnership of schools works very closely together with University Tutors who are experts in Education to link theory and practice in order to ensure our Trainees develop into research informed, dynamic and confident Newly Qualified Teachers. The Programme actively draws on excellent Practitioners from our Partnership to complement theoretical input in University taught sessions.

In addition to this the PGCE also provides students with the academic opportunity to study at Masters Level as part of the Programme in order to gain 60 credits towards a Masters Degree. Masters Degrees are becoming increasingly desirable in Education and give teachers increased opportunity for promotion within this field.

This programme is also offered as part of our School Direct route. We are proud that the 2015 inspection from Ofsted rated our Primary Provision at Sunderland to be “Good” noting strengths in Trainee employability and Trainee confidence about entering the profession as well as their commitment to teaching. Ofsted highlighted in particular Trainees’ awareness of potential barriers to pupils’ learning and personal development, reflected in the way they seek to tackle discrimination of any kind.

The average starting salary for a teacher compares favourably with many other sectors and it is currently over £22,000. Salary packages include access to one of the country’s largest public sector pension schemes.

Teaching and assessment

School Based Teaching Placements are central to the Programme and all University Modules are designed to support Trainees in developing their knowledge and confidence in teaching. University input is delivered by both expert Tutors and excellent Practitioners from Partnership Schools, in a wide variety of ways including, lectures, tutorials and practical workshops as well as online discussions.

All aspects of the Programme are designed to enable you to meet and demonstrate the National College for Teaching (NCTL) and Leadership Standards for Qualified Teacher Status (QTS).

Students will compile evidence against the Standards throughout the Programme in their online e-Portfolio. The PGCE Primary Tutor Team is committed to providing the best experiences for our Trainees. Our Personal Tutor system ensures all Trainees are allocated an individual Tutor and are nurtured and developed both academically and professionally throughout the Programme.

Assessment is continuous throughout the course. Subject knowledge is monitored through the use of subject audits which enable students to identify their strengths and areas of development and to then action plan with Subject Specialist Tutors support to increase their knowledge and confidence in identified areas.

Modules are assessed through a variety of assessment methods including, Assignments, Portfolio and Practice Based Tasks. Assessed Placements are assessed by Partnership schools/settings in liaison with the University.

Facilities & location

The University of Sunderland has excellent facilities on-campus and strong links with schools in our primary partnership.

Primary partnership
The University of Sunderland prides itself in the strength of the Primary Partnership which includes over 200 schools in 12 different local authorities. The Partnership Office works very closely with Students to identify ideal Placements. According to Ofsted in 2012, a key strength of our provision is tutors’ “good knowledge of schools in the partnership which enables them to identify and make effective use of staff and schools with specialist skills”.

University Library Services
At the University there are thousands of books and e-books on topics related to education and training, with many more titles available through the inter-library loan service. We also subscribe to a comprehensive range of print and electronic journals so you can access the most reliable and up-to-date academic and industry articles. Resources include the EBSCO Professional Development Collection, which is a specialised collection of over 500 education journals.

Employment & careers

Everyone who wants to teach in a state-maintained school in England and Wales needs Qualified Teacher Status (QTS). This course leads to QTS and, on successful completion, you will become a Newly Qualified Teacher (NQT).

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Do you have a passion for educating children, particularly those with Special Educational Needs (SEN)? If your aim is to become a reflective, critical and enquiring primary school teacher then our PGCE Primary Education with Specialism in SEN and QTS is the course for you. . Read more

Do you have a passion for educating children, particularly those with Special Educational Needs (SEN)? If your aim is to become a reflective, critical and enquiring primary school teacher then our PGCE Primary Education with Specialism in SEN and QTS is the course for you. 

What's covered in the course?

Our aim is to help you become a committed, confident and creative teacher so we’ll train you in the essential tools you need to kick-start your career in education. You’ll increase your ability to handle the ever-evolving teaching environment, and by the time your course is complete, you’ll be in a position to continue developing your understanding, knowledge and skills throughout your professional life.

You’ll discover that the way we teach you and the time you spend in schools in the Birmingham area will give you a broad experience of working with children who come from a wide range of different social, economic and cultural backgrounds so you’ll be well placed to take on your NQT year.

Why choose us?

  • Successful completion of this course will highlight your SEN expertise and help you to stand out from the crowd.
  • Consistently high employability rates, with 98.8 per cent of our 2016 PGCE Primary graduates in employment or further study six months after their course (latest DLHE survey results 2015/16)
  • Over 70 per cent of our 2015 Primary PGCE graduates gained employment in West Midlands’ primary schools.
  • We support you with the job application process as part of your course.
  • If you have a First in your undergraduate degree, or a PhD, you may be eligible for a bursary from the National College for Teaching and Learning (NCTL)For 2017 entry this bursary is £3000.
  • If you accept an offer from us you’ll be able to take part in our free Skills Test ‘bootcamps’ to make sure you’re ready to start your PGCE in September.
  • Gain Master's level credits gained as part of this course that you can then use towards a full Master's degree, such as our Master’s in Teaching and Learning or Educational Leadership.
  • We have strong relationships with more than 900 primary schools in the region. Schools are committed to the quality of experience they offer our trainees.
  • Our team of experienced teachers, who have held senior positions in schools, are there to support and guide your progress.

Entry requirements

In addition to the above, for entry onto a teaching course you will also be required to pass the Skills Tests in Literacy and Numeracy.

Pre-Interview School Experience

For teacher training there is an expectation that you will have had some general experience of working with primary age students in a school setting. In preparation for the selection interview you are required to engage in a teaching episode, observed by an experienced qualified teacher.

As part of the selection procedure, the interview panel will expect you to demonstrate your knowledge and will assess personal qualities such as the potential to relate well to primary age students, enthusiasm, sensitivity, communication skills and robustness and resilience for teaching.

Applicants must also meet The National College for Teaching and Leadership requirements for initial teacher training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).

Assessment

Modules are assessed through a range of directed tasks and targeted assignments. Trainee teachers are also required to complete a profile of evidence towards the achievement of the Standards required by the National College for Teaching and Leadership for the award of Qualified Teacher Status (QTS). Evidence for the Standards is verified by mentors.

How do I apply?

All applications need to be made via the UCAS Teacher Training website.

Course code: 338C



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The Early Years Foundation Stage/Key Stage 1 full-time route will prepare students in line with the requirements of the Teachers’ Standards (2012) for the award of QTS. Read more

The Early Years Foundation Stage/Key Stage 1 full-time route will prepare students in line with the requirements of the Teachers’ Standards (2012) for the award of QTS. UCL works in partnership with around 350 primary schools, nurseries and children’s centres to enable students to fully prepare to be a primary teacher with an EY/KS1 focus.

About this programme

Students on this programme will have the opportunity to develop into effective, confident teachers whose classroom practice is informed by an advanced knowledge of educational theory, and who will continue to learn and reflect throughout their careers. On completion of the programme students will have a clear understanding of progression, since the QTS qualification applies to the whole primary age-range, whilst a student's teaching experience will be in early years foundation stage (EYFS) and KS1.

Students undertake two Master’s-level (level 7) modules as part of the PGCE with a total of 60 Master’s credits on successful completion.

The programme consists of three core modules, two at Master’s-level (level 7) and one at Undergraduate-level (level 6) and three school placements.

Where less than 60 credits are achieved at level 7, but are successfully passed at level 6, a Professional Graduate Certificate of Education (PgCE) - including a QTS recommendation - will be awarded. Students who complete the level 7 modules but fail the Professional Practice module will be awarded a Postgraduate Certificate (PGCert) which excludes the QTS.

Core modules

  • Teaching and Learning Module (level 7)
  • Specialism Module (level 7)
  • Professional Practice Module (level 6)

Optional modules

  • There are no optional modules for this programme.

Placement

As part of the programme students will spend time in placement at a school or Early Years Centre, during which time their teaching experience will be supported by a tutor and mentor. Students will spend 120 days on placements.

Teaching and learning

The programme is delivered via a combination of lectures, workshops, tutorials and self-study. Students will be supported though a virtual learning environment and will participate in school placements. Assessment is through assignments, presentations, audits, feedback and tutorials. A final assessment is based on a range of evidence including observations of teaching, assignments, subject knowledge development, professional conduct and responses to self-study.

Further information on modules and programme structure is available on the department website: PGCE Primary (EYFS/KS1 full-time)

Funding

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the UCL Scholarships and Funding website.

Careers

This programme provides graduates with an excellent preparation for their first job teaching in a primary school, as well as moving on to key stage coordinator roles, other leadership positions and eventually headships. These roles include classroom teachers, mentors to PGCE students, deputy and assistant headteachers, headteachers and educational consultants.

Employability

The IOE Primary PGCE provision was rated Outstanding by Ofsted in 2013. IOE student teachers are in rated highly by headteachers across London and beyond.

Why study this programme at UCL?

Students on the Primary PGCE (EYFS/KS1 full-time) programme benefit enormously from the complementary skills and expertise of staff in partnership schools, EY settings and at the UCL Institute of Education (IOE).

Primary PGCE (EYFS/KS1 full-time) students spend time across the Foundation stage and Key Stage 1 and 2, and they gain experience of teaching across Early Years and Key Stage 1. Students will learn to teach all the primary curriculum subjects. They will also select one subject for specialist study from the range that we offer (i.e. Children’s Literature and Language, English Language and Literacy, French, Geography, Mathematics, Music, New Media and Computing, Religious Education, Values and Identity and Science).

Accreditation:

Students who successfully complete this programme will be recommended for Qualified Teacher Status (QTS).



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Do you want a career that provides the opportunity to inspire and nurture future generations and which allows you to share your expertise with young learners? If so, the Master of Teaching is for you. Read more
Do you want a career that provides the opportunity to inspire and nurture future generations and which allows you to share your expertise with young learners? If so, the Master of Teaching is for you. It is designed for applicants with an undergraduate degree in any discipline who want a rewarding career as a global educator and teacher.

Our innovative curriculum combines theory and professional experience, providing you with the knowledge, skills and professional values to become an effective educator. You can choose to specialise in early childhood, primary or secondary education – or a combination of these.

Through engagement with contemporary ideas and practices, you will develop the professional knowledge and skills needed to foster the learning of students of various ages and diverse needs. As a result, you will become an effective educator, able to design learning experiences that ensure your future students have the right balance of challenge and support to progress in areas such as the arts and music, English, mathematics, physical education, health and wellbeing, science and humanities.

You will engage with current education priorities and policies, and learn how to apply these in practice to develop a set of professional values and commitments that will position you as a research-informed future education leader.

You will gain professional experience by completing a minimum of 60 days of teaching practice throughout the course in urban, rural, remote or international settings and schools. This includes the opportunity to gain teaching experience in locations such as China, Cook Islands, India, Italy, Malaysia and South Africa.

An education degree provides an excellent basis for diverse careers in the classroom, in government or in private enterprise. When you choose the Master of Teaching at Monash University, you will graduate ready to transform the lives of others through learning.

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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The PGCE Primary provides a course in Initial Teacher Training which is accredited by the DfE. Successful completion of the course will provide you with Qualified Teacher Status (QTS), awarded by DfE and a PGCE (awarded by Durham University). Read more

The PGCE Primary provides a course in Initial Teacher Training which is accredited by the DfE. Successful completion of the course will provide you with Qualified Teacher Status (QTS), awarded by DfE and a PGCE (awarded by Durham University). Credits achieved during the PGCE year can also equate to the first year of Durham's MA in Education. 

In addressing the government's standards for QTS, the School of Education seeks to promote the notion of primary school teachers as reflective practitioners who are confident in their ability to teach all subjects in the primary curriculum, and able to articulate their beliefs about what constitutes effective pedagogy. PGCE should be viewed as the first phase of a career-long process of personal and professional development.

The course aims to provide you with professional and academic training in preparation of your role as a primary teacher. Underpinning the course is a belief that successful teachers need to understand how children learn and that this is best achieved through a combination of theory, practice and reflection.

The Durham PGCE Primary Course has been developed in partnership with schools, and offers a strong practical element, with student teachers spending a substantial part of the year (around 20 weeks) in school. Students on the course have opportunities to develop an understanding of the values and issues which underpin education and are encouraged to develop and articulate their own beliefs. The responsibility for training is shared between schools and the University, which together provide a supportive professional environment in which you can develop your knowledge, skills, understanding and expertise. 

Course Learning and Teaching

The Primary PGCE is designed to take around 1500 hours of student work, comprising:

  • Readings and preparation for teaching in school
  • Teaching in schools
  • Teaching time in lectures and workshops
  • Professional studies days
  • Teaching and learning conference
  • Follow-up readings after the taught element
  • Independent study
  • Assignment work.

There are approximately 350 hours of university-based contact teaching time in all.

In addition the supervised Directed Study module offers group and one-to-one contact time - students are assigned individual supervisors from within the School of Education staff who assist with devising a suitable topic for study.

Academic support for the student is available via all of the following forms of contact:

  • Formal workshops as part of the taught element of the course
  • Additional, optional workshops to help students address aspects of subject knowledge such as English grammar and mathematics
  • Email and telephone: students are encouraged to contact tutors with specific queries
  • Group emails: these are sent via Duo (the virtual learning environment) to keep students informed of developments and to answer common queries
  • Personal contact: staff are available for individual consultation when not teaching or attending meetings.

In addition, all students will be assigned a School Training Centre Coordinator who will provide workshops, support with teaching and guidance on teaching practice. University partnership tutors will also provide support for students before, during and after school placements.

Career Opportunities

Career opportunities in education are wide and include classroom teaching, educational leadership and management, administration and policy development.



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Course content. The programme is offered to primary teacher education-based practitioners from all types of work setting who are engaged in supporting others. . Read more

Course content

The programme is offered to primary teacher education-based practitioners from all types of work setting who are engaged in supporting others. 

The course draws on relevant theory and focuses on a wide range of practical and interpersonal skills that are essential in the 4 – 11 age group, and it fully examines the complexities of the role of leader/facilitator in the primary phase.

As well as helping you to become an effective primary educator in your setting, the programme content will positively affect career development, performance management, peer mentoring, and pupil mentoring, which will lead to raised outcomes.

Our facilities

The programme is based at our Bognor Regis campus. You will also have the opportunity to study by Distance Learning, accessing resources from our Moodle (VLE) platform, from which you will be supported by a dedicated tutor team based at our Bognor Regis campus.

The University resources provide the best facilities available for your study. We pride ourselves on the quality of the learning environment we can offer our students.

At the Bognor Regis campus there is an integrated approach to the provision of learning resources and support. We offer a substantial collection of books, journals and other materials to help you further your research. 

A range of study areas for group and quiet study including Wi-Fi areas for laptop use are available, or you can use our open access PC and Mac areas. 

We use an electronic learning environment with a continually expanding portfolio of online library resources that are available from anywhere at any time.

Our brand new award winning Learning Resource Centre is at the heart of the campus. 

It hosts a modern library service with areas for quiet and silent study on both floors. 

Also situated in the LRC is the Support and Information Zone, a coffee lounge and over 80 open access work stations. 

An equipment loans centre offers laptops, tablets and other electronic devices for short and long term loans.

The campus offers purpose built classrooms, as well as lecture and seminar rooms.

Where this can take you

The Programme is designed to enable you to develop and hone your reflective skills.

This includes the opportunity for you to critique and consider your own position and aspirations; thus you will be able to draw on personal and professional experiences to make informed career decisions.

The award of PGDiPP: Primary Teacher Education has L7 standing, which will enable you to continue your L7 study to a full Masters if you wish.

Work placements

There are no formal work placements, however the nature of the workplace practice - and your reflection of your practice in your work setting - will enable you to deepen your thinking about different workplace situations.

Indicative modules

Teaching and Learning

  • understanding teaching and learning strategies to create an effective classroom environment of learning and collaboration
  • understanding of effective pedagogy and emotional aspects of learning
  • understanding of issues relating to inclusive education
  • understanding effective planning strategies to improve teaching and learning
  • understanding effective assessment and feedback strategies to improve teaching and learning

Teacher Training and Mentoring

  • how understanding adult psychology helps in Teacher Education
  • improving leadership and motivation skills
  • designing, development and implementation of Teacher Education workshops, Continuing Education Programmes, collaborative planning

Education Administration

  • leadership in work setting
  • creating structures and policies for effective workplace systems
  • school and HR management

Including observation and fieldwork in own work setting (reflection, feedback, improvement and reporting)

Teaching and assessment

During the programme you will be asked to provide a critical analysis of the academic literature related to the focus of each module, which will reflect learning achieved through your professional experience and through further reading.

You will also be asked to submit written evidence in the form of essays and case study reports.

The culmination of your study is a Workplace Learning Development Project, which will entail an individual research plan (with a rationale that explains its purpose and its setting) and project.



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