September 2021

PGCE Primary (5-11) with QTS

PGCE with QTS, Postgraduate, September 2021

teacher with school children

Overview

Why study PGCE Primary (5-11) Teacher Training?

The PGCE Primary (ages 5-11) Key Stage 1 and Key Stage 2 route focuses on the study of teaching in all National Curriculum subjects. School placements will be completed in relevant age phases.

You will learn the principles of curriculum design and delivery, and theories of learning and teaching, alongside developing practical insights and skills in the effective teaching and assessment of young children. The course is designed to enable you to meet the requirements for qualified teacher status (QTS).

The programme is approximately 38 weeks long with at least 24 of those weeks in schools. You will attend taught sessions at Newman and/or partner schools which will provide you with a thorough understanding of education theory that you will be able to apply in the classroom.

The course will provide you with key skills such as behaviour management while preparing you to teach the National Curriculum. The content brings together latest research findings with current school policies and practices. Emphasis is placed on systematic synthetic phonics (as a key strategy within early reading pedagogy), children’s mathematical development and scientific enquiry. The key characteristics of each primary subject area are studied along with cross-curricular links and topics.

The course will provide you with a balance of general classroom practice and specialist understanding. You will study two modules at masters level which will provide a firm foundation for future continuous professional development leading to a masters degree.

The Post Graduate Certificate in Education (PGCE) is the most widely recognised UK post graduate award and is transferable. It is accepted, across the UK and internationally, as an assurance that the candidate has achieved the high standard expected for entry to the teaching profession.

School placements may be 1 hour and/or approximately a 40 miles radius from a student’s term time address.

To ensure that the course content is as up-to-date and relevant to current teaching theory and practice as possible, this course will be re-validated at least every five years or sooner, if external changes require it.

The PGCE Primary Partnership

Newman’s Primary PGCE courses offer you strong partnerships with Teaching School Alliances and primary schools in the West Midlands. You will be taught by qualified practitioners who are able to link different perspectives of primary teaching to the development of your practical skills in the classroom. Tutors are involved in both Newman based training and in supporting the professional development of students in Teaching School Alliances and partnership schools. Teachers are involved in the construction of courses and the supervision of school experience and in teaching students how to make effective, critical and reflective evaluations of their work.

School placements may be 1 hour and/or approximately a 40 miles radius from a student’s term time address.

School Based Learning

School-based learning is central to the PGCE programme and will be a feature of all three terms of your PGCE year. You undertake placements in at least two primary schools providing opportunities to observe and practise a range of methods and approaches. School-based learning includes observation of experienced teachers, a structured programme of group and whole class teaching and a series of directed activities to explore wider school issues.

Employability

Newman Initial Teacher Training graduates have a high employment rate; and are well respected in the region and beyond. Most students take up a position in teaching, although some pursue other careers using the range of transferable skills gained during study.

On completing the course and reaching the required teaching standards; upon graduation you will be recommended for Qualified Teacher Status with the Department for Education, who confer QTS, and ready to start  your first teaching job right away.

Catholic Certificate in Religious Studies

CCRS (Catholic Certificate in Religious Studies) is a national certificate validated and awarded by the Board of Religious Studies on behalf of the Bishops’ Conference of England and Wales. Anybody wishing to be involved in Catholic education and formation may apply for this course. CCRS seeks to ensure that all participants have a basic knowledge and understanding of the beliefs of the Catholic Faith.

In a recent study (CCRS Twenty Five years on: One size fits all?) 90% of participants nationally agreed that the course has informed their knowledge and understanding of Catholic teaching.

At Newman the two year course is offered within the normal undergraduate timetable where possible and also delivered on Tuesday evenings in Semesters 1 and 2. For the PGCE route there will be an opportunity to return to Newman and complete CCRS the following year or alternatively attend one of the many other centres available nationally. The course provides an important opportunity to study and discuss the teachings of the Catholic Church and the implications for Catholic education. It is a highly desirable qualification for anybody considering teaching in a Catholic school. For further information please go to the CCRS web page.

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Contact Details

Entry Requirements

A UK Bachelors Degree or recognised equivalent qualification and this will be a condition of any offer where the degree has not already been awarded.

GCSE English Language, Mathematics and Science at grade 4 (or C) or above (or recognised equivalents). Please be aware that whilst these GCSEs are not mandatory at application point, these qualifications must be obtained by enrolment.

School experience is not a requirement for entry to the programme. However, having experience in a school will support your preparation for training as a teacher.

At interview you will be asked about any experiences that you have with school aged children and your understanding of teaching within your chosen age range. The quality and variety of your personal statement is an important factor in the decision to call you to interview.

You will need to obtain Disclosure and Barring Service (DBS) clearance and meet the requirements for fitness to train to teach prior to starting the course and be assured against a set of fundamental maths and English skills by the end of your PGCE. For more information on your DBS application please visit the How do I complete my DBS form advice page.

For further information about the Interview Process see our PGCE Primary ITE Interview page.

For full entry requirements please see our admission requirements page.

Applying Direct Option

You can apply direct to Newman University for this course if you have not previously applied to Newman University through UCAS and you are not applying to any other universities.

Simply click on this Direct Application link to do this.

N.B. when first accessing the direct application portal you will need to enter ‘New User’ account details.

Course Fees

Fees for academic year:
Full-time UK/EU students: £9,250 *

* Fees shown are for 2021/22 academic year. The University will review tuition fees and increase fees in line with any inflationary uplift as determined by the UK Government, if permitted by law or government policy, on enrolment and in subsequent years of your course. It is anticipated that such increases would be linked to RPI (the Retail Price Index excluding mortgage interest payments).

Additional Costs

A Disclosure and Barring Service (DBS) is required for entry into this programme. Find out more about completing the DBS application form and the related additional costs that you will incur.

 

Please be aware that, as with any course, there may be changes to the modules delivered, for information view our Changes to Programmes of Module Changes page.

 

Timetables: find out when information is available to students

Modules

Please be aware that, as with any course, there may be changes to the modules delivered, for information view our Changes to Programmes or Module Changes page. Timetables: find out when information is available to students

  1. The module provides students with the opportunity to extend and enhance students’ knowledge and understanding of core curriculum within the context of primary education in EYFS and KS1 and 2. The module will enable students to critically analyse pedagogical and holistic application of teaching and learning strategies within mathematics, English and science whilst further developing subject knowledge and understanding in each area of the core curriculum. Students will critically engage with contemporary, creative and innovative practice, whilst drawing on the use of resources, including research to enhance teaching and learning.
  2. The module provides students with the opportunity to extend and enhance their knowledge and understanding of assessment in Primary Education. The module will enable students to develop their knowledge and understanding of the range, purpose and impact of assessment throughout the primary curriculum. At the same time they will investigate and critically analyse methods, application and the influence of assessment practices on teaching and learning in Primary Education. Students will critically engage with the development of assessment, current policy, including Statutory requirements, and how international, national and school priorities impact upon classroom practice. The module also considers current trends and issues within the primary National Curriculum in England.
  3. The module aims to develop, in relation to the core subjects, subject knowledge, understanding, pedagogy and skills relevant to achieving recommendation for Qualified Teacher Status. The module is non-credit bearing and, as such, has no formal assessment. In this module students will be provided with opportunities to develop their knowledge and understanding of statutory and non-statutory guidance, and a range of pedagogical, contemporary and innovative approaches across the key stages within the core subjects. They will develop secure subject knowledge and understanding, including associated key misconceptions and errors across the curriculum in relation to the core subjects. Students will critically evaluate the effective and appropriate use of a range of resources to support core curriculum teaching and learning within the classroom. They will develop a critical understanding of approaches to planning, evaluation and assessment, and will use this to develop, inform and refine future learning experiences. Students will also develop their knowledge and understanding of a range of approaches and methods.
  4. This module will consolidate and further develop learning undertaken in school and in undergraduate degrees and previous experience of the students. Educational research and practitioner input will enable students to develop their understanding and knowledge with regards to the expectations of schools and approaches to the curriculum. In particular there will be an emphasis on opportunities for creative development within schools and the curriculum so as to enhance pupil experience, understanding and knowledge. A selection of curriculum experts will share their experience and knowledge in the development of creative approaches within the primary setting.
  5. This level 6 module encourages students to critically analyse current areas of professional practice including:
    • Behaviour management
    • Gender and attainment
    • Special Educational Needs
    • Assessment of and for learning
    • Pedagogy to support and celebrate bilingualism and multilingualism
    Students will gain appropriate skills and understanding of the theoretical issues involved in conceptualising and designing educational research. Students will investigate and develop a practical understanding of how established techniques of research, enquiry and ethics can be used to inform professional practice. Students will develop understanding in order to critically evaluate current research and practice, and to evaluate research methodologies in relation to professional practice. The complexities of researching educational issues; the need to systematically make appropriate judgements and the ability to articulate intentions, in terms of research and scholarly activity, will be reviewed. Students will be encouraged to engage in professional discussion and collaborative dissemination of information; whilst demonstrating the ability to be autonomous in critically analysing research based evidence. The module has been designed to contextualise educational research, in terms of its theoretical, epistemological and methodological underpinnings, for a broad cross section of students, enabling them to comprehend different facets of educational research in an integrated and coherent fashion. In addition, practical skills are built in through workshops, seminars and lectures, designed to develop library, web and applied I/T search aid, and research skills relevant to students’ needs and interests.
  6. This module aims to extend students with the knowledge and self-management skills to complete an e-portfolio using Mahara as evidence towards recommendation for QTS. (Mahara is an electronic portfolio system where you can record evidence of your learning and experiences. Mahara allows you to store files (e.g. documents, images, videos) and share them with others.) Students will critically reflect on subject knowledge and pedagogy within taught sessions and independent study to impact on their progress for their school experiences. They will be asked to articulate and critically reflect on their understanding of the teachers’ standards with good and very good elements in respect to their placement, for the short and long term, and to demonstrate how they will meet targets to achieve this.
  7. This module allows trainees working towards Qualified Teacher Status (QTS), to develop, practise and begin their professional competences as a primary teacher, through work in schools/classroom settings over a seven week placement. It is organised so that in successive modules the trainees will take increasing responsibility for teaching pupils and fulfil the duties expected of a qualified teacher. During the first School Experience trainees will have the opportunity, supported by School Based Tutors, Class teachers/subject leaders and Partnership Tutors (Partnership Staff), to develop the qualities and skills necessary to teach, manage pupils, monitor their learning and reflect upon and evaluate their developing knowledge, understanding and skills, setting targets for continued development and practice. The university based learning includes a structured programme of sessions to deliver outstanding research-based pedagogy in each of the core and foundation subjects of the National Curriculum.
  8. This module allows trainees working towards the Qualified Teacher Status (QTS), to extend issues related to professional development and experience through work in schools/classroom settings over a seven week placement in an alternative Key Stage.  This second professional development and experience module will enable students to take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. During the School Experience they will have the opportunity, supported by specialists where appropriate, to demonstrate the qualities and skills necessary to teach and manage pupils, monitor their learning and reflect upon and evaluate their knowledge, understanding and skills, and set targets for continued development. The university based learning includes a structured programme of sessions to deliver outstanding research-based pedagogy in each of the core and foundation subjects of the National Curriculum.
  9. This module allows trainees working towards the Qualified Teacher Status (QTS), to extend issues related to professional development and experience through work in schools/classroom settings over an eight week placement.  This final professional development and experience module will enable students to take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. During the School Experience they will have the opportunity, supported by specialists where appropriate, to demonstrate the qualities and skills necessary to teach and manage pupils, monitor their learning and reflect upon and evaluate their knowledge, understanding and skills, and set targets for continued professional development and their Induction year. The university based learning includes a structured programme of sessions to deliver outstanding research-based pedagogy in each of the core and foundation subjects of the National Curriculum.

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