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PGCEi Module 1 assignment guidance

By Pete on November 30, 2021 • ( 3 )

My previous post included some tips on how to approach the PGCEi Module 1 (Nottingham) process work. This post moves on to the assignment itself. A reminder that the process work was…

A 1000-word piece of process work outlining your own educational beliefs and values.

And the assignment is…

A 4000-word assignment in which you critique a model of schooling based on those values.

So, 4000 words to play with. I got a Distinction for my assignment so there might be a few suggestions in this post that set you on the right path. However, do read with caution. I am not a tutor and can only share my personal experience, not ‘official guidance’.

Start with an introduction that frames the assignment

I might be stating the obvious, but a) use the intro to signpost essay stages, and b) highlight context and explain important acronyms early if poss.

In this assignment I will critique BLAH BLAH
I will begin by framing some of my own beliefs and values related to education
I will relate these values to practice
I will then critique my current model of international schooling in relation to my values

My example:

Outline your own educational values

Begin by providing a short statement summarizing your core educational values. I’m sure you’ll find this pretty tricky to write as I’d say it’s hard for any educator to reduce their educational philosophy down to such key details. Still, that the assignment task…

Here’s my example:

Word your statement carefully. Make sure everything you say can be clearly justified and purposeful. Ask yourself questions as you construct this statement:

Why did I say ‘actively want to learn’ instead of just ‘want to learn’?

What is the learning journey beyond and around formal schooling?

Why refer to educators/learners as agents? Am I tapping into the literature/theory somehow there?

Why knowledge, skills and traits? What traits?

Then spend the next few paragraphs attempting to unpack all that.

Hone in on the wording and try to expand on it.
Relate your statement to the literature from the course and beyond where possible!
Critique your own statement too. Concede that not all your beliefs may be evidence-based/backed.

Key reads for this section:

Bottery’s educational codes
Gert Biesta’s philosophy of education
Certain learning theories if they relate to your overarching values (say Montessori for example, or Freire)

Outline your subject or area-specific values of education

The first section is more about your general educational values. After that, focus more on your values in relation to a more specific context. Examples:

Outline your educational values in the context of international primary schooling
Outline your educational values in the context of delivering certain curricula like IB
Outline your educational values in the context of teaching EFL (I did that)

I found this useful for a few reasons. It helps to highlight conflict and tensions between your overarching values and those within your narrower field of focus. It shows that you recognize how fluid your educational values might be, and it might also help to draw out your TRUE ‘constants’ – those non-negotiable educational values of yours that are present regardless of context.

I took the same approach as the previous section – write a statement of values, then unpack it.

Key reading for this section will vary depending on context

Link your general and specific values to actual real-world teaching

Outlining your educational values is fundamental to the assignment, but they can read as a bit fluffy. I think it’s important to outline how those values might play out in an actual educational setting. For example, I think you could mention the following:

How might your values shape the ethos of a school ?
What impact might your values have on a curriculum ?
How might they shape the school environment ?
What type of learner / parent / other stakeholders might share your values?

Etc. I guess this section kind of answers the question ‘ What do my values look like ?’

I linked my values to three different area of schooling (above, in bold ). For each one I did this:

Etc. Once you outline your ‘values in action’ (lol), clearly link them back to the core values you mentioned in the previous sections. E.g.

In my statement of values I mentioned that education should result in a desire to learn. I feel that giving learners input into the learning content (see curriculum point 1) will my result in a feeling of ownership and lead to more engagement…

And you can back this up with research if needed.

*PAGE BREAK! I’d say all the above is a quite chunky ‘Part 1’ to the assignment.

On to Part Two…*

Summarise your current context and model of international schooling

Introduce your school or institution. Pick out key info on their philosophy and approach from their mission statement.
Talk about their implied ethos or values based on curriculums they follow. For example, you can learn quite a bit about a school just by whether they follow a curriculum like IB
Frame the identity of your school based on the literature…

Key reading:

Hayden and Thompson (2013). I’ve mentioned it here.

Move on to looking at how the school values are realized in the educational setting – the curriculum, the school environment, etc

Note, try to be as objective as possible here. For example, if you are looking at the curriculum of the school, look more at the content as it is intended to be delivered according to syllabus documents. Don’t fall into the trap of critiquing everything straight away at it will seem biased. Facts first if possible.
Give objective evidence (if possible) of constraints and freedoms, such as whether teachers are given autonomy over curriculum content, whether the school environment can be adapted, etc.
Mention external factors impacting the school such as government legislation (ie. ‘You must include certain curricula content’), stakeholder expectations (e.g. parents!), etc.

Now critique the model of schooling based on your values

Overall values

Relate the institution values directly to your core values and see how well they align.
Where there might be conflicts between your values versus those of the school, describe your feelings towards this on balance.

Your values as realized within the actual setting

Explain how well the school curriculum, environment, and the other more practical/tangible/physical realisations of your institution’s values align with your own beliefs.
Where they don’t, describe the conflicts and perhaps how they are overcome
Mention the constraints and freedoms within your current model of schooling, and how they may/may not allow you to shape the model of schooling to better fit with your own values. Refer to external factors now but in practice and in your personal experience.

Share an overview of your findings and perhaps draw out a theme or a take-home point, such as:

‘While my own values and those of the school align well in principle, the way teachers are expected to deliver learning is not an accurate realization of these values.’
‘My own educational values cannot be truly realized in my current educational context, although I am happy to adapt to the values expected by the school as … meh, they’re alright.’

Refer back to some of the literature as you reflect on the model of schooling. Pick out something else you read on the course that seems to make more sense now.

This critique has helped me to…

Through this assignment I have realized that…

As I said, this is one way to approach things that did work. Feel free to get in touch to chat through your ideas 😊

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What to expect on your PGCE

Miss K joins us for Wednesday Wisdom this week... Having trained in Performing Arts at University, Miss K made the decision to be a TA with special needs children in a mainstream secondary school. After 3 years of working as a TA, she took the amazing step into teaching. She completed a PGCE in Secondary English at Bath Spa University. Like many of you, she is starting her NQT year in September and has some advice for those who are just starting their PGCE (being fresh from the course!). You can follow Miss K on Instagram @missenglishnqt and Twitter @missenglishstar

I would like to start by congratulating you on considering or securing your place on a PGCE. Becoming a teacher is hard work, but like anything that is hard work, the rewards are worth it. Every day you will have an impact on the lives of young people. There is that famous quote that says ‘they may not remember what you said, but they will not forget how you make them feel’ my advice is to hold that close as you start this journey. This is my golden tip because developing strong and positive relationships with students will make all the difference to your experience as you train to become a teacher.

I am going to separate this post into sections related to some of the phases of training on your PGCE, as well as some of the most common concerns and things I wish I had known at the start of my training year. There may be some variations to your training depending on your specialism e.g Early Years, Primary or Secondary, but I will try to keep this as generalised as possible to suit all specialisms.

University Phase

To begin your training most of you will have a university-led phase. During this time, you will engage with a variety of sessions, from tailored lectures and activities with your subject specialism, as well as lectures that apply to the whole cohort like SEND and behaviour management. You will have subject mentors for secondary and I assume primary also have their own mentors. These will be the tutors who will supervise you during your PGCE and be your main point of contact. Ahead of your PGCE, my best suggestion is to familiarise yourself with the national curriculum and your subject. Find out what is taught most and what your responsibilities are, as these are discussions that are likely to take place at university. If you are not already familiar, then my next suggestion is to familiarise yourself with these key terms and their abbreviations:

Pupil Premium – PP

Free School Meals – FSM

Special Educational needs and disability - SEND

Looked after child – LAC

Assessment for learning - AFL

The reason I suggest this is that you will hear them during your university phase and as soon as you get into school. Teachers often talk with just the acronym, so the sooner you know them and understand the basics of what they entail, then the quicker you will be comfortable with ‘Teacher Talk’ as I like to call it.

Assignments

Perhaps the most time-consuming focus of your university training will be the written assignments that you need to pass in order to gain the PGCE qualification. There are 3 assignments and they vary in length depending on your training provider, however, the general summary of them goes as follows; two 3000-word assignments and one 5000-word assignment. The titles of them may differ, but they will generally cover the following topics: SEND, Assessment for learning, and a whole school policy. The main piece of advice here is don’t panic about these! You can resubmit if the assignment is not right the first time. There are also lots of sources that your provider will point you towards in order to support your writing.

Placement 1

Placement 1…your first real dive into teaching. An incredibly exciting time, but also a time that lots of you will feel apprehensive about and that is completely normal. Let me start by saying this. No one expects you to be perfect! Your first placement is all about finding your feet as a teacher, working out who you are and what works best for you. I coined this the ‘trial and error placement’ because it gives you the chance to make mistakes and learn from them.

By the time Christmas arrives, you should be teaching around 10hours a week. You will be given a lesson planning outline that will help you think about the key events in a lesson, as well as timing, differentiation, and assessment. Be aware, these can be time-consuming and most teachers will want to see them before you teach the lesson. Take the time to trial a multitude of different strategies and teaching methods because this is the best way to find your stride in the classroom.

While on placement, you will have a training mentor who will oversee your timetable and progress. You will have regular review meetings, most providers will ensure this happens once a week, where you discuss your progress and targets for the following week. It is crucial that you are honest about any struggles you have had; I don’t think enough trainees ask for help when they need it. Sometimes you are just in need of a little advice or reassurance. The biggest rush you will experience is the first time you teach a lesson that was successful, and it will happen more often than you think if you regularly reflect on your practice.

Placement 2

This is the longer of the two placements (primary and SCITT may have more) and the placement where you also face an increase in teaching hours. You will start with around 10 to 12 hours teaching and increase to 16 by the end of the placement. This may vary and I was certainly impacted by the arrival of Covid-19 on my placement. However, virtual teaching is an experience in and of itself, you should really have a go at teaching at session online and who knows? It may become part of the next scheme of teacher training.

You might start this placement feeling like you take a step backward because there is quite a gap between placement 1 and 2. It is absolutely okay to feel this way and have a wobble, but you will very quickly find your feet again. This placement is all about gaining the confidence in your teaching and improving your classroom practice. By placement 2 you may feel ready to start moving away from detailed lesson plans because you already know how to structure a lesson. This is individual to each teacher, don’t compare yourself. You will gradually be handed more independence and take on more responsibility, not only within your teaching but also in wider school responsibilities like parent’s evenings and lunchtime or after school commitments. I also think it is important to say that, although at this point you will be close to finishing your training, you are still a brand new teacher and you have lots still to learn and your practice still has a lot of developing to do. It is okay not to be the finished article by the end of your PGCE, but I promise you will have a lot more confidence in your ability, who you are in the classroom, and what works best for you and the students you teach. This way you can go into your new school as an NQT ready to work on yourself and enjoy the freedom to make your lessons suit your style and the needs of those students you are working with. As always, your students are your priority and if you shape your practice around them you are doing the best you can do.

Student relationships – This is my go-to mantra. Relationships are key to success in the classroom. Show them who you are from the moment they meet you, be kind and welcoming, and take an immediate interest in getting to know them. Learn names as quickly as you can!

Don’t compare yourself – Every trainee moves at a different pace and you will all have different backgrounds so some may find adjusting to school easier than others. There is no right way, you need to do what is best for you. Also, remember most teachers you meet have been doing their job for years and will appear to know everything…. they have taught it repeatedly for years, of course, they know more! so don’t feel inadequate everything comes with time.

Keep in contact with people on your course – This one may seem obvious, but it is ridiculously important. Keeping in touch will get you through some of the tougher times (because you will have them) and it also means you have a space to let off a little steam when you need to. Don’t bottle emotions up, talk about it, you will feel relieved once you do.

Time management – The PGCE is a balancing act and if you don’t time manage you will find yourself feeling overwhelmed. Decide what your priorities are for each day/week and get them done. Try to get ahead on assignments; it will make them feel like less of a mountain. Most importantly allow yourself downtime! Take some time off to do what you love and have a breather you will feel all the better for it.

Just make the most of the experience and enjoy it.

Good Luck! X

Resource Goals:

To define what accessibility and inclusive mean for assignments/assessments.
To provide instructors with strategies to make individual and group assignments/assessments more inclusive.
To encourage instructors to think about the different modalities of assessment for students.

Creating Inclusive Assignments and Assessments Resource Guide:

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PGCE - Primary Education with SENDI (QTS)

What makes pgce primary with special educational needs, disability and inclusion (sendi) at the university of worcester special.

This course is the start of a journey like no other and will give you insight and training in becoming a specialist teacher. The PGCE explores pedagogy, practice and wider issues of education and society, enhancing your prospects as a SENDI practitioner and potentially a future leader in the profession through engagement with a course that explores, critiques and expands knowledge and understanding of SENDI.

Worcester has a large and vibrant primary teacher education department and our PGCE in Primary Education with SENDI is led by experienced academic staff with extensive research profiles, meaning your learning is shaped by those helping to shape education itself. Our programmes are ambitious in their design and we work with a strong school partnership to ensure our trainees access expertise. We pride ourselves on the support that we offer and aim to give personalised support to give every trainee the opportunity to become the best teacher they can be.

The intention of this course is to shape practitioners who:

Are thoughtful, knowledgeable, creative and competent in the field of SENDI
Have an educational philosophy grounded in inclusive practice and want to achieve the best for learners with SEND
Feel prepared to meet the needs of all learners, particularly those with SEND and learning differences
Are better equipped to recognise signs of SEND and apply this knowledge to adaptive teaching to meet the needs of all learners
Have an increased awareness of national priorities and a greater understanding of current SENDI developments

Key features

Dynamic, exciting and vibrant course designed to support all students
Professional, research-active, supportive tutors
A wide breadth of partnership schools, geographically and demographically
Excellent employability
Combination of research, theory and criticality within sessions
Personalised support
Online and face-to-face delivery
Face-to-face sessions with some enhanced online learning opportunities

Ofsted has rated us as "Outstanding" in training Primary and Secondary Teachers 2023.

The University of Worcester’s education of future primary and secondary teachers has been given the highest possible grade with inspectors stating that, along with its partners, the University creates “a learning community that places children at the heart of everyone’s endeavours”.

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Book your place at an Open Day

Want to know why so many students love living and studying in Worcester?

Our Open Days are the perfect way to find out.

Register your interest

Enter your details below and we will keep you up to date with useful information about studying at the University of Worcester.

Entry requirements

Academic requirements.

Honours degree normally (2:2) or higher from a United Kingdom higher education institution or equivalent qualification in a relevant area such as Education Studies, SENDI, Children and Families, Sociology, Psychology etc . Applicants with a 3rd class degree will be considered on an individual basis. Applicants with other degree subjects will be considered based on relevant experience within the SENDI field.

All entrants have achieved a standard equivalent to a grade 4 (formerly grade C) in the GCSE examinations in English Language, mathematics and science. (for 2023 entry, applicants must have these qualifications by the start of the course). Alternatively, we offer an equivalency test if you don’t have the required GCSE grade to apply for our courses. Trainees who begin courses before providing evidence of the required GCSE standard (or equivalent) will not be eligible for financial incentives, such as bursaries or grants until they achieve the required standard.

Qualifications not listed? Contact the Admissions Office for advice by email: [email protected]

Additional requirements

An Enhanced DBS check . You will be sent details of how to apply for your DBS in the summer term. You will need to pay for this. You may already be part of the DBS update service. Find out about the update service here . As part of the DBS process, you will be checked against the Children’s Barred List.
A check against the Prohibition List.
If you have lived, studied or worked overseas for three months or more in the last five years a Certificate of Good Conduct from the country of residence will be required. Further information and guidance associated with additional costs are available from the Home Office .
An online occupational health check. All those on a teacher training programme must be certified as meeting national requirements for physical and mental fitness to teach, as set by the Department for Education.
International students: IELTS 6.5 or equivalent

Other information

School experience is desirable, but not essential.

Interviews will be conducted in person. Applicants will be contacted directly with more details.

All applications for PGCE should be made via the Government's Find Postgraduate Teacher Training website .

Additional useful information is available on the Government's Get Into Teaching website .

To help you prepare for your interview, you can expect questions covering the following:

the role of being a teacher - both the positives and the challenges
your ability to identify the skills and qualities a teacher requires
your understanding of current issues in education and the wider role of a teacher
your knowledge of professionalism and how teachers demonstrate this
how schools and teachers keep children safe

In addition, we are looking for enthusiasm, commitment and potential. Clear communication skills are integral to this which you will have an opportunity to demonstrate throughout the interview.

Course content

School experience is a substantial and integral part of the course and you will have school experience visit days and block placements in terms 1, 2 and 3.

In total, of the 36 Contact weeks of the course, 24 will be spent in schools.

Indicative themes explored through the course content are outlined below, although regular updates mean that exact content may differ.

Please find the links to our Primary PGCE Curriculum Vision and PGCE Course Overview

The SENDI pathway provides the opportunity to follow a distinct and different route to train as a teacher in the primary phase with a specialism in SENDI.

Trainees following the SENDI pathway will:

Develop an understanding of SENDI best practice
Have experience of teaching children with SEND and learning differences as a result of school experience within specialist provision settings or mainstream settings with a specialism in SENDI
Have an understanding of current SEND sector priorities
Have a firm foundation to go on and specialise further in SEND as ECTs and beyond

Teaching and assessment

A teacher is talking to a group of young children who are sitting on the floor

We aim to train and educate teachers who are:

Resilient, supportive professionals with strong values and high standards of personal conduct.
Effective communicators who collaborate to support wider educational opportunities for all.
Ambitious participants who are creative, informed intellectuals and promote a love of learning.
Confident and critically reflective practitioners motivated to continuingly improve practice.
Highly skilled and inspirational subject/phase specialists committed to ensuring the safety, well-being, and educational progress of all learners.

Our Course Offers

A comprehensive induction course
Personalised school mentoring and University Tutor support throughout the course
Taught days at the University with subject specialist university tutors to link theory and classroom practice
Practice and support research in two written assignments.
Reflective portfolio of evidence used to assess your knowledge and understanding of the Teachers' Standards at the end of your training.

The PGCE SENDI pathway also offers an extended placement opportunity in SEND and AP as well as mainstream schools.

2 placements will be completed in mainstream and 1 placement in a specialist SEND / AP setting such as a special school or placement school with high numbers of pupils with SEND, to allow trainees to see effective teaching and learning for learners with additional needs in practice.

The University places emphasis on enabling you to develop the independent learning capabilities that will equip you for lifelong learning and future employment, as well as academic achievement. A mixture of independent study, teaching and academic support through the personal academic tutoring system enables you to reflect on progress and build up a profile of skills, achievements and experiences that will enable you to flourish and be successful.

The SENDI pathway taught sessions dive deeper into inclusive adaptive teaching and build upon the 'Inclusive Practice' element within 'The Developing Teacher' Module.

You are taught through a combination of:

School experience in a range of settings
Studying all areas of learning and teaching across the Primary National Curriculum subjects
Tutor-led workshops, lectures, seminars, fieldwork and guest lectures , primarily to introduce underpinning knowledge, theoretical argument, practical skills, central issues, key texts and inter-professional fields of study
Study of key texts and supplementary reading to enable you to identify subject matter that will enhance their understanding and intellectual ability
Participation in high level professional discussion, peer presentations and debate, to encourage you to actively engage with and critically challenge the field
Directed studies and problem solving tasks provide opportunities to develop approaches that will deepen levels of understanding and professional judgement; development of practice-based competence and skills of critical reflection through guided individual mentoring during placements
One-to-one academic and personal tutorial support including access to our first class Firstpoint services

In addition, there are regular opportunities throughout the year to meet with your personal tutor, where you will have the opportunity to talk about your academic progress, school experience, support with careers and applications.

Contact time

The Primary PGCE (SENDI) combines placement and University based learning. On placement, you will be expected to attend school during term time and on training days, as agreed by the school, to ensure you are compliant with the requirements of the QTS qualification.

For the full-time course, in a typical week you will have around 30 contact hours of teaching. Typically contact time will be structured around:

Discussions
Lectures when appropriate e.g. visiting speakers
Practical tasks
Research tasks

Full Time: 10 months – Beginning of September to end of June.

Timetables are normally available one month before registration. Please note that whilst we try to be as student-friendly as possible, scheduled teaching can take place on any day of the week; and some classes can be scheduled in the evenings.

Teaching staff

You will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course. Teaching is informed by the research and consultancy, and the majority of lecturers who teach on the course have a Higher Education teaching qualification and all hold Qualified Teacher Status. The majority of lecturers have their Masters qualification or higher and some are Fellows of the Higher Education Academy. You can learn more about the staff by visiting our staff profiles .

The course provides opportunities to test understanding and learning informally through the completion of subject audits, formative assessments, tasks completed during lectures and enhancement activities.

Assessment methods include an assignment for both Level 7 modules, the Developing Teacher and the Learning Child.

On school experience, you are formatively assessed against our University of Worcester Curriculum. You will work with school colleagues alongside University tutors to complete reflections and activities in school to support your formative assessment. This will build towards your assessment against the Teachers’ Standards at the end of your course.

Throughout your course, you will be supported to prepare for your transition into your early career teacher years through the Career Entry Profile, as part of your Continuing Professional Development.

You will receive feedback on written assessments undertaken by coursework. Feedback is always intended to support learning and you are encouraged to discuss it with personal academic tutors and module tutors as appropriate. We aim to provide you with feedback on formal course work assessments within 20 working days of hand-in. When on placement, you will have a professional discussion with your mentor during weekly meetings where constructive feedback will be given on progress and targets set for development the following week.

Meet the team

You will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course.

You can learn more about the staff by visiting our staff profiles .

Andrew Taylor

Andy is a senior lecturer in primary education, teaching on both the PGCE and BA Primary Initial Teacher Education courses and he is currently the Operational Lead for the PGCE School Direct programme. Mainly teaching on Professional Practice modules he also leads the Developing Teacher module on the PGCE course which supports trainees in developing their knowledge and understanding of the skills needed to develop into an effective teacher. Alongside this Andy teaches PE to both Undergraduate and Postgraduate students as part of their teacher training. He also leads the behaviour management provision in the primary department and has enjoyed developing the provision for this since taking on the role.

Previous to starting at the University of Worcester Andrew had taught in schools in Gloucestershire for the past 16 years as a class teacher, assistant head and Deputy head teacher. Over his time in schools Andrew has honed his coaching and mentoring skills to support NQTs, ECTs and trainee teachers in building their strengths to be the best teachers they can be.

He joined the university in 2018 to pursue his passion for supporting trainee teachers, ECTs and NQTs and works as part of the staff team developing the support and provision for the Early Career Teacher Community.

Alison Tugwell

Alison is the Primary SEND Lead and Module Leader for the PGCE SENDi pathway.

Alison teaches on the Primary Initial Teacher Education (with QTS) BA (Hons) and PGCE Primary (QTS) courses within the Department for Primary Education. She also works as a school experience tutor and personal academic tutor as part of Primary ITT.

Alison has almost 30 years experience in the education sector in a wide range of roles as tutor, teaching assistant, teacher, subject co-ordinator, SENDCo, teaching head of a small rural primary school, co-headteacher of a single form entry primary school, educational consultant and Section 5 & 48 inspector. She also worked as an Associate Lecturer for the Children and Families Team at the University of Worcester.

Alison’s work has mostly been in primary schools although she has taught all stages from Early Years to KS4 in a variety of educational contexts including Alternative Provision.

In 2021, Alison was privileged to receive an award for Academic Achievement in Education (in memory of Professor Peter Pumfrey) from the University of Worcester.

Catherine Clutterbuck

Catherine lectures in inclusive practice, Primary Computing and works closely with our Partnership schools. She also works as a school experience tutor and personal academic tutor as part of Primary ITTE.

Catherine’s background is in the development of teachers. She was the Head of Pupil and Staff Welfare and Development and mentor for trainee teachers and NQTs. She is passionate about the holistic development of teachers and the impact educationalists have on pupils.

Julie Sutton

Julie is the Primary Lead for School Based Provision and the PGCE Primary School Direct Strategic Lead. She works in close partnership with schools across the West Midlands and in the South West, supporting course development.

Julie lectures in music education across the postgraduate and undergraduate programmes and teaches pedagogy and professional practice within the PGCE ‘Developing Teacher’ module. She is a School Experience tutor and moderator for the PGCE Primary School Direct programme.

Prior to joining the University, Julie taught in Primary schools across Worcestershire and has experience of Early Years, Key Stage 1 and Key Stage 2. Alongside leading music, she was a Senior teacher and Deputy Head teacher. Throughout her career, Julie has always followed her passion for developing high-quality music education for all, working as a Vocal Force facilitator for schools across the county and delivering music CPD to class teachers. She is currently the Chair of the Worcestershire Music Hub Steering committee.

Julie is a Senior Fellow of the HEA.

Lorna Williams

Lorna is the PGCE Early Years (3-7) cohort lead and the Early Years subject lead, supporting the development of Early Years in Primary initial teacher education at the University of Worcester.

Lorna teaches Primary Design and Technology across undergraduate and postgraduate pathways. Lorna also teaches on the PGCE ‘Developing Teacher’ module, as well as the Undergraduate ‘Teachers as Researcher independent study’ module specialising in Early Years and the ‘Foundation subjects: Diversity and Inclusion’ module.

Sharon Lannie

Sharon is module leader for PGCE English at the University of Worcester and teaches on all the post-graduate, undergraduate and School Direct English modules. She also supports the development of English in primary schools across the Midlands through leading English CPD, including a termly network meeting for primary and middle school English Subject Leaders in the area. Sharon is also the PGCE Later Years Cohort Leader.

Genea Alexander

Genea Alexander has worked in education for many years. Currently, Genea teaches on the Primary Initial Teacher Education (with QTS) BA (Hons) and PGCE - Primary (QTS) courses within the Department for Primary Education. Genea’s roles include ‘The Learning Child: Pedagogy and Practice - Teaching and Learning for All’ Module Leader on the PGCE - Primary (QTS) course and Primary Languages Subject Lead.

Genea is a Fellow of the Higher Education Academy, a committee member of the National Primary Teacher Education Council (NaPTEC) and co-author of several publications.

Kate Morley

Kate is a senior lecturer, teaching across the postgraduate and undergraduate modules for English at the University of Worcester. She jointly leads English and safeguarding within the Primary Department. Kate also works as a School Experience and Dissertation tutor as part of Primary ITT and is a Personal Academic Tutor for postgraduates.

Kaytie Holdstock

Kaytie is the course leader for the BA (Hons) Teaching in Primary Education (QTS) Top Up course, supporting school colleagues both working and volunteering in Primary Schools to achieve Qualified Teacher Status. She has 18 years experience working as a primary school teacher and has a passion for promoting creativity in the classroom.

Throughout her career, she has worked with children across the primary age range and held many in-school roles including Deputy Head teacher. Kaytie was awarded Advanced Skills Teacher status which gave her the opportunity to support other schools in developing engaging, creative and inspiring content for their own pupils. She later became a Teacher advisor for Worcestershire Local Authority specialising in The Arts.

Kate is the PGCE cohort leader for the Part Time pathway, teaching across the modules and supporting trainees during their school experience.

Learning to love our fellow human beings and understanding different perspectives is a vital component to any teacher, in any context, and underpins Kate’s whole teaching philosophy.

Kate joined the university in 2017 and teaches on the Undergraduate and Postgraduate teaching courses. She has a focus on Inclusion, Diversity and Global Citizenship and specialisms in teaching Music, History and English.

A female teacher training student in a classroom working on placement as part of her degree to get into teaching.

PGCE Alumni Scholarship

If you are a University of Worcester graduate starting a full-time PGCE in September 2024 then you may be eligible for a £500 Cash Scholarship.

Upon successful completion of the PGCE course, you take with you a Career Entry Profile to start the process of your continuing professional development as a teacher in mainstream as well as in SENDI and alternative provision settings.

Graduates from the Primary Department at the University of Worcester are extremely employable; employability for the class of 2018/19 was 94%

Fees and funding

How to apply.

Applications for PGCE courses, both Primary and Secondary, should be made online through the government's Find Postgraduate Teacher Training website.

Visit the Get Into Teaching website for detailed information on how to apply for a PGCE.

Read our How to apply pages for more information on applying and to find out what happens to your application.

Online application

Get in touch.

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Institute of education - similar courses, education (early childhood) ma.

The MA Education is a flexibly taught masters course designed primarily for those who work or aspire to work in any field of education and training

Education (Leadership and Management) MA

Education (mentoring and coaching) ma, education (special and inclusive education) ma.

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Primary With SEN (Inclusion) PGCE

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The primary teacher education course is designed for graduates who are committed to becoming primary school teachers. It trains you to teach children in the five to 11 age range.

You could also be eligible for the highest range of tax-free training bursaries.

As a trainee, you will learn how to teach the entire primary curriculum as well as choosing a particular route. The Special Educational Needs (Inclusion) route is designed to enhance your skills and confidence in meeting the strengths and needs of all pupils in mainstream classrooms.

East London offers multicultural, multilingual and vibrant schools in which to learn, but your training at UEL will qualify you to teach anywhere in England or Wales.

Our PGCE team is made up of experienced practitioners who have worked in a range of primary and Early Years settings across London as classroom teachers, curriculum coordinators, advisory teachers and school leaders.

At UEL you will be part of a diverse community of students. We want to bring to east London a teacher workforce that reflects the local community and, in 2013-14, 24 per cent of our Primary PGCE trainees were men.

Find out more

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Course options

September 2024

Entry Requirements

Academic requirements, accepted qualifications.

Bachelor's degree with minimum Second Class (2:2) or equivalent in any subject.
GCSE English, Maths and Science grade A*-C/9-4.
Satisfactory references.
Satisfactory personal statement.

International Qualifications

We accept a wide range of European and international qualifications in addition to A-levels, the International Baccalaureate and BTEC qualifications. Please visit our International page for full details.

An interview is required with a member of the academic teaching team. Further information will be provide on receipt of an application.

Disclosure and Barring Service (DBS)

Applicants for this course are required to complete a Student Suitability Declaration and an Enhanced Disclosure and Barring Service (DBS) check. You need to complete this process prior to starting the course.

Further information about DBS.

Health check

Applicants for this course are required to complete an occupational health check.

Admissions policy / Terms of Admittance

We are committed to fair admissions and access by recruiting students regardless of their social, cultural or economic background. Our admissions policy sets out the principles and procedures we use to admit new students for all courses offered by the university and its partners.

Further advice and guidance

You can speak to a member of our Applicant Enquiries team on +44 (0)20 8223 3333, Monday to Friday from 9am to 5pm. Alternatively, you can visit our Information, Advice and Guidance centre.

PGCE Primary With SEN (Inclusion)

Pgce primary with sen (inclusion), home applicant, full time.

Home Applicant
Full time, 1 year
9250 per year Pound 9250 per year

PGCE Primary With SEN (Inclusion), international applicant, full time

International Applicant
14820 per year Pound 14820 per year

Fees, funding and additional costs

EU, EEA and Swiss Nationals starting a course from September 2021, will no longer be eligible for Home fees. However, such nationals benefitting from Settled Status or Citizens' Rights may become eligible for Home fees as and when the UK Government confirms any new fee regulations. Further information can be found at UKCISA .

Tuition fees are subject to annual change. Fees for future years will be published in due course.

Home students

Postgraduate loans scheme.

£10,280 to fund your Masters Programme under the Postgraduate Loans (PGL) scheme

Postgraduate Loans (PGL)

The Postgraduate Loan (PGL) provide non-means-tested loans of up to £10,906 to taught and research masters students. It will be paid to students as a contribution towards tuition fees, living costs and other course costs. Applications are made directly through Student Finance England

Eligibility

Whether you qualify depends on: • if you've studied a postgraduate course before • your course • your age • your nationality or residency status

Full eligibility can be found on the Government's Postgraduate Loan webpage .

Please take a look at the Postgraduate Loans for an overview of the new funding.

Postgraduate Scholarship

Apply for a 50 per cent discount on your tuition fees! You can get a 50 per cent discount on course fees through a UEL Postgraduate Scholarship. The scholarship is open to full-time and part-time UK and EU students of taught postgraduate courses. *Exclusions apply.

Find out more about full eligibility criteria and how to apply .

Terms and conditions apply.

Our scholarships and bursaries can help you

How we can help you

Did you know that with a postgraduate qualification, you can expect to earn more than someone who only holds an undergraduate degree?

If you want to build new skills, change career paths, or further your career prospects, a postgraduate degree can help you. Our range of scholarships and bursaries will make financing your education that much easier. Below is some of the funding available to support you in your studies:

Alumni Discount - up to 15% fee waiver *exclusions apply. Please see the Alumni Discount page for information.
Early Payment Discount - 5% fee waiver
Asylum Seekers scholarship - 100% fee waiver
Civic Engagement - £1,000
Hardship Bursary - up to £2,000
Sport Scholarships - Up to £6,000

How to pay your fees

There are a number of ways you can pay your fees to UEL

Online payment facilities
By telephone
In person at our Docklands or Stratford campus
Bank transfer

Full information on making payments can be found on our Finance page .

If you wish to discuss payments to the University, please contact our Income Team on 020 8223 2974 or you can email [email protected]

Ideas for funding your postgraduate study

Below are some ideas on how to fund your postgraduate study:

Apply for a Postgraduate Loan
Take advantage of UEL scholarships and bursaries
Ask your employer to sponsor your study
Study part-time so you can work at the same time (applicable to courses that have a part-time mode)
Look at UK Research and Innovation funding options

The Student Money Advice and Rights Team (SMART) are here to help you navigate your finances while you're a student at the University of East London. We can give you advice, information and guidance on government and university funds so that you receive your full funding entitlement. Live chat: Click the live chat icon in the bottom left of the screen Phone: 020 8223 4444

International students

Living costs for international students.

As part of the Tier 4 student visa requirements, UK Visas and Immigration (UKVI) estimate that you will need £1,265* per month to cover your living costs. It includes expenses for accommodation, food and drink, travel within London, textbooks, entertainment, clothing, toiletries and laundry. Most Tier 4 students are required to show they have sufficient funds to cover the first nine months of the course before they start - a total of £11,385 - in addition to the tuition fees. You can find more information about the specific requirements of the Tier 4 student visa. The amount that you will spend can vary depending on your lifestyle. The UKCISA International Student Calculator can help you plan and manage your money.

* Please note the Immigration Rules are subject to change and this figure is likely to be increased by UKVI year on year. Please therefore check our ISA page for more information at the time of preparing your visa application.

How to pay your fees - international students

Deposits and paying by instalments International students are required to pay a deposit before being issued a Confirmation of Acceptance for Studies (CAS). Your remaining balance will be paid in five monthly instalments over your first term. The first of these instalments must be paid when completing your enrolment on arrival at UEL. Please follow the payment instructions on our Make a Payment page . After the required payment has been made, you will be asked to complete the online International Student Reply Form to confirm your acceptance of our offer and of our terms of admittance and fee policy.

Our International team at UEL are available for advice and guidance on studying in London, fees, scholarships and visa requirements. Email: [email protected]

Additional costs

Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.

Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, IT equipment and other support services. Accommodation and living costs are not included in our fees.

Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. You may prefer to, or be required to, buy your own copy of key textbooks.

Computer equipment

There are open-access networked computers available across the University, plus laptops available to loan. You may find it useful to have your own PC, laptop or tablet which you can use around campus and in halls of residences.

Free WiFi is available on each of our campuses.

In the majority of cases, coursework can be submitted online. There may be instances when you will be required to submit work in a printed format. Printing and photocopying costs are not included in your tuition fees.

Travel costs are not included but we do have a free intersite bus service which links the campuses and halls of residence.

For this course, you will be:

involved in processes of making, as a means of exploration, experimentation, and understanding your practice, by using a diverse range of media and materials
required to purchase your own copy of books, for required reading
required to produce physical artefacts for assessment
able to participate in optional study visits and/or field trips

However, over and above this you may incur extra costs associated with your studies, which you will need to plan for.

To help you budget, the information below indicates what activities and materials are not covered by your tuition fees:

personal laptops and other personal devices
personal copies of books
optional study visits and field trips (and any associated visa costs)
printing costs
your own chosen materials and equipment
costs of participating in external events, exhibitions, performances etc.

The costs vary every year and with every student, according to the intentions for the type of work they wish to do. Attainment at assessment is not dependent upon the costs of materials chosen.

Learn about applying

Important information about your application, uk full-time starting sept.

How to apply Apply directly to UEL by clicking on the apply button. For further information read our Guide to Applying . When to apply Places on many courses are limited and allocated on a first-come first-served basis. We advise you to apply as early as possible to give yourself the best chance of receiving an offer. Advice and guidance Our Information, Advice and Guidance team provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone. +44 (0)20 8223 4354 Already applied? You can track the progress of your application by contacting our Applicant Engagement team on +44 (0)20 8223 3333 (Monday - Friday, 9am - 5pm). Read our guide to applying for further information. Need help? Contact our Applicant Engagement team (Monday - Friday, 9am - 5pm) +44 (0)20 8223 3333

UK Part-time starting Sept

How to apply Apply directly to UEL by clicking on the apply button. For further information read our Guide to Applying . When to apply Places on many courses are limited and allocated on a first-come first-served basis. We advise you to apply as early as possible to give yourself the best chance of receiving an offer. Advice and guidance Our Information, Advice and Guidance team provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone. +44 (0)20 8223 4354 Already applied? You can track the progress of your application by contacting our Applicant Engagement team on +44 (0)20 8223 3333 (Monday - Friday, 9am - 5pm). Read our guide to applying for further information. Need help? Contact our applicant engagement team (Monday - Friday, 9am - 5pm) +44 (0)20 8223 3333

International Full-time starting Sept

Submitting your application please read and consider the entry and visa requirements for this course before you submit your application. for more information please visit our international student advice pages . .

How to Apply We accept direct applications for international students. The easiest way to apply is directly to UEL by clicking on the red apply button. Please be sure to watch our videos on the application process.

When to Apply Please ensure that you refer to the international admissions deadline . We advise you to apply as early as possible to give yourself the best chance of receiving an offer.

International students who reside overseas Please ensure that you have read and considered the entry requirements for this course before you submit your application. Our enquiries team can provide advice if you are unsure if you are qualified for entry or have any other questions. Please be sure to read about the Tier 4 visa requirements .

Advice and guidance Our Information, Advice and Guidance team provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone.

+44 (0)20 8223 4354 Need help? Contact our applicant engagement team (Monday - Friday, 9am - 5pm)

+44 (0)20 8223 3333

About our foundation years

Our Foundation Year courses are perfect for you if you...

are returning to education after a long time, or you don't have the qualifications for direct entry into our degree programmes
are thinking of re-training and would like an introduction to the area
are an international student wanting an additional year to adapt to the UK academic system
are still evaluating which degree pathway at UEL is the right one for you

Please note: Foundation years can only be studied full-time. However, you can transfer to part-time delivery once you have completed your foundation year. Please apply to the full-time option if you wish to study in this way.

What makes this course different

94% of graduates working in teaching

Within six months of completing the course, 94 per cent of UEL Primary PGCE trainees have secured a teaching post.

QTS Qualified Teacher Status

The University of East London has a particularly strong track record of supporting men and trainees from culturally diverse groups to gain Qualified Teacher Status.

30% of new teachers in Redbridge came from UEL

In September 2014, the London Borough of Redbridge recruited 132 Newly Qualified Teachers, its highest number to date. Of these, 30 per cent came from UEL.

Course modules

Active enquiry and intervention impacting upon learner progress, learning outcomes.

To develop knowledge and understanding of critical thinking, reflective practice and educational research.
To develop an awareness of action research - its processes, practices and relevance for reflective educational practice and change.
To develop knowledge of pedagogy, through primary research and the critical evaluation of theory and literature.
For trainee teachers to carry out a classroom intervention informed by reading and research activity and to reflect critically on the process.
To demonstrate a practical appreciation of evidence-informed teaching.
To identify appropriate classroom strategies to develop learning and teaching which are informed through educational research, evidence and scholarship.
To apply classroom strategies informed by scholarship to a specific educational context and setting.

Developing and extending understanding of a specific area/subject (SEN)

The aim of this module is:

To support trainees in engagement with theory/research to support and reflect on classroom practice and pedagogy.
To understand the development of children’s learning, drawing on the contribution of key theorists and identify different pedagogic models.
Provide a critical review of the relevant background reading.
Monitor and evaluate, through observational records, the development of the children’s learning
Provide a critical appraisal of learning with reference to a focus student.
To reflect on the implementation of the pedagogic model/ theoretical perspectives and to identify modifications or adaptations for future practice.

School-Based Learning: Reflections on Practice (Mental Wealth)

This module focuses on the development of professional practice in a practical context. It provides an initial experience of teaching and learning in a secondary school environment. This module focuses on best practices in secondary teaching, based on current research. With the support of an experienced mentor, this module aims:

to support students in understanding a range of key issues and curriculum initiatives related to teaching practice, and to implement this knowledge during their school-based experience
to enable students to meet the relevant Teachers’ Standards for Qualified Teacher Status
to enable students to support children’s learning and development effectively in the classroom

NOTE: Modules are subject to change. For those studying part time courses the modules may vary.

Download course specification

PDF, 98.0kb

What we're researching

At the University of East London we are working on the some of the big issues that will define our future; from sustainable architecture and ethical AI, to health inequality and breaking down barriers in the creative industries.

Our students and academics are more critically engaged and socially conscious than ever before. Discover some of the positive changes our students, alumni and academics are making in the world.

Please visit our Research section to find out more .

Your future career

By working alongside schools and local authorities in our region, we are helping to meet the need for teachers in our local area and many of our students are offered posts by our partner schools. Some trainees have been offered jobs at schools where they have spent their placement.

Schools and local authorities have told us that they think our trainees are of a high standard. OFSTED's 2012 inspection report quotes one school as saying, "They arrive in schools ready to start teaching and are well prepared for the rigours of the classroom."

Backed by UEL's excellent reputation, you will have a head start when it comes to securing a teaching post.

When you are in a post and decide that you wish to take your academic qualifications further, we can help you to continue your academic and professional development.

Your PGCE will earn you 60 master's level credits, which can count towards further qualifications on master's courses at UEL.

Explore the different career options you can pursue with this degree and see the median salaries of the sector on our Career Coach portal .

A PGCE course at UEL is a great starting block for teaching in east London. Having not worked in the education sector before, I found the initial weeks of lectures gave me a good grounding and strong introduction to the teaching practice. You do three placements, which is a great opportunity to work with different year groups and experience a variety of school environments. The lecturers are really supportive throughout."

Primary PGCE student 2014-2015

How we support your career ambitions

We offer dedicated careers support, and further opportunities to thrive, such as volunteering and industry networking. Our courses are created in collaboration with employers and industry to ensure they accurately reflect the real-life practices of your future career and provide you with the essential skills needed. You can focus on building interpersonal skills through group work and benefit from our investment in the latest cutting-edge technologies and facilities.

Career Zone

Our dedicated and award-winning team provide you with careers and employability resources, including:

Online jobs board for internships, placements, graduate opportunities, flexible part-time work.
Mentoring programmes for insight with industry experts
1-2-1 career coaching services
Careers workshops and employer events
Learning pathways to gain new skills and industry insight

Mental Wealth programme

Our Professional Fitness and Mental Wealth programme which issues you with a Careers Passport to track the skills you’ve mastered. Some of these are externally validated by corporations like Amazon and Microsoft.

We are careers first

Our teaching methods and geographical location put us right up top

Enterprise and entrepreneurship support
We are ranked 6th for graduate start-ups
Networking and visits to leading organisations
Support in starting a new business, freelancing and self-employment
London on our doorstep

What you'll learn

You will learn how to be a primary class teacher. By the end of the year, you will understand how to teach the entire primary curriculum to a class of 30 pupils and be confident and competent in doing so.

You will leave the course with outstanding subject knowledge across the curriculum. You will have an understanding of how to plan and deliver engaging and motivating lessons and how to support your pupils' progress.

You will learn how to identify the strengths and needs of your pupils and make sure that everyone in your class is included and challenged.

You will understand how to assess pupils' learning, how to spot the gaps in their learning and how to plan to fill those gaps.

Everyone on the Primary PGCE learns how to teach the whole curriculum. We will give you the confidence and skills you need to teach every subject.

You will also have extra sessions that will enhance your skills in meeting the needs of all pupils in mainstream classrooms and develop your understanding of particular Special Educational Needs and Disabilities.

You will learn to think critically about what is meant by 'special needs'. You will discuss strategies for teaching and assessing children with various needs and try to find solutions for the difficulties you might encounter.

How you'll learn

You will spend most of the first five weeks at the School of Education and Communities, in our purpose-built education building. Here we will look at pedagogy (how to teach) and curriculum (what to teach).

You will develop your knowledge of all subjects and your understanding of how to support pupils' learning across the curriculum.

There are keynote lectures, with follow-up seminars in which you will discuss aspects of teaching, such as behaviour management and pupil progress, with your fellow trainees.

In addition, you will spend 12 hours over the year developing your knowledge and understanding of SEN.

Each session will have a specific focus and before each one, there will be reading, tasks and research to complete.

There are two blocks of full-time school-based training on the course, each twelve weeks long. Your first teaching placement will usually start at the beginning of October.

Your UEL tutors will decide where you go on placement and arrange for it to be as convenient as possible for you.

You will be teaching, not helping, on the placement. You will start off working with groups of pupils, but your role is not to help the teacher - it is to support and increase the pupils' learning.

You will have a school-based mentor (a teacher employed by the school) as well as a professional tutor from UEL who will visit you during each placement. This is partly to moderate and assess the quality of your work, but also to give you support, guidance and feedback.

In principle, your two placements will be in different schools. However, schools sometimes ask for trainees to return for a second placement.

How you will be assessed

Your course will lead to the recommendation of Qualified Teacher Status (QTS). You also have to complete assignments that contribute to your understanding of teaching and learning and carry academic credit, leading to the award of a PGCE.

You will complete two Level 7 (master's level) assignments. For both of these you will need to read and understand literature about good practice and then think and write about your own practice. The 60 Level 7 credits will contribute to the PGCE award.

Campus and facilities

Our campus and the surrounding area.

Our historic Stratford campus is located one of the best-connected areas of London: close to Stratford's thriving town centre, the 2012 Olympic Park, and just 15 minutes from London's West End. Stratford’s facilities include a state-of-the-art library and learning centre, the majestic great hall and specialist laboratories and computing services. The School of Education and Communities, and Centre for Clinical Education in Podiatry, Physiotherapy and Sports Science are housed in new buildings. There is also a campus restaurant and bookshop, and a Students' Union café-bar. Westfield Stratford City - Europe's largest indoor shopping mall - is just one of Stratford's attractions, alongside many other shops, cafés, bars and restaurants. There are two multiscreen cinemas, a theatre, an arts centre and much more.

Who teaches this course

This course is delivered by School of Education and Communities

The teaching team includes qualified academics, practitioners and industry experts as guest speakers. Full details of the academics will be provided in the student handbook and module guides.

Anna Gawthorpe

Related courses

This course is part of the Early Childhood and Education subject area.

PGCE Primary With Early Years (3-7)

This route is designed for graduates interested in teaching children aged three to seven, but this will not restrict you from working with this group.

PGCE Primary with SEN (Special Schools)

Study primary teacher education and become a primary school teacher. Train to teach children in the 5-11 age range.

PGCert Autism Spectrum Conditions and Learning

With an estimated 1.6 per cent of the population diagnosed with autism and an increased focus on inclusion, this course allows you to develop your knowledge and understanding of pupils with autism.

TERMS AND CONDITIONS Modal

Terms of Admittance to the University of East London

The Terms of Admittance govern your contractual relationship with the University of East London ("UEL"). A contract between you, the Student, and us, UEL, is entered into once you accept an offer of a place on a programme at UEL and this contract is subject to consumer protection legislation. You are entitled to cancel this contract within 14 days of enrolment onto your programme.

1) Student enrolment

Enrolment at UEL is the process whereby you officially become a UEL student. The enrolment process requires you to:

Ensure that we are holding the correct personal details for you
Agree to abide by our regulations and policies
Pay your tuition fees/confirm who is paying your tuition fees

You are expected to enrol by the first day of your academic year (click on "Discover") which will be notified to you in your enrolment instructions. Failure to enrol by the deadline contained in our Fees Policy (for most students by the end of the second week of teaching) may lead to the cancellation of student status and all rights attached to that status, including attendance and use of UEL's facilities. If you do not complete the formal process of enrolment but, by your actions, are deemed to be undertaking activities compatible with the status of an enrolled student, UEL will formally enrol you and charge the relevant tuition fee. Such activities would include attendance in classes, use of online learning materials, submission of work and frequent use of a student ID card to gain access to university buildings and facilities. Late enrolment charges may be applied if you do not complete your enrolment by the relevant deadline.

2) Tuition fees

Your tuition fee is determined by:

the programme you are studying;
if you are studying full or part-time;
whether you are a UK/EU or International student; and when you started your studies with us.

We will tell you the tuition fee that you are due to pay when we send you an offer as well as confirm any additional costs that will be incurred, such as bench fees or exceptional overseas study trips. Unregulated tuition fees (where the UK government has not set a maximum fee to be charged) are generally charged annually and may increase each year you are on the programme. Any annual increase will be limited to a maximum of 5% of the previous year's fee. Regulated tuition fees (where the UK government has set a maximum fee to be charged) may also be subject to an annual increase. Any annual increase will be in line with the increase determined by the UK government. You will be notified of any increases in tuition fees at re-enrolment in the programme. Further information on tuition fees and payment options is contained in our Fees Policy .

3) Student ID Cards

To produce an ID card, we need a recent photograph of you that is not obscured and is a true likeness. We will either ask you to send us/upload a photograph in advance of enrolment or take one of you at the point of enrolment. The photograph will be held on our student records system for identification purposes by administrative, academic and security/reception staff. By accepting these Terms of Admittance you are confirming that you agree to your photograph being used in this way. If you object to your photograph being used in this way please contact the University Secretary via email at gov&[email protected] . You are required to provide proof of your identity at initial enrolment and prior to the issue of your UEL student ID card. This is usually a full and valid passport but instead of this you may bring two of the following:

A (full or provisional) driving licence showing current address
An international driving licence
An original birth certificate (in English)
A debit or credit card (one only)
A benefit book or benefit award letter (dated within the last 3 months)
An Armed Forces Identity card
A police warrant card

You are required to carry and display your student ID card whilst on UEL premises and must keep it safe so that it is not misused by others.

4) Proof of qualifications

You are required to produce evidence of having satisfied the entry requirements for your programme. Such evidence must be in the form of the original certificates or certified notification of results from the examining body. All qualifications must be in English or supported by an official certified translation. If you fail to provide evidence of having satisfied the requirements for the programme you are liable to be withdrawn from the programme.

5) Non-academic entry requirements

You may need to demonstrate that you have met non-academic entry requirements prior to enrolment by providing additional information to UEL. For example, if you:-

are under 18 years of age at the time of initial enrolment,
are applying to a programme that requires health clearance for study as stated in the programme specification,
have declared a relevant criminal conviction,
will be studying a programme that involves contact with children and/or vulnerable adults or leads to membership in a professional body that deals with children and/or vulnerable adults.

You will not be permitted to enrol and any offer will be withdrawn if UEL deems that you are unsuitable for study following assessment of this additional information in line with published policies. These policies will be provided to you when the additional information is requested.

6) Criminal convictions

UEL has a responsibility to safeguard staff, students and the wider community. You are required to inform UEL of any relevant criminal convictions you have and provide further information relating to these as requested. This includes any relevant criminal convictions received whilst studying at UEL. UEL will assess all information received in line with published policies and may remove you from a programme if the conviction makes you unsuitable for study in UEL's opinion. Failure to declare a relevant criminal conviction or provide further information about you may result in expulsion from UEL.

7) Providing false information to UEL

If you are discovered to have falsified or misrepresented information presented to UEL at application, enrolment or during your studies, you may be expelled from UEL.

8) Continued enrolment and student status

You are expected to abide by all UEL policies and regulations, both those in force at the time of first and subsequent enrolment and as later revised and published from time to time. UEL reserves the right to make reasonable changes to its policies and regulations and any substantial amendments will be brought to your attention. You are also required to take personal responsibility for your studies; this includes undertaking all studies in support of your programme as prescribed by UEL. Key policies include: Manual of General Regulations This describes the general regulatory framework of UEL and gives information about how UEL confers its degrees, diplomas and certificates. It includes important information about academic performance requirements for continued study. Engagement Attendance Policy This outlines UEL's expectations of students in relation to attendance on and engagement with taught programmes. These students are expected to attend all scheduled classes and engage fully with learning materials and resources provided to them - failure to do so may result in withdrawal from module(s) and/or the programme. Code of Practice for Postgraduate Research Degrees The purpose of this code is to provide a framework for the successful organisation and implementation of good practice in all matters relating to postgraduate research degrees at UEL. It aims to ensure that all students are effectively supported and supervised so that the full scope and potential of their research is realised; that their thesis is submitted within regulatory periods and that they complete their programme with a suitable and sufficient portfolio of research and employment-related skills and competencies. Health and Safety Policy This describes the structures and processes by which UEL protects the health and safety of its staff, students and visitors. It confirms that students will receive sufficient information, instruction and induction in relation to health and safety. All students should take reasonable care of their health and safety. They must abide by UEL’s rules and regulations and cooperate with supervisors to enable them to fulfil their obligations. Students must not interfere intentionally, or recklessly misuse anything provided for health and safety. UEL has consulted with its students and staff and has adopted a No Smoking Policy to safeguard the health and well-being of its community. Students are required to comply with this policy which restricts smoking to designated shelters and prohibits the use of electronic cigarettes within any UEL building or near building entrances. For further information on our Healthy Campus initiatives and support please visit the Health and Safety pages . Student Disciplinary Regulations and Procedures (incorporating the student code of conduct) This code is more than a list of things that we should and should not do: it reminds us that we should always consider how our behaviour affects others. The code applies:

to all students;
at all sites throughout our estate, and;
when we represent UEL on business beyond our campus, both in real (face-to-face) and virtual environments.

And outlines expectations of students:

verbal and physical behaviour should always be polite and respectful;
behaviour should not impair the engagement, learning or participation of others;
anti-social behaviour by individuals and groups will not be tolerated.

9) Changes to scheduled programmes

UEL will take all reasonable steps to ensure that the programme of study that you have accepted will conform to the programme specification published on our website and will ensure that the necessary resources required to enable you to meet the required learning outcomes and pass the relevant assessments are available. In order to ensure that our programmes are current and relevant, they are subject to regular review. From time to time, to ensure the maintenance of academic standards and/or compliance with professional body requirements, it may be necessary to amend a module or make adjustments to programme content. Major changes to programmes that in the reasonable opinion of UEL, will have a significant impact on students will involve consultation with students already enrolled on the programme when the changes are proposed. Once any changes are confirmed, UEL will notify all students and applicants of the changes. When UEL reasonably considers that the change may only impact one or more cohorts on the relevant programme, UEL may decide to only consult with the relevant cohort. In the event that we discontinue a programme, we will normally permit existing students to complete the programme within the typical duration of study. In these circumstances, UEL will use reasonable endeavours to continue the programme for existing students without making major changes. If this is not possible, we will support students in changing to another UEL programme on which a place is available, and for which the student is suitably qualified, or assist with transfer to another HEI to complete the programme elsewhere.

10) Changes to these terms

We may change these terms from time to time where, in UEL's opinion, it will assist in the proper delivery of any programme of study or in order to:- (a) Comply with any changes in relevant laws and regulatory requirements; (b) Implement legal advice, national guidance or good practice; (c) Provide for new or improved delivery of any programme of study; (d) Reflect market practice; (e) In our opinion make them clearer or more favourable to you; (f) Rectify any error or mistake; or (g) Incorporate existing arrangements or practices. No variation or amendment to these Terms of Admittance may be made without our prior written agreement. In the event that we agree to transfer you to an alternative programme of study, the transfer will be considered to be a variation to the Terms of Admittance, which shall otherwise remain in full force and existence. If we revise the Terms of Admittance, we will publish the amended Terms of Admittance by such means as we consider reasonably appropriate. We will use reasonable endeavours to give you notice of any changes before they take effect.

11) Data Protection

UEL is committed to adhering to its obligations under the Data Protection Act 2018 and will act as a Data Controller when it processes your personal data. You can find our registration to the Data controller register on ico.org.uk . UEL processes your personal data to fulfil its contractual and legal obligations to students. Personal data that we process about you includes:

Your contact details and other information submitted during the application and enrolment processes;
Details of courses, modules, timetables and room bookings, assessment marks and examinations related to your study;
Financial and personal information collected for the purposes of administering fees and charges, loans, grants, scholarships and hardship funds;
Photographs, and video recordings for the purpose of recording lectures, student assessments and examinations and for the purposes of university promotion that is in our legitimate interest but still fair to you;
Information about your engagement with the University such as attendance data and use of electronic services such as Moodle, Civitas and YourTutor;
Contact details for next of kin to be used in an emergency;
Details of those with looked-after status or those who have left the care system for the provision of support;
Information related to the prevention and detection of crime and the safety and security of staff and students, including, but not limited to, CCTV recording and data relating to breaches of University regulations;

This is not an exhaustive list, for further information please refer to our fair processing notice pages on uel.ac.uk. In all of its data processing activities, UEL is committed to ensuring that the personal data it collects stores and uses will be processed in line with the data protection principles which can be summarised as:

Being processed lawfully, fairly and in a transparent manner;
Collected for specified, explicit and legitimate purposes;
Adequate, relevant and limited to what is necessary;
Accurate and, where necessary, kept up to date;
Kept in a form which permits identification of data subjects for no longer than is necessary;
Processed in a manner that ensures appropriate security of the personal information;
Be accountable for, and be able to demonstrate compliance with, the six principles above.

Student Responsibilities You must ensure that:

All personal data provided to UEL is accurate and up-to-date. You must ensure that changes of address etc. are notified to the Student Hub.
Students who use UEL's computing facilities may process personal data as part of their studies. If the processing of personal data takes place, students must take responsibility for that processing activity to ensure that it is in line with the data protection principles above.
Students who are undertaking research projects using personal data must ensure that:
The research subject is informed of the nature of the research and is given a copy of UEL's Fair Processing Notice and this Data Protection Policy.

12) Legal basis for use of data

By agreeing to these Terms of Admittance and enrolling at UEL, you are agreeing to the terms and conditions of a contract for the use of your personal data relating to your enrolment, and if appropriate, registration and ongoing participation in a programme of study. Your personal or special category data will be collected, processed, published and used by UEL, its online learning and teaching services and/or its partners and agents in ways which support the effective management of UEL and your programme of study, to allow for the delivery of bursary schemes and to support improvements to student experience and progression, and are consistent with: The terms of the Data Protection Act 2018; Any notification submitted to the Information Commissioner in accordance with this legislation; and compliance with any other relevant legislation. You have fundamental rights associated with how organisations use your personal data. Further information on data protection and use of your personal data can be found in our Data Protection Policy and on uel.ac.uk.

13) Intellectual property

You are entitled to the intellectual property rights created during your time studying at UEL that would belong to you under the applicable law. There are some programmes where the assignment of certain types of intellectual property to UEL is appropriate. UEL will require the assignment to it of intellectual property rights relating to postgraduate research that is part of an ongoing research programme. Where the nature of the research programme means that some assignment of intellectual property rights to UEL is appropriate, we will take what steps that we can to ensure that your interests are protected. UEL will take reasonable endeavours to ensure:-

the scope of the assignment is narrow, and is restricted to what is necessary, for example, to protect UEL’s legitimate interests in the intellectual property created as party to a research programme;
the application of the assignment is clearly defined so that it is clear to you in which circumstances the assignment will apply;
where the assignment of the intellectual property is appropriate in the circumstances, we will take all reasonable steps to ensure that the rights of the parties are evenly balanced (for example, your work being acknowledged in a publication and, where appropriate, subject to an appropriate revenue sharing scheme)
where UEL claims ownership of intellectual property rights in relation to a taught programme of study, such treatment of those rights will be made clear in the published information relating to that programme.

14) How we communicate with you

UEL will communicate with you via a variety of channels, including postal letters, e-mail, SMS text messages and online notices. To enable this, we request that you provide us with your e-mail address, postal address, and contact telephone number when you first enrol. Throughout your studies, it is important that you keep your contact details up to date. You can view and edit this information by logging into our student portal, UEL Direct at https://uel.ac.uk/Direct . We will create a UEL e-mail account for you after you enrol. Your e-mail address will be your student number, prefixed with a ‘u’ and followed by ‘@uel.ac.uk’ – e.g.: [email protected]. UEL will use this e-mail address to communicate with you and it is important that you regularly check and manage this mailbox for important updates and information. You can access your email account, plus information about our services, news and events by logging into our Intranet, intranet.uel.ac.uk. At the login screen, enter your email address (as above) and password. Your default UEL password will be your date of birth, formulated as DD-MMM-YY, e.g. 31-jan-84. Your UEL email account and associated UEL IT accounts will be deleted not more than 6 months after you graduate or withdraw from your programme of study (if earlier).

15)University of East London Students' Union

The University of East London Students' Union (UELSU) represents students at UEL. By enrolling at UEL you are automatically granted membership of both UELSU and the National Union of Students (NUS). If you wish to opt-out from this membership, please inform UELSU in writing at either [email protected] or by writing to Chief Executive, UELSU, University of East London, Docklands Campus, 4-6 University Way, London E16 2RD. UELSU provides a range of services and support to students and can provide advice and representation on any matter affecting the contract between you and UEL. For further information on this support, please visit www.uelunion.org

16) Students studying at partner institutions

If you are undertaking a programme of study at a partner institution you will need to generally abide by the above terms and also those of the partner institution. Further information and support in understanding these terms is available from the Academic Partnership Office - [email protected] .

17) International students - additional responsibilities

All international students must also comply with UK Visa and Immigration requirements. All international students are required to hold a valid visa which permits study in the UK or hold a Tier 4 visa/have applied for a Tier 4 visa with a Confirmation of Acceptance for Studies issued by UEL. Students who are being sponsored under a Tier 4 student visa must also understand and comply with the responsibilities of their student visa and cooperate with UEL in fulfilling our Tier 4 duties .

18) Equality, Diversity and Inclusion

UEL is committed to working together to build a learning community founded on equality of opportunity – a learning community which celebrates the rich diversity of our student and staff populations and one in which discriminatory behaviour is challenged and not tolerated within our community. Within the spirit of respecting difference, our equality and diversity policies promise fair treatment and equality of opportunity for all regardless of gender, ethnicity, sexual orientation, age, disability or religion/belief (or lack of). In pursuing this aim, we want our community to value and to be at ease with its own diversity and to reflect the needs of the wider community within which we operate. For further information on this inclusive approach to education please visit our Student Policies page .

19) Complaints

We welcome feedback on our programmes and services and facilitate this in a variety of ways, including programme committees, module evaluation forms and surveys. However, if you are dissatisfied with a particular service or programme or the manner in which it has been delivered, you must let the person responsible for that service know as we will always try to resolve matters at the earliest opportunity via informal conciliation. If you are unsure who to approach, please e-mail The Hub who will be able to direct your concerns appropriately. If you remain dissatisfied with a service or programme, or the manner in which it is delivered, you should refer to our formal complaints procedure to have the matter formally addressed. In addition, once you have enrolled on your programme, you will also have access to the Advice and Information Service offered by UELSU. This access is not available to students studying at partner institutions.

20) Cancellation

If you wish to cancel this contract within 14 days of enrolment in your programme, you must do so in writing. Any fees that you have paid will be refunded – please see the Fees Policy for further information on obtaining a refund.

21) Further guidance

If any of the information in these Terms of Admittance or related policies is unclear or if you have any questions, please contact The Hub for guidance on +44 (0) 208 223 4444 .

22) Right to advice

This is a consumer contract and you are able to obtain independent advice in relation to its terms and conditions from UELSU as well as your local Citizens Advice Bureau.

23) General

Neither you nor UEL will be liable for failure to perform their obligations under these Terms of Admittance if such failure arises from unforeseeable events, circumstances or causes outside of that party's reasonable control. Examples of such events include, but are not limited to, war, terrorism, industrial disputes, natural disasters, fire and national emergencies. Only you and UEL are parties to these Terms of Admittance. No other person shall have any rights under the Contracts (Rights of Third Parties) Act 1999 to enforce any term of these Terms of Admittance. Failure or delay by you or UEL to exercise any right or remedy provided under this contract shall not constitute a waiver of that or any other right or remedy, nor shall it prevent or restrict the further exercise of that or any other right or remedy. No single or partial exercise of such right or remedy shall prevent or restrict the further exercise of that or any other right or remedy. These Terms of Admittance are governed by the law of England and Wales and you and UEL agree to submit to the exclusive jurisdiction of the courts of England and Wales.

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General Discussion

What are the key components of a successful PGCE assignment in the UK?

Your assignment must incorporate components that align with the intended learning goals or objectives that you like your pupils to attain. There is no universally established criterion mandating the inclusion of a written component or an oral presenting component in an assignment, as these components are contingent upon the specific learning objectives. To determine if your PGCE assignments essays contain the necessary components for vital learning, it is crucial to bear in mind many fundamental aspects of assessment design. Ensure that assignments are consistently designed to enable students to generate or exhibit proof of their learning. It is imperative to provide a comprehensive explanation and provide explicit instructions that effectively convey the anticipated requirements of the job. The task should be designed in a manner that provides many opportunities for exploration and self-exploration.

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PgCTL & PGCE - Meaning, Duration, Fee & More

Devangana Thakuria

Devangana is a writer here at Suraasa. Other than writing, she enjoys gardening and painting.

PgCTL and PGCE: Why Are They So Sought-After Teaching Qualifications?

Pgce: meaning and overview, pgctl: meaning and overview, bonus content: alumni success stories of pgctl.

Are your recent internet searches all about “PGCE meaning”, “PGCE or PgCTL”? Wondering if these certifications are really important? Well, you are in the right place because you are about to find the answers to all of that and more. In this blog, we will delve into the specifics of these two very popular programs—PGCE & PgCTL. Together we will journey through how they cater to your aspirations and impact your teaching career trajectory.

We know that PGCE and PgCTL are two of the most popular teaching qualifications today. But what makes them so sought-after, and why are they so important? Let’s find out. ‍

1. Aid in Professional Development ‍

Teaching qualifications such as PGCE and PgCTL enable you to stay abreast of the latest educational trends and methodologies. They provide you with the tools and knowledge needed to excel in modern classrooms.

2. Open International Opportunities ‍

With education becoming increasingly globalized, these certifications serve as a bridge to international standards. They prepare you to excel in diverse educational settings. This makes you a valuable asset in international schools and educational institutions worldwide.

3. Instill Philosophy of Lifelong Learning

Beyond enhancing career prospects, they instill a philosophy of lifelong learning. This ensures that you continue to grow, innovate, and inspire the next generation of teachers.

4. Boosts Employability and Career Progression

These qualifications significantly enhance your employability. They open doors to new job opportunities. Schools also tend to prioritize you when you have such specialized certifications. Compelling reasons, aren’t they? Now, let’s move on to finding out the nitty-gritties of these qualifications. Let’s start with understanding in detail about PGCE.

The Postgraduate Certificate in Education (PGCE) is a one to two-year teaching qualification offered in England, Wales, and Northern Ireland. It is a UK Level 7 qualification. However, do not confuse it with a postgraduate degree. PGCE is an advanced non-degree teaching certificate qualification that awards up to 60 credits. Some institutions allow you to transfer these credits toward a complete degree program. However, for this, you do need to check with the institution you are considering for the master’s degree. Now you must be wondering, ‍ ‘How to Apply for PGCE if I don't want to move to the UK?’ If this is on your mind, then let us share that you can study PGCE from a non-UK country as well. Many countries have universities that have tie-ups with a UK-based university. So usually, their requirements can vary according to their unique terms. Hence, it is best that you check their individual websites. And always make sure to reach out to them in case of any confusion.

PGCE is a comprehensive program focused on teacher training and education. Under PGCE, internship placements in schools is a key component. Through these internships, you have the opportunity to observe teaching methods, assist in classroom activities, and eventually take on teaching responsibilities under supervision. During these placements, you will spend time in actual school environments, working alongside experienced educators. This real-world experience allows you to put theory into practice, honing your teaching skills in a supportive setting. Furthermore, it covers other important areas of teaching. They include the integration of educational technology alongside the ethical and legal aspects of the profession. The program also emphasizes inclusive education. So, you'll learn how to meet the needs of all kinds of students, no matter their learning style. Your communication and collaboration skills are also honed as a part of this course. This is because good communication skills are the cornerstone of effective teaching. In the coming sections, we will cover the duration of PGCE , its course , fees , eligibility and more. So, keep reading. Now, let’s move on to understanding about PgCTL.

The Professional Graduate Certificate in Teaching and Learning , or PgCTL, is an outcome-based teaching qualification offered by Suraasa. It offers you 102 credits. This course is delivered online. This means that anyone can enroll for this course, no matter the location. ‍ Wondering why you should take up this certification? It is to arm you with the skills needed for the 21st-century classroom. It's about equipping you with real-classroom knowledge and skills. This program is all about practical learning. It offers a combination of online classes and assignments filled with real-classroom scenarios. Some of these assignments require you to spend time in a real classroom. Through this comprehensive approach, PgCTL prepares you to effectively handle the challenges of Gen Z and Gen Alpha students. The programme also includes interview preparation, access to a teacher-focused job platform, 100% interview assurance with top international schools globally. The list of benefits does not end here. As a PgCTL learner, you also get your very own skills e-portfolio for life, interview and boosting employability course, and lifetime career support. PgCTL program isn’t like regular teaching certifications. This is a qualification that allows you to get multiple teaching certifications. Sounds outstanding, right? Well, keep reading to find out more. The brains behind PgCTL realized that teaching is a full-time job. So, professional development alongside teaching can get very hectic at times. So, when you enroll for PgCTL and complete the course successfully, you are eligible to get other certifications as well.

Additionally, with PgCTL you also have the opportunity to connect with other learners and network with them. As a PgCTL learner, you are instantly added to the PgCTL learner community. Here, you can reach out to fellow learners and even faculty members. This way, you can connect with like-minded peers from all over the world. You can also stay updated about the latest happenings in the community. Now, let’s move on to check out the eligibility requirements for PGCE and PgCTL.

Eligibility Criteria

Whether it's PgCTL or PGCE, it's crucial to understand their eligibility. The eligibility criteria for each are tailored to ensure that prospective candidates possess the necessary academic background.

Academic qualifications required for PgCTL

To be eligible for the PgCTL program, you must possess:

A bachelor's level degree in any subject
A strong command of the English language is essential. (This is because the medium of instruction for PgCTL is English.) ‍

Academic qualifications required for PGCE

For PGCE program, you must have:

An undergraduate degree from a UK higher education institution. Or you may also hold a qualification recognized as equivalent.
At least a grade C/4 in GCSE (General Certificate of Secondary Education) English and Mathematics.

If you want to specialize in teaching early years and primary students, then you will require:

A GCSE in a science subject, with a minimum grade of C/4.

If your first language is not English, then you will also need to meet certain additional requirements. These include:

An IELTS 6.5 overall score , with 6.5 in writing, with no sub-section marks below 6.0.
A physical and mental fitness certificate.

Now, let’s discuss the time commitment that you will have to put in for these programs.

Duration of the Program

Embarking on a journey to become a qualified teacher is an exciting and transformative experience. A key factor in this journey is understanding the time commitment involved. Whether you're considering the PgCTL or the PGCE, knowing the duration of these programs is crucial for planning your career ahead.

Let's delve into the typical timelines for these two teaching qualifications.

Typical duration of PgCTL

The ideal duration to complete PgCTL program, along with the UK Level 6 Diploma in Teaching is 10 months. PgCTL is a live instructor-led course delivered online. It comprises 4 hours of face-to-face classes per week and recorded videos. These classes are mostly held on Saturdays and Sundays. So you do not have to worry about missing work or any other commitments that you may have.

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Typical duration of pgce.

The typical duration for PGCE is 1 year. This is valid if you are looking at a full-time program option. However, a part-time PGCE can take you 2 years or more. If you choose PGCE online, you will still be required to go for classroom experience. That means either you will have to consult and choose a school yourself or you may be allotted one from the platform that is offering the PGCE online course. This requirement could be another factor that might have an influence on the time factor for PGCE. Let’s now explore the curriculum of these two courses.

Curriculum and Course Structure

Curious about what really makes teacher training programs like the PgCTL and PGCE a plus on your resume? Well, it's all in their curriculum and how they're structured. Think of it as the recipe that shapes you as a futuristic educator. These courses blend just the right ingredients of skills and knowledge.

So, let’s move on to uncovering the secret sauce that makes each one unique.

Overview of the curriculum for PgCTL

Diving into the PgCTL curriculum, you'll find it's not just comprehensive but impressively global in its approach. Crafted by top education experts, this program meets teaching standards and regulatory requirements across the globe. The PgCTL curriculum covers areas the following areas:

Reflective Teaching: It's all about self-awareness in your teaching style in this module. You will be exploring different tools and models to help you grow professionally on a global scale.
Assessment and Evaluation Techniques: Here, you'll learn how to assess and evaluate students effectively, applying global best practices in assessment.
Using Technology for Teaching and Learning: This module teaches you to integrate the latest digital tools into your teaching.
Child Development, Learning Styles and Learning Taxonomies: Here, you will be learning about theories of child development and adapting to diverse learning styles.
Questioning Skills and Techniques: Here, you will learn how to use the power of questions to enhance the learning experience.
Lesson Planning: This module trains you to become adept at creating impactful lesson plans.
Learning Theories and Teaching Strategies: This module combines global learning theories with practical strategies. It aims to make your teaching universally effective.
Ethics and Values: This module will train you in ethical aspects of teaching in educational settings worldwide.
Providing Feedback: This segment is all about the art and science of feedback in a global classroom context. You'll learn how to give insightful, constructive feedback that can make a real difference in students' learning experiences.
‍ Management of Class Dynamics: Here, you will learn to manage a classroom effectively. You will gain the understanding of diverse student behaviors to create an engaging learning environment for all.

Let’s move on to exploring the course for PGCE.

Overview of the curriculum for PGCE

The PGCE curriculum is thoughtfully designed to equip you with essential skills for the classroom. It covers areas like:

Curriculum Development: Here, you'll be exploring the art of crafting educational courses and materials. It's all about designing engaging lessons that not only educate but inspire students.
Communication & Language: This module teaches you effective communication. You'll learn the intricacies of language development and communication skills. This is essential for effective teaching and building strong relationships with your students.
Behavior Theories: Here, you’ll explore theories on student behavior within the classroom setting. Understanding these concepts will help you foster a positive learning environment and effectively manage classroom dynamics.
Personal, Social, and Emotional Development for Students: This module is about strategies and practices that support students’ learning journey

It also has modules related to sensory curriculum and early childhood education as well.

Related Resource

Now, let’s address the elephant in the room- the cost of these courses.

Fees and Financial Considerations

We understand that finances play a huge role in influencing our educational decisions. So, to make an informed decision, you must know about the fees and other financial considerations for PgCTL and PGCE. In this section, we will be discussing just that.

Tuition fees for PgCTL

The tuition fees for the PgCTL program can vary depending on the specific certification you choose to pursue. However, its transparent fee structure is going to make it so much easier for you. There are no hidden costs or any additional charges for the certificate. You do not have to pay for anything once you pay the tuition fees for your chosen certification. This clarity in pricing helps you a great deal in making the right decision.

A major perk of the PgCTL program is its 100% online format. This means you won't have to budget for travel, accommodation, and other such expenses. Additionally, PgCTL comes with easy financing options which streamlines the process for you. This eliminates the need for running from pillar to post with loan applications at multiple providers. The easy financing option simplifies the financial aspect of enrolling in the course. Thus making it convenient and straightforward for you.

Tuition fees for PGCE

As you know, PGCE is offered by several universities in the UK. So, the PGCE tuition fees vary from institution to institution. Another factor that influences the fees for PGCE is your nationality. The PGCE fees are a little lower for UK nationals and a tad bit higher for international students. For example, Oxford University has mentioned its PGCE fees as £9,250 (INR 9,76,805.46/ AED 43,113.43 approx.) for UK students for the 2024-2025 session. For the same session, the university is charging £36,000 (INR 38,00,667.60/1,67,739.27 AED approx.) from overseas students. If you go for an offline PGCE learning experience, then attending classes and classroom lectures is imperative. Offline PGCE programs also have mandatory training placements. It is like an internship period. Here you will have the opportunity to practice the theories you learned through the lectures in classrooms. As discussed above, training programs are mandatory in online PGCE courses as well. So, in both cases, you may have to deal with additional travel costs. So, with the financial area covered, let’s move onto the admission process.

Admission Process

Whether you're eyeing the PgCTL or the PGCE program, the journey begins with the admission process. But don't worry, it's not as daunting as it seems! We're here to guide you through each step. Let’s begin.

Application procedures for PgCTL

Step 1: talking to a mentor.

As soon as you click on the ‘Enrol Now’ button on the PgCTL page, you will be redirected to a form. Fill that up, along with picking a date and time for a counseling session . On the scheduled day and time, an academic counselor will have a brief discussion with you. This discussion will revolve around understanding your career aspirations. This helps the counselor to chart a growth pathway that specifically caters to your aspirations.

Step 2: Submitting Application Form

Once this step is completed and reviewed, you will receive the application link via email. After you fill up and submit the application, it will be reviewed once again by the application committee.

Step 3: Appearing for virtual interview

After passing this scrutiny, you will have a short online meeting with an academic counselor. This is the last level of the application process for PgCTL. Once you receive the stamp of approval, you will be all set to start your PgCTL learning journey.

Application procedures for PGCE

The application process for PGCE is like most other courses. All you need to do is pick your choice of university and visit their website. If you are applying for PGCE in the UK, then you need to apply through the government website only. Once you land on the site, you will be asked to make an account. After that, you will have to fill in your details related to various areas. They include:

Universities employ a tutor who carefully reviews these applications. Once you are shortlisted, you will be called for an interview. This is the final step of the admission process.

Career Opportunities

As we shared earlier, PGCE and PgCTL are gateways to diverse and fulfilling career paths. Each certificate equips you with specialized skills and knowledge. This opens doors to innovative and impactful roles in the world of education. Whether it's shaping young minds or influencing educational policy, these courses can lead you to a future rich with possibilities. Come, let’s find out how these qualifications can help you grow your wings professionally.

Job prospects after completing PgCTL

After you finish your PgCTL, you're really well set up for a career in teaching. Here are some areas where PgCTL will directly impact your career growth:

Versatile Career Opportunities: Completing a PgCTL opens the door for you to teaching roles across all levels, from primary to higher secondary education.
Global Mobility: The PgCTL acts as a passport for teaching careers both domestically and internationally. This makes you a sought-after candidate for international schools.
High Demand: As a PgCTL graduate, you will be in high demand globally. Thanks to the international perspective and high teaching standards the program brings.
Edge in International Teaching: PgCTL gives you a unique advantage as it prepares you to excel in multicultural environments and diverse educational systems.
‍ Competitive Skill Set: The program equips you with essential skills for the global job market. This presents you as a top candidate for premier educational institutions worldwide.

Job prospects after completing PGCE

Just like PgCTL, PGCE too, offers you some exciting opportunities to take your teaching career in a new direction. With this qualification in hand, you can:

Become a Specialized Teacher: You can teach in primary, secondary, or even further education. It depends on what you specialized in during your course.
‍ Start Teaching Internationally: Just like with PgCTL, with PGCE too, you're not just limited to teaching in your own country. The qualification is well-regarded in many places around the world. If you've ever thought about teaching abroad, this could be your opportunity.
‍ Further Your Passion for Teaching: As a PGCE graduate, you may pursue educational research. You can explore opportunities in academic institutions, think tanks, and educational consultancy.

Come, now let’s check out the accreditation bodies for these two teaching certifications.

Accreditation and Recognition

Accreditation in education is a big deal, and here's why. Accreditation is like a seal of approval. It indicates that a program meets certain quality standards set by the educational community. Accreditation ensures the program is recognized and respected. This in turn, opens doors to more career opportunities and professional development for you.

Accrediting bodies for PgCTL

As shared above, PgCTL program offers a variety of certification options. Each option is accredited by a different body. Some of these bodies include UK Ofqual, ATHE in Norwich, the Indian School Of Business and Computing in Bangalore, and BUiD in Dubai.

The diverse accreditation of each certification within the PgCTL program signifies a commitment to world-class training. This means the knowledge and skills you gain are not only the latest. But they are also internationally relevant and recognized. Hence, it prepares you effectively for teaching at a global level.

Accrediting bodies for PGCE

PGCE is accredited by the university from which you decide to do it. For example, if you wish to pursue it from the University of Oxford, then your PGCE will be accredited by it. Now let’s move on to understand the scope of practical learning that these courses offer.

Practical Experience and Internships

When you are a teacher, you not only require theoretical knowledge but also practical skills. This is why PgCTL and PGCE have integrated substantial practical components into their curricula.

Integration of practical teaching experience in PgCTL

Offering hands-on learning is one of the core features of PgCTL. Are you now wondering if PgCTL is an online course? Then how do they do it? Well, each PgCTL module comes with assignments with situation questions. These are based on real classroom experiences. Additionally, there are some assignments that also require you to engage in a real classroom as well. PgCTL employs a blend of online lectures and mandatory in-person teaching experiences. These provide you with a safe environment to practice and refine your teaching techniques. This way, you get the best of online learning and real-world teaching.

Inclusion of internships in PGCE

As discussed above, PGCE comes with mandatory classroom training. This hands-on training typically happens in a supervised educational setting. This is often in schools or educational institutions.

You will be assigned to work alongside experienced educators. This allows you to observe and participate in day-to-day teaching activities. As a result, the immersive experience you get helps you to understand the nuances of the classroom. These include classroom management, student engagement, and lesson delivery. Now let’s find out what the world thinks about these two teaching qualifications.

Global Perspective

In the landscape of modern education, teacher training programs such as PgCTL and PGCE embody a global perspective. Designed with an international outlook, these programs prepare educators for a world that is increasingly interconnected.

Let's delve into discussing the relevance and applicability of PgCTL and PGCE in the global educational scenario.

Recognition and acceptance of PgCTL on the international stage

You know by now that PgCTL certifications are accredited by reputed bodies in the world. The accreditation from these prestigious bodies underscores the quality of the program. Such elite accreditation also ensures its acceptance and respect in the global educational community.

As a result, with PgCTL graduate , you will stand out as a candidate in international schools. This may open doors to diverse teaching opportunities across continents for you. The program curriculum is extensive. It will prepare you to teach in almost up to 17 global curricula. So, want to teach in the USA, the UAE, or countries like Canada, the UK, or Australia? All you need is a PgCTL certification. And it will be a significant asset in your professional journey.

Global relevance and applicability of PGCE

Just like PgCTL, PGCE is also globally accepted. The PGCE's curriculum and pedagogical approaches are designed with a strong emphasis on the British educational framework. This makes graduates well-suited for teaching in institutions that follow this curriculum. British international schools, in particular, value PGCE qualifications. This is because they are tailored to meet the specific requirements and standards of British education. However, this doesn't mean that PGCE graduates are limited exclusively to British curriculum schools. Many international and bilingual schools globally appreciate the quality and perspective that PGCE graduates bring to the classroom. Next up in our discussion are support services and resources offered as a part of these courses.

Support Services and Resources

Both PgCTL and PGCE programs are committed to fostering student success through comprehensive support services. These services are designed to assist you in your educational journey. This ensures you have the necessary resources and guidance to excel in your training.

Let’s discuss the support services that you can expect in these two courses.

Overview of support services available for PgCTL students

As a PgCTL learner, you will be able to access top-quality support services. These are dedicated to help and train you to find your ideal teaching job. For example, you will have access to the resource library, recorded classes, and video modules. You also get a dedicated program manager who will help you make the most of your PgCTL learning. These include access to a teacher-focused job platform, free career consultation, guidance on career mapping, and priority interview support. However, some of these features can be completed only after completing 6 modules of the course. Make sure to discuss this with your academic counselor to get a better understanding. As a PgCTL student, you also have access to a global teacher community for collaboration and peer support. This inclusive community is a valuable resource for networking, sharing experiences, and gaining insights from fellow educators.

Resources provided to PGCE learners

PGCE programs also offer a wealth of resources and support to learners. However, it's important to note that the specific offerings may vary from one university to another. But there are common resources and services that you can typically expect to access during your study. One of the primary resources available is access to the university's library facilities. This often includes both physical libraries, as well as digital libraries with extensive electronic collections. In addition, PGCE programs often provide you with access to a wealth of instructional materials. These include video lectures and educational content to teaching methodologies and best practices. However, you should also check with the university to understand the full range of resources and support services available. In both cases, the resources equip you with the tools and knowledge needed to excel in teaching. However, the impact of support systems on student success in the PgCTL program is particularly significant. As a PgCTL learner, you get specialized career-oriented support, including free career consultations and priority interview assistance. This empowers you to make informed career decisions and secure teaching positions efficiently. You are also able to build a robust professional network. This translates into higher employability and long-term success in the teaching field. Therefore, when considering your postgraduate education options, it's worthwhile to explore the advantages that the PgCTL program offers. Its enhanced support systems play a pivotal role in shaping your academic journey and also your career trajectory.

Hear about PgCTL from those who have lived this experience:

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Let's summarize the key points of the PgCTL and PGCE qualifications in a side-by-side comparison table to help you make an informed decision:

And with that, we come to the end of this blog. We hope this blog will help you understand everything about PGCE and PgCTL. If you find yourself still grappling with confusion or feeling overwhelmed by the information, don't worry – we understand. Reach out to a Suraasa mentor, and they can assist you in making the best choice for your unique goals and circumstances. Simply schedule a free one-on-one mentoring session by clicking the button below:

You're on the verge of creating the teaching career of your dreams. Take that crucial first step towards turning your aspirations into reality. We wish you an incredibly rewarding journey of learning and teaching ahead!

Eligibility for the PGCE course requires you to have an undergraduate degree from a UK higher education institution or an equivalent qualification. Additionally, you are required to meet specific academic criteria. These include obtaining at least a grade C/4 in GCSE English and Mathematics. You may also need other equivalent qualifications if applying for certain specializations.

The main difference between a PGCE and a master's degree is their focus and purpose. A PGCE is a teaching qualification that prepares individuals for a career in education. It focuses on practical teaching skills and classroom experience. In contrast, a master's degree in education (M.Ed) is a higher academic qualification. It is more into educational theory, research, and policy. M.Ed is often pursued by educators looking to deepen their understanding of education without the primary goal of becoming a teacher.

People often get confused about PGCE ( Postgraduate Certificate in Education) and ProfGCE (Professional Graduate Certificate in Education). The Postgraduate Certificate in Education (PGCE/PGCertEd) is at Level 7 of the Framework for Higher Education Qualifications, while the Professional Certificate in Education (ProfGCE) is at Level 6.

A PGCE (Postgraduate Certificate in Education) is not equivalent to a B.Ed (Bachelor of Education). While both are teaching qualifications, they differ in their academic level and focus. A B.Ed is an undergraduate degree in education, typically a two-four year program. In contrast, a PGCE is a postgraduate qualification with a more global appeal. PGCE is recognized in various international education systems, making it a suitable choice for those aspiring to teach in diverse educational settings worldwide.

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Teach Manchester

Apply through ucas to teach manchester, piper hill high school is leading a partnership of manchester special and mainstream primary schools to deliver an innovative and exciting school direct primary (5-11) pgce with an sen specialism in 2022-23. trainees on the course will spend their year based in school, training to teach a primary curriculum to children with additional needs in both mainstream and special schools..

In partnership with

As a trainee on the course

You will work towards a Primary General (5-11) with SEND/Inclusion PCGE from the University of Cumbria.
You will work in school with teachers and children from the outset, learning about the opportunities and challenges of being an outstanding teacher
You will be mentored by outstanding practitioners who are passionate about inclusive education and the children they teach.
You will follow a extensive school-based professional development programme which will equip you with the skills, knowledge and understanding to teach children and young people, both with and without special educational needs.
You will also follow the University of Cumbria PGCE programme which is delivered at Piper Hill High School and our partnership schools

Entry requirements:

A degree with classification of 2:2 or above
GCSEs in Maths, English and Science at Grade C / 4 or above
Energy, enthusiasm and commitment
Satisfactory medical clearance and Disclosure and Barring Service check

Our strongest applicants have undertaken some observation in a school and reflected on their experiences and the role of the teacher.

This programme is validated by the University of Cumbria . The full programme specification for the academic award can be found here .

For more details contact:

Katie Jones: Professional Programme Leader Read Katie’s profile Email Katie

Programme Team

Our programme is delivered in partnership between the Teach Manchester Alliance and the University of Cumbria. The programme team is led by Tracy Gallier who is the Professional Programme Lead. A variety of Specialist Leaders of Education and expert practitioners also deliver training on this route; some of whom you can read about below.

Teach Manchester Placement Schools

Our alliance uses a variety of schools for placements. On this route, you will be allocated:

a ‘beginning school’ where you will start the year, this will be a mainstream school
a ‘developing school’ which will be a SEND school or Resourced Provision setting
an ‘extending school’ which can be either a mainstream or SEND school or Resourced Provision setting

Some of the potential placements for this route can be seen below. This is not an exclusive list and not all placements are available every year.

About our Programmes

About Us and our Programmes – About our Programme – About our Offers – Support for Trainees – Continuous Professional Development Programme – Meet the Team

What we’re looking for: – Application Stage – Interview Stage – Gaining School Experience

Fees, Finance, Bursaries and Scholarships Subject Knowledge Enhancement

Where are they now?

Primary General Primary General with SEN/Inclusion Specialism

Secondary

Art and Design Biology Business Chemistry Computing and ICT Design and Technology English Geography History Maths Modern Languages P.E. Physics Religious Education

Piper Hill Special Teaching School Loreto Sixth Form Teaching School St Mary’s Primary Teaching School Martenstcroft Nursery Teaching School St Peter’s RC High School

Professional Development
Partnerships
Initial Teacher Training

Teach Manchester Student Teacher Showcase! Apply to Teach Manchester on gov.uk/apply-for-teac… pic.twitter.com/1YDGm1MkhE

Initial Teacher Education
Specialist Leaders of Education
[email protected]

One Damn Thing

Thinking history teaching.

PGCE Assignments, and the need for space for professional learning: what am I learning from marking?

I’m marking – a lot. We are assessing and moderating the final submission on our PGCert, which is taught as part of our PGCE, as well as a ‘top-up’ qualification for partners around the region and beyond. Marking it has made me think a great deal about some of the pitfalls and some of the barriers our trainees and PG students face, in writing and developing their practice, through L7 study.

Some of these pitfalls are a question of style. To my irritable and jaundiced eye, an awkward influencer / Louis Theroux documentary style is spreading insidiously in some students’ writing at L7. But, though I find signposts such as “with these challenges in mind, I wanted to find out how X would work in practice…” mildly irritating, it’s not an absolute barrier to passing, or even greater success.

More worrying, and more debilitating, is a tendency to describe pieces of literature in turn, often without drawing out implicit links, synthesis or even tensions. Similarly, long decorative quotations which aren’t interrogated, analysed or even evaluated for their implications, are holding back students attempting to write about their practice. Sometimes these are combined with narrative “documentaryism” – leading to stories about the research process such as “what I discovered when I read Cass and Podesta’s (2022) chapter on how to plan lessons was shocking, when they suggested that….”.

Writing is about making choices (and so is teaching)

Even when they avoid the worst of these stylistic and structural issues, the most common problem is that trainees can be very reluctant to choose (even when explicitly invited to) what to develop their understanding and writing about – and therefore to choose what not to write about. I can see why – it’s hard when you have little basis in terms of knowledge and / or experience, on which to reflect, or make decisions like this (McIntyre 1997). The result is that trainees often make a broad and shallow readings of too many aspects or topics, instead of justifying, and then prosecuting, a focus on a narrow range of salient issues at an appropriate depth.

This is sometimes related to a tendency to see, or at least to describe, pedagogic techniques as things that can be applied to learning situations, in the same way as one might use a medicine, or introduce a nutrient or plant food to a house plant. Confident assertions, that ‘dual coding’ or ‘small group sizes’ produce improved outcomes or test scores are made, sometimes with a couple of references to big-ticket research papers. These evidence-informed assertions are quite often made without considering how teachers’ ideas, experience, subject expertise and decision making, are used to secure the possible benefits that might arise from these approaches.

Again, I think I can see how this happens – trainees don’t know how to justify an approach, because they don’t yet have the right amount or kind of experience and knowledge, and because the pace and character of school and training tend to obscure the way that those decisions and judgements are made.

What Works Didn’t Work

Let’s take an example, quite a simple but very popular form of generic technique – “retrieval practice”. Trainees and new teachers writing about their practice in this way will often describe how the decontextualized application of ‘retrieval practice’, in their experience, ‘didn’t work’. This can lead to a dismissal of approaches, techniques, or even the concept of the application of research in education. A kind of learned helplessness can set in – a (sometimes resentful) externalised locus of agency, arising from the fact that they were told it was ‘what works’.

Contextualization – No Excuses

Getting new teachers and trainees to contextualise their use of such research informed techniques is hard. Contextualisation doesn’t mean letting a trainee say ‘it doesn’t work for these kinds of kids’, or ‘we’ve tried it, but it won’t work in this kind of school’. However, given the power of our expectations, it’s not hard to see why such views and system 1 thinking might have a powerful limiting material effect on the process of contextualisation, and in turn the chances of generic techniques being used effectively.

A more useful form of contextualisation is one that that develops from discussions and reflections on what a generic technique is being used *for*. These discussions need to go beyond the immediate response of ‘improving outcomes’. In other words, to help trainees and ECTs plan effective use of generic techniques, we (school, mentor, host teachers, provider, HE, etc) need to engage in conversation about what that approach is being used to achieve, conceptually and procedurally in *this specific lesson, or sequence of lessons*, or in relation to *this specific concept*, or *these procedures and skills*. Moreover – these discussions about the purposes need to be turned back on *how* this generic technique might (and might not) help achieve them.

What are we learning – and why?

Turning back to retrieval practice – my argument is that mentors and trainees/ ECTs should together discuss and consider why concept ‘a’ is being retrieved now, and how it will be used in the lesson or sequence. This will help new and developing teachers understand much more about the generic technique, but also the teaching of the specific topics and concepts in question. They could discuss (as appropriate at different stages of training or ECT years):

where and when pupils last learned about concept ‘a’,
what pupils learned about concept ‘a’, and whether this is appropriate, correct, etc
how pupils use concept ‘a’
the best ways of explaining concept ‘a’
who could tell us more about helping pupils to understand concept ‘a’
what pupils misunderstand or assumer about concept ‘a’
what makes concept ‘a’ a powerful or important concept in the subject
what use pupils will make of ‘a’ in upcoming lessons or sequences
who could tell us more about helping pupils to benefit from this form of retrieval practice
whether concept ‘a’ should actually be a focus for retrieval, rather than concept ‘b’ or ‘c’
whether this kind of retrieval practice is appropriate for concept ‘a’, ‘b’ or ‘c’, and if not, what alternatives there might be.
how the ‘remembering’ achieved by retrieving concept ‘a’ is going to be used and built on, in the lesson, sequence and longer term – see for instance Dennis, N. (2016)

Agency and Autonomy – Making Choices and decisions

Choosing what is retrieved (and when or how) is a really powerful position of responsibility, but it’s often not discussed by trainees when writing about using RP, or even when they’re discussing how they plan lessons. That’s a shame, because it could also help make more meaningful any discussions about what is actually being learned, such as:

the key concepts pupils need to have as they cross the threshold of the classroom;
the concepts that might be described as the ‘fingertip’ working knowledge (Counsel 2012 p.66) – built up during a sequence, which helps establish criteria for using, making or evaluating explanations, or procedures, or for making sense of and connections with more structural or iteratively developed concepts;
the(se) more structural concepts (which Counsel calls (perhaps unhelpfully!) ‘residue’) that need to remain when immediate experience of this learning has shaken from the sieve, which will be built on, developed and referenced in later learning; or even just
the concepts that are really hard to grasp, or need careful handling of analogies, or rehearsal of explanation, clear diagrams or building carefully over a few lessons.

Making Mechanisms Explicit

In other words mentor-trainee dialogue, using the subject-topic context to interrogate the use of generic ‘evidence informed’ techniques, can help improve the use of generic techniques and subject and new teachers’ professional learning. These discussions guide trainees and their mentors to consider whether subject priorities and concepts are being addressed in their planning, in both the short and medium term. Reflection and dialogue like this can also help trainees understand *why* such generic techniques can work by making explicit the underlying pedagogic (rather than psychological, physiological or cognitive) mechanisms.

The other side of that coin has to be that mentors and trainees / ECTS will sometimes decide that, in a specific subject-topic context, a particular ‘what works’ technique isn’t appropriate. That is because, finally and very importantly, discussions like these move responsibility and agency for effective teaching back onto the partnership between the mentor and the trainee (or new teacher), and away from the warrant provided solely by external authority, policy or standardized recipes.

Our Collective Responsibility

This means that departmental or school-wide requirements play a role here. Expectations, arising from policy, or lesson structure models, that are enforced through coercive or normative mimetic isomorphism – (copying or expecting to see surface features) can push out opportunities for professional (and pupil learning), especially if enforcement is blunt. We can again return to retrieval practice as an example. Policies that expect the strictly timed spaced practice / retrieval of specific content will possibly squeeze out more relevant activities, or even opportunities to re-activate knowledge relevant to the current sequence of learning – in favour of knowledge chosen by more the arbitrary criteria of when it was last taught.

I’m not arguing that this is the fault of ‘what works’ pedagogy – isomorphism is a feature of regulated, publicly accountable, or competitive fields – organisations copy approaches from those seen as successful, or which will provide a defence for criticism from regulators like Ofsted. But I am arguing that in our teaching and professional learning partnerships and networks we have an obligation to resist isomorphism, and to create spaces for rational, discursive autonomy and development of practice, and that tutors and mentors who understand their subject-community’s practice and its sources of expertise are best placed to help create these spaces.

Counsel, C Historical Skills and Historical Knowledge: a distracting dichotomy, in Arthur, J., & PHILLIPS, U. O. W. S. R. (2012). Issues in History Teaching . Routledge.

Dennis, N. (2016). Exploring the testing ‘effect’ to enable knowledge retention and deployment in the Key Stage 3 History classroom [Master’s thesis]. University of Oxford.

McIntyre, D. (Ed.). (1997). Teacher Education Research in a New Context: The Oxford Internship Scheme (1st edition). Paul Chapman Publishing.

PGCE Programme

Programme Information
Programme Overview

Our Brochure

Our programme is aimed at enabling trainees to achieve a PGCE alongside the recommendation for Qualified Teacher Status (QTS).

To gain a Post-Graduate Certificate in Education with recommendation for Qualified Teacher Status or a Professional Graduate Certificate in Education with recommendation for Qualified Teacher Status all elements of the programme have to be passed at the appropriate standard. All participants undertake the same assessments with the Certificate part of the final award determined by the written work associated with the modules.

Whilst our programme trains you to become a General Primary Practitioner, we are also delighted to offer specialisms across all routes. More information about these specialisms can be found here .

Programme Content

KNSTE foregrounds evidence informed practice and recognises that our trainees come from a variety of backgrounds and experiences and have already completed degree level study or higher, and are in a position to learn from each other.

Our programme involves:

2 Year Flexible Route

Effective and Outstanding Practice

This module will enable you to grapple with the complex concept of knowledge including the relationship between practical and academic knowledge, subject knowledge and pedagogy. You will do this in relation to your specialism. You will critically examine the idea of subject knowledge and explore the ways in which your specialism’s body of knowledge is distinctive, both academically and pedagogically. The representation of your subject within the National Curriculum (England), other policy documents and by professional bodies will be compared to classroom practice. Through a consideration of the processes that underpin the creation of such definition and positioning of subject knowledge, you will explore the political, social and cultural dimensions of curriculum pedagogy. You will consider the ways in which being an expert teacher differs from being an expert in the subject.

Learners and Assessment

The module examines the relationship between learning theories and classroom practice. You will consider questions such as: What do we know about how students learn? How do these ideas affect our practice as educators? What factors affect student learning? How might we take those factors into account when deciding what we want students to know, understand and be able to do? How has the concept of multiple intelligences affected classroom practice? Why do we assess students? Who decides what to assess? How fit for purpose are the assessment instruments that we use?

Subject Identity and Pedagogy

This module will enable you to grapple with developing an informed understanding of the complex concept of knowledge. You will do this in relation to your specialism. You will critically examine the notion of ‘what comprises subject knowledge?’ The way that your specialism’s subject knowledge is framed, academically and pedagogically, and how it is presented within the National Curriculum and other government documentation. You will consider the processes that lie behind the creation of such ‘definitions’ so that you better understand the political, social and cultural dimensions of subject knowledge.

Learners and Learning

This module provides an opportunity for you to develop your understanding of the diverse experiences of schooling which young people have and the issues which need to be considered in developing approaches which can support their learning. You will consider learners in terms of different social groups and what is known about provision and outcomes for those groups. The module helps students to develop their position with regards to key concerns for educators in meeting the needs of learners such as: approaches to equal opportunity, diversity and differentiation; teaching by ability; the significance of school context for learner outcomes; and approaches to behaviour management.

KNSTE are pleased to continue to offer a QTS only route. Please see the table below for a comparison of the two options below may help you in making the decision about which route might be best for you.

Keele and North Staffordshire Teacher Education is pleased to offer a 2 year flexible training route for all its primary courses (including the SEND pathway). This route is directed particularly at career changers, or those with caring responsibilities and will offer the opportunity to phase in your Initial Teacher Training and Education (ITTE) programme, combining it with other commitments. Whilst this route will appeal to many and it is a great opportunity, it is a demanding option and one that will draw on your organisational skills and capacity to prioritise how you use your time.

How does it work?

On the 2 year flexible route you will receive blocks of core, professional and subject knowledge training during your first year and blocks of school experience. These will be on a Thursday and Friday. The proportion of time that you spend in school will increase in the Summer Term of Year 1, but never exceed two days. You will be in one school throughout the year. The course runs from the end of August through until the beginning of July. During your second year you will spend three days per week with us, during the Autumn and Spring Terms, two of these will be school based (Wednesday and Thursday) and Fridays will be SCITT based. In the Summer Term of Year 2 you will then need to commit to spending 6 weeks full time in a school. You will be in a different school in Year 2 to that which you were in for Year 1. The reason for being full-time during your final term is so that you can assure yourself and ourselves that you can sustain the demands of full-time teaching. This will enhance your employability as well as develop your passion for the profession. You can opt to complete your Early Career Teacher (ECT) Years on a part-time basis following your successful achievement of your ITTE programme.

What qualifications will you achieve?

At the end of the two years of ITTE you will gain QTS, together with a Sheffield Hallam PGCE Academic Award worth 60 Master's credits. This comprises of two written academic assignments of approximately 5000 words. Additionally you will be required to complete school based professional enquiries. Details of these will be provided at the start of the course. You will receive the same amount of SCITT Tutor and academic tuition visits as the full time trainees, but spread across the two years.

You can apply for our 2 year flexible route via the DfE Apply system. For any additional advice please contact us . You are welcome to attend one of our open days or back to school days that are advertised on our website. These are available regularly throughout the year and we will be offering a hybrid of online and face to face events.

Specialisms
Training with Disabilities
Application Process
Placement Schools
2024-25 Cohort

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2013, D&T Practice

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This JISC-commissioned study on the role of e-portfolios in formative and summative assessment was carried out during the period April 2008-December 2008 by the Centre for Recording Achievement (see http://www.jisc.ac.uk/whatwedo/programmes/elearningcapital/studyontheroleofeportfolios.aspx) The study encompassed a landscape scan of existing practice in UK HE (including HE in FE), and the identification of 34 case studies of existing practice1. Data gathered through telephone interviews were entered on to a proforma and returned to the respondent for checking and editing. In addition we carried out a more detailed study visiting four institutions to look at different stakeholder perspectives and carried out telephone interviews with a sample of external examiners or assessors. Three of the four institutions visited were selected because practice was well-established and made use of more than one tool. One was selected because it provided an innovative institutional framework which we judged to offer a truly transformational potential. Further details of our methodology can be found in the appendices of this document.

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