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PGCE without QTS


Key facts

Start dates

September 2020 / September 2021


Harcourt Hill

Course length

Part time: 12 months


School of Education


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.

Three female students leaving a lecture

How to apply

Entry requirements

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.

Application process

Please make your application directly to the School of Education.

Tuition fees

Please see the fees note
Home/EU part time

Home (UK) part time

Questions about fees?

Contact Student Finance on:

Tuition fees

2020 / 21
Home/EU part time

2021 / 22
Home (UK) part time

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.

Financial support and scholarships

For general sources of financial support, see our Fees and funding pages.

Additional costs

Please be aware that some courses will involve some additional costs that are not covered by your fees. Specific additional costs for this course, if any, are detailed below.

The published course and module descriptions were accurate when first published and remain the basis of the course, but the University has had to modify some course and module content in response to government restrictions and social distancing requirements. In the event of changes made to the government advice and social distancing rules by national or local government, the University may need to make further alterations to the published course content. Detailed information on the changes will be sent to every student on confirmation in August to ensure you have all the information before you come to Oxford Brookes.

Learning and assessment

You will study three modules are at either level six or level seven.

Male student studying on iPad

Study modules

Taught modules

Compulsory modules

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 Themes in Teaching and Learning, and Supporting Evidence Informed Practice.

Key issues in Teaching and Learning (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 NQT year and further developing your career in education. 

Supporting Evidence Informed Practice (20 credits)

This module enables you as a developing practitioner to improve your own teaching, and the learning of your pupils/students, through studying the role and importance of research in education. It provides you with grounding in the approaches, issues and debates surrounding educational research. You will have the opportunity to apply the understanding and skills developed through your previous module, Introduction to Professional Learning, and undertake focused research and scholarship into an area of your interest. The focus of the research will reflect your choice of pathway/age phase. 

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 written assessments. One at the end of each module.

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

View all staff profiles for School of Education

Female student working in library

After you graduate

Career prospects

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.