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Primary 3-7 (with QTS)
Our PGCE Primary 3-7 course provides you with the professional skills required to become an effective teacher. And teaches you how to inspire primary school children aged between 3-7 years old.
You will be confirmed by the National College of Teaching and Leadership as a newly qualified teacher (NQT) on:
- successful completion of the course
- successfully passing the prescribed QTS skills tests.
A key element of your training involves substantial periods of practical placement across the age ranges. Our course helps you to develop the professional skills needed to become an effective classroom practitioner in primary or nursery school settings, with children aged 3-7 years. These include:
- professional attributes
Places for postgraduate teacher training are highly competitive so we recommend that you apply as early as possible. There is no deadline for applications. Early application is especially advised if you live locally and would like to work in our partnership schools.
How to apply
Apply for this course through UCAS for teacher training.
We are fully committed to equal opportunities and welcome applications from all sections of the community, from people at all stages of life, and seek to make all our courses as inclusive as possible.
Questions about fees?
Contact Student Finance on:
Questions about fees?
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, if any, are detailed below.
Financial support and scholarships
Learning and assessment
You will complete up to three module credits at Level seven (masters level).
The Oxford Brookes Primary Partnership of schools is well established. Mentors and teachers are involved in all aspects of your training. You will undertake periods of school experience teaching in at least two partnership schools. This starts with a nursery placement, followed by KS1 and finally time in a reception class.
- the good attainment and outstanding progress of students, irrespective of their varied starting points
- communication across the partnership, which ensures high expectations and consistency
- very effective team working among enthusiastic, committed and knowledgeable trainers at all levels
- the commitment and enthusiasm of trainees, their outstanding professional attitudes to their development, and the capacity to identify their own learning priorities
- the outstanding support provided for individual trainees, particularly those who are at risk of failure.
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
There is currently a demographic bulge in the primary age population so career prospects for trained primary teachers are currently excellent.
By completing placements in a variety of local primary schools, you will build excellent relationships with head teachers helping your future employment prospects. Many of our graduates go on to gain employment in the schools where they have previously been placed. In 2016 all those on the 3-7 PGCE had a teaching post before they had completed the course.
"The desire to teach finally won out last year and I applied to do a Primary PGCE at Oxford Brookes. Having seen friends and family undertake teacher training, I knew it was going to be intensive, but I wanted to do a PGCE rather than take another route into teaching as I value both the peer support from other students and working in a university setting"Read more about Amy
"I was attracted to the PGCE at Oxford Brookes because of its locality and because it offered the balance between placement and campus time that I wanted in order to be the best teacher I could possibly be"Read more about Ian
"I decided to study the course because I had reached a point in my career where I had progressed well but was so removed from the reason I started my career in retail buying that I wasn’t sure why I was going to work every day"Read more about Nicola
"I had already heard that the Oxford Brookes PGCE was a really good course and I liked the idea of joining a university that had a lot of courses surrounding education, as I knew that there would be plenty of resources and many people to give a professional opinion"Read more about Sarah-Jane
"The reputation of the PGCE Primary course at Brookes is well known, and even before I became interested in becoming a Primary School teacher I was aware that Brookes was well-respected in this area"Read more about Scott
"I was attracted to the Primary PGCE course because of the standard of teaching that is offered. When researching into possible places to study Brookes stood above the rest because of its outstanding Ofsted report and reviews from former students"Read more about Stephen
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.