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PGCE Primary 3-7 (with QTS)


Key facts

Start dates

September 2022 / September 2023


Harcourt Hill

Course length

Full time: Up to 42 weeks


School of Education


The Department for Education and The Teaching Regulation Agency


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 Teaching Regulation Agency as a newly qualified teacher (NQT) upon successful completion of the course.

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
  • knowledge
  • understanding.

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

Entry requirements

Specific entry requirements

GCSE: GCSEs or equivalents: achieve a standard of grade 4 or higher in English, Mathematics and Science (Science with Chemistry, Science with Physics, Science with Biology).

  • A recognised UK degree, or degree equivalent, normally at second class honours.
  • Additional DBS and Health teaching checks are completed prior to your enrolment.

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.

Selection process

A successful application leads to a teaching interview invite from Oxford Brookes University. A successful interview will secure your place on your chosen PGCE Primary course. 

Your teaching interview will be remote (online). 

You’ll receive an interview date invite. That contains interview advice/guidance and example questions. Please confirm your interview date as soon as possible.

Then your academic interviewer will contact you with a 30min 1-1 Zoom interview invite between 10.00 - 17.00 on your interview day. Please also accept this invite.

Before your interview you need to select a picture book that you will discuss in your interview. You'll also need your photographic ID to hand to show the academic interviewer.

At 09:00 on your interview day you will receive a recorded introductory talk from the course leader. Please watch this video.

Enjoy your interview and ask questions, it’s your chance to find out about us.


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

Apply for this course through DfE Apply.

You will receive a communication from us inviting you to an interview day if your application is successful. Due to current Covid restrictions we are running virtual online interviews at the moment.

A successful interview will lead to you receiving an offer for a place on this course. 

When you apply for the course, we recommend that you have school experience. Applicants should have insights into the primary classroom with school experience. Though this is not compulsory for applicants.


Apply now

Tuition fees

Please see the fees note
Home (UK) full time

International full time

Home (UK) full time

International full time

Questions about fees?

Contact Student Finance on:

Tuition fees

2022 / 23
Home (UK) full time

International full time

2023 / 24
Home (UK) full time

International full 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

Oxford Brookes alumni may be eligible for a 10% fees discount on postgraduate study.

General sources of funding and fees for postgraduate students can be found here.

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.

On this course you’ll be going on placements in schools. This means you’ll need a Disclosure Barring Service (DBS) check. This costs about £50. You may also need to pay an extra fee of about £15 to keep your DBS up-to-date.

A Voluntary Outdoor Education Residential for 3 days in the February half term takes place in South Wales. The cost is £180, this covers your food, accommodation, travel, equipment and tuition.

As PGCE Primary student you can take the voluntary Physical Education and School Sport (PESS) specialism - the cost is £40. Optional kit is available to purchase for those following the PESS specialism only - Polo shirts are £20 and Fleeces are £30.

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

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.

Ofsted feedback:

  • 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.
Students studying in refectory

Study modules

Taught modules

Compulsory modules

Introduction to Professional Learning (20 credits)

This gives you an introduction to practical theories of learning and curriculum before you begin your first experience of substantive teaching. You’ll develop your knowledge and understanding of pedagogy and its evidence base, so that you’ll be ready to apply this to your own practical classroom skills.

Key Issues in Learning and Teaching (20 credits)

You’ll look at key issues, themes and debates in education. You’ll focus on a selection of issues that are relevant to your pathway/age-phase, and you’ll have the option of reflecting on your own developing classroom practice. This will allow you to be better supported in entering your NQT year. 

The potential issues and themes include:

  • assessment 
  • behaviour for Learning
  • SEND/Inclusion issues
  • supporting learning with TAs
  • socio-economic and cultural issues
  • working with parents and carers.

Supporting Evidence Informed Practice (20 credits)

You’ll focus on the role and importance of research in education, with the ultimate aim of improving your teaching and your students’ learning. You’ll gain a grounding in issues and debates surrounding educational research. You’ll move on to undertake your own literature-based research project, choosing an area of education that fascinates you. Through this module you’ll strengthen your research skills as well as building a deeper knowledge of your topic area.

Outstanding Practice 3-7

You’ll learn about child development and how it affects learning in children aged three to seven. You’ll build your understanding of inclusive practice, and how it can be used to improve children’s progress. Topics will include:

  • SEND, EAL and behaviour management
  • PSHE: how it permeates the curriculum, and its impact on learning for children in this age group.

As well as observing and analysing teaching, you’ll be planning and delivering short teaching tasks to your peers – practical tasks that will help you understand how to plan and teach across the EYFS and KS 1 curriculum. You’ll also gain experience in a week-long teaching placement.


English 3-7

You’ll work on the knowledge and skills you need to teach language and literacy effectively. Reflecting on your own learning will be an important part of the process. You’ll explore topics like:

  • your own self-awareness as a language user
  • developing and assessing children’s communication skills in reading and writing including systematic synthetic phonics and grammar
  • learning about languages: how they work and the links between them
  • links between language, culture and identity 
  • the role of media technologies in developing children’s language and literacy
  • literature in the EYFS and primary classroom
  • using drama strategies in developing children’s language and literacy.

Mathematics 3-7

Here you’ll develop your knowledge, skills and confidence in mathematics. You’ll gain the grounding you need to help children progress and enjoy maths across the EYFS and KS 1. You’ll enhance your understanding with cross-curricular work linking mathematics with other subjects. 

You’ll improve your own knowledge and confidence in mathematics and your understanding of number, algebra, geometry, measures and data handling, as well as exploring topics such as:

  • applying mathematics across the curriculum
  • understanding how children learn mathematics, and how to address their misconceptions
  • the role of reasoning and communication in teaching, learning and doing mathematics 
  • developing creative, inspirational and challenging approaches to teaching mathematics across the attainment range.

Science 3-7

You’ll develop your knowledge, skills and confidence in science and understanding of the world. You’ll gain the knowledge and understanding you need to help children progress and enjoy science in the EYFS and KS 1. You’ll enhance your understanding with cross-curricular work that links science with other subjects. 

We’ll focus on the importance of planning lessons that use purposeful, practical science to stimulate children’s higher order thinking. And we’ll consider topics such as:

  • the integral role of practical activities in early years and primary science
  • the importance of pupil talk in developing their understanding of scientific concepts
  • understanding pupils’ common misconceptions in science, and good ways to address these
  • using ICT applications such as data logging and digital microscopes 
  • provision for SEND, Gifted and Talented and EAL pupils 
  • working safely in science.

Arts and Humanities 3-7

Here you’ll gain a foundation in the arts and humanities from the EYFS to KS 1. With practical workshop sessions and project-based work, you’ll build your confidence and enjoyment of the arts and humanities. We’ll investigate topics like: 

  • national and local initiatives to support arts and humanities teaching
  • learning outside the classroom
  • using the expertise of educational officers and tutors in a variety of venues
  • embedding active citizenship, cultural diversity and cultural heritage
  • using ICT effectively in the arts and humanities
  • cross-curricular approaches, making particular links with physical education and design and technology.


PE and computing 3-7

In this module, you’ll work on the knowledge and understanding you need to help children progress in physical development and their use of computing. You’ll focus on:

  • developing and assessing children’s physical development in the three to seven age range
  • links between children’s physical development and skills acquisition across the EYFS and KS 1 curriculum
  • computing in the EYFS and KS 1 curriculum
  • the role of technologies in developing children’s learning.

School based curriculum

Compulsory modules

School based curriculum 1

This is the first of three main blocks of school-based training placements (SBT) that you’ll undertake. This first placement will be in a nursery setting. You’ll engage in introductory activities based on the classroom environment, where you’ll consider how learning takes place.

Through this module, you’ll gain insight into the full professional life of a teacher. You’ll put into practice your skills of planning, teaching, maintaining behaviour and creating a suitable ethos for learning. 

You’ll explore issues such as:

  • diversity, inclusion, equal opportunity
  • teachers’ professional duties and statutory frameworks, including safeguarding
  • planning, teaching and assessment for children’s learning with an emphasis on Assessment for Learning (AFL)
  • the school and classroom as an environment for learning 
  • class management and children’s behaviour.


School based curriculum 2

Your second placement will be in a KS 1 setting. Here, you’ll develop activities based on the classroom environment, where you’ll consider how learning and assessment take place. 

Through this module, you’ll discover more about the full professional life of a teacher. You’ll develop your skills of planning, teaching, maintaining behaviour and creating a suitable ethos for learning.



School based curriculum 3

This final placement will be in a Foundation Stage setting. You’ll be delivering sustained teaching across the curriculum and taking on the full role of the classroom teacher in preparation for your first teaching post. 

You’ll be aiming to demonstrate good subject knowledge in all the primary curriculum subjects, and your ability to plan and teach great lessons for your age group. You’ll have a professional approach to your working relationship with colleagues, pupils, parents and carers.




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 be taught through the following methods:

  • lectures
  • directed reading
  • workshops
  • seminars
  • practical and project work with professional tutor support.

Attendance at lectures, workshops, seminars and school based training is a compulsory component of successful completion of the course. It is monitored throughout and reflected in trainee references.

Teaching staff are drawn primarily from the School of Education. You will also have further input from visiting speakers from:

  • partnership schools
  • teaching unions
  • newly qualified teachers (NQTs)
  • other experts within the field of education.


Assessment methods used on this course

All academic modules are rigorously assessed, mostly by written assignments.

When you are on your School Based Training you'll adhere to the School Based Curriculum which addresses the Core Content Framework.

Your assessment is based on:

  • coursework
  • assignments
  • achieving the standard towards the end of your School Based Training for the award of Qualified Teacher Status (QTS).


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

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After you graduate

Career prospects

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. 

Professional Accreditation

This course is accredited by the Teaching Regulation Agency to grant Qualified Teacher Status (QTS) in the UK. You will be provisionally registered with the Teaching Regulation Agency at the beginning of your course. Students who successfully complete the course will be recommended for QTS. 

Please be aware that following the UK's departure from the European Union, QTS awarded by UK higher education institutions is not currently recognised in the EU.


Student profiles

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.