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PGCE without QTS
Part time: 12 months
Our PGCE without QTS course is ideal for teachers who are studying for, or already have qualified teacher status (QTS) but not a PGCE.
If you already have QTS this course offers you a chance to gain a university postgraduate certificate (PGCE) which includes master's level credits.
The course focuses on educational pedagogy and practice. It is delivered at school training partnerships.
We designed the three modules to support and enhance Qualified Teacher Status training. Each module focuses on particular aspects of professional practice. We also help you to become a reflective practitioner and an enquiring professional.
NB: The PGCE without QTS does not in itself confer QTS.
How to apply
Specific entry requirements
Students should normally have a first degree or equivalent.
Please also see the University's general entry requirements.
All applicants will be screened for fitness to practise and a Disclosure and Barring Service (DBS) check will be made.
English language requirements
Please see the University's standard English language requirements.
International qualifications and equivalences
English requirements for visas
If you need a student visa to enter the UK you will need to meet the UK Visas and Immigration minimum language requirements as well as the University's requirements. Find out more about English language requirements.
Pathways courses for international and EU students
We offer a range of courses to help you meet the entry requirements for your postgraduate course and also familiarise you with university life in the UK.
Take a Pre-Master's course to develop your subject knowledge, study skills and academic language level in preparation for your master's course.
If you need to improve your English language, we offer pre-sessional English language courses to help you meet the English language requirements of your chosen master’s course.
Terms and Conditions of Enrolment
When you accept our offer, you agree to the Terms and Conditions of Enrolment. You should therefore read those conditions before accepting the offer.
Applications for this course are made direct to the School of Education at Oxford Brookes.
Please click the button below and complete the initial application form.
Questions about fees?
Contact Student Finance on:
Questions about fees?
Contact Student Finance on:
+44 (0)1865 483088
Fees quoted are for the first year only. If you are studying a course that lasts longer than one year your fees will increase each year.
Please be aware that some courses will involve some additional costs that are not covered by your fees. Specific additional costs for this course are detailed below.
|Additional costs||Amount (£)|
|Travel and associated costs if relevant when undertaking work placements.||£30-700 per year|
It’s your responsibility to cover print / binding costs where coursework submission is required. Please note that a lot of the coursework is now submitted online.
|You may choose to purchase books to support your studies. Many books on our reading lists are available via the Library, or can be purchased secondhand.||£20-60 per book|
Accommodation fees in Brookes Letting (most do not include bills)
|£94-265 per week|
Accommodation fees in university halls (bills included, excluding laundry costs)
|£122-180 per week|
Graduation costs include tickets, gowning and photography. Gowns are not compulsory but typically students do hire robes, starting at £41.
Students are responsible for their own travel to and from university for classes. BrookesBus travel is subsidised for full-time undergraduate students that are on a course with a fee of £9,250 or more, or living in an Oxford Brookes hall of residence. There is an administration fee for the production of a BrookesKey.
Funding your studies
Financial support and scholarships
Featured funding opportunities available for this course.
All financial support and scholarships
Learning and assessment
You will study three modules are at either level six or level seven.
Introduction to Professional Learning (20 credits)
You will be introduced to professional and practical theories of learning and curricula. You will develop knowledge, skills and understanding of pedagogy and its evidence base that can be applied to your own professional classroom practice. The vehicle for exploring various themes, and developing the skills of reflection and criticality, is studying what constitutes excellent classroom practice.
You will be involved in activities to develop academic literacy and enable your future practice to be intellectually informed by research, theory and initiatives.
This module also provides the foundational understanding in academic research skills and practice that will be built upon in the modules, Key Issues in Learning and Teaching, and Becoming an Early Career Teacher.
Key Issues in Learning and Teaching (20 credits)
You will develop your awareness of key issues, themes and debates in education. This module builds upon the knowledge, skills and understanding covered in the Introduction to Professional Learning in order to better equip you to work within the constantly changing landscape of education. By focusing on a selection of contemporary issues and debates, relevant to your pathway/age-phase, with the option of drawing upon and reflecting upon your own developing classroom practice, you will be better supported in entering your years as an Early Career Teacher (ECT) and further developing your career in education.
Becoming an Early Career Teacher (20 credits)
On this module you'll progress your own teaching, and the learning of your pupils/students. You'll explore the culture of teaching from the perspective of the self. You'll examine identities, thoughts, feelings and experiences. In individuals and also in relationships, communities and culture.
You'll gain a foundation in the approaches, issues and debates surrounding educational research. You'll explore the evidence behind education research and the implications for teachers. Such as:
- Developing teaching through practical ideas
- Exemplification of the research in practice.
You'll be part of a collaborative learning community of Early Career Teachers. Sharing best practice and the challenges you face.
Please note: As our courses are reviewed regularly as part of our quality assurance framework, the modules you can choose from may vary from that shown here. The structure of the course may also mean some modules are not available to you.
Learning and teaching
You will study a programme of three modules designed to support and enhance the QTS training delivered at school training partnership.
Assessment methods used on this course
The three compulsory modules are master’s level modules (level 7).
In addition to the level 7 expectations within taught sessions, these modules are distinguished from level 6 by the expected assessment preparation hours and the length and complexity of assignments.
The pattern of assessment is based on the aims, learning outcomes and rationale of the programme. Assessment is concerned particularly with the development and demonstration of knowledge and understanding, and of professional competence.
You will have 3 formal assessments. One at the end of each module.
In the assignments you will explore different aspects of educational theory and practice.
Throughout the year you will be expected to:
- Participate in lectures, seminars and workshops
- Work in groups to examine and discuss issues related to teaching
- Plan and deliver short presentations
- Observe and analyse teaching
- Work with a range of practical resources, including digital
- Work in an appropriate educational setting
The School of Education is a thriving centre for educational research and teacher professional development. Students on master's level programmes therefore join a large research community comprising researchers at all levels of higher education study.
We hold two major research conferences each year - the School of Education Research Conference and the EdD Colloquium. All students are invited to attend our annual Research
Seminar Series (which attracts both internal and external speakers). We also organise a number of conferences, lectures, seminars and debates, some of which have an international reach.
The School’s six research groups exist to encourage engagement in research, publication, conference presentations, seminars and workshops:
- Inclusion and Wellbeing
- Policy, Partnership and Leadership
- STEAM pedagogy and learning
- Humanistic Perspectives on Education
- Early Years
- Applied Linguistics
After you graduate
This PGCE without QTS aims to develop reflective practitioners.
Your learning on the course may lead to better prospects for career advancement. Completion of the course shows a commitment to professional development and can be used as a credit to build towards a full MA Education.
A PGCE is often a criteria for teaching abroad.
Programme Changes:On rare occasions we may need to make changes to our course programmes after they have been published on the website.
For more information, please visit our Changes to programmes page.