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Primary 5-11 (with QTS)

PGCE

Key facts

Start dates

September 2021 / September 2022

Location

Harcourt Hill

Course length

Full time: Up to 42 weeks

Department

School of Education

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Overview

Do you want to be a teacher who makes a real difference? When you train to teach at Oxford Brookes you’ll discover how you can become an outstanding teacher.

You’ll build confidence teaching in any classroom. And you'll be able to support children from all different backgrounds. You’ll experience five different schools. And you’ll have the freedom to experiment with approaches and techniques as you go.

You’ll be training within a supportive community of educators, with mentors who can help you master skills and explore specialisms. You’ll have time to build knowledge across all primary subjects. And we'll support you to find a teaching style that feels right for you.

You’ll benefit from

A network of 650 partner schools
Professional Masters level modules
Hands-on SEN experience
Optional training in music and PE
A library of resources and equipment

You’ll graduate as a resilient professional, with a teaching style that’s right for you.

How to apply

Entry requirements

Specific entry requirements

GCSE: Passes at GCSE Level 4 (grade C) or above in English Language, Mathematics and Science (or equivalent).

Recognised UK degree, or degree equivalent, typically at second class honours.

Before applying for the course, it is strongly recommended that you gain school experience.

Satisfactory health and criminal record audits.

You will have to apply for your teacher training course through the UCAS for teacher training application form.

All candidates whose application forms indicate appropriate qualification and experience will be invited for a virtual interview.

Please also see the University's general entry requirements.

Screening

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

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.

We recommend that you apply as early as possible as places for postgraduate teacher training are highly competitive. Early application is especially advised if you live locally and would like to work in our partnership schools

Apply now

Tuition fees

Please see the fees note

Home/EU full time

£9,250

International full time

£13,900

Home (UK) full time

£9,250

International / EU full time

£14,900

Questions about fees?

Contact Student Finance on:

+44 (0)1865 483088

financefees@brookes.ac.uk

Tuition fees

2020 / 21

Home/EU full time

£9,250

International full time

£13,900

2021 / 22

Home (UK) full time

£9,250

International / EU full time

£14,900

Questions about fees?

Contact Student Finance on:

+44 (0)1865 483088

financefees@brookes.ac.uk

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

All Oxford Brookes alumni, friends and family 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.

Please note that students will be expected to fund their travel costs to undertake school placements.

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. 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 complete up to three of the module credits at Level seven (masters level) as part of this course.

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 across classes within your chosen age range, in at least two partnership schools.

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.

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 Teaching and Learning (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.

Professional Studies

This is your chance to learn more about the full professional life of a teacher. You’ll examine issues and challenges related to:

why and how schools work as they do
why and how teachers teach as they do
why and how children learn as they do.

The learning links with all your other modules, to help you explore the processes of planning, teaching and assessment. Your own experiences are important here as you develop your reflective practice. We aim to help you build the self-esteem and confidence you need to become a really effective teacher, able to meet children’s needs in imaginative and stimulating ways.

English

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
learning about languages: how they work and the links between them
talk for learning
using media technologies in developing children’s language and literacy
literature in the primary classroom
using drama strategies in developing children’s language and literacy.

Mathematics

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 Foundation Stage and primary years. 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

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 Foundation Stage and primary years. 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.

Humanities

Here you’ll gain a foundation in the three humanity subjects: RE, geography and history. Practical workshop sessions and project-based work will help to build your confidence and enjoyment of these subjects. We’ll investigate topics like:

national and local initiatives to support 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 humanities
cross-curricular approaches.

Arts

You’ll gain a grounding in the two arts subjects: art and music. You’ll take part in practical workshops, aimed at building your enjoyment of art and music and your confidence in teaching them. You’ll explore topics such as:

aspects of learning outside the classroom
using the expertise of educational officers and tutors in a variety of venues
embedding global citizenship, cultural diversity and cultural heritage
Introducing cross-curricular approaches
the effective use of ICT in arts.

PE, Health and Wellbeing

You’ll draw on your own experiences and gain a grounding in Physical Education and Health and Wellbeing. Practical workshops and lectures will help you build your confidence and enjoyment of these aspects of the curriculum.

We’ll investigate topics like:

national and local requirements for Physical Education
local and national initiatives for Physical Education
using the expertise of educational officers and tutors in outdoor venues
develop an understanding of relevant cross-curricular links
the effective use of ICT in PE

You’ll also have the voluntary optional residential visit to an outdoor centre in South Wales - cost details can be found in the additional costs section above.

Design and Computing

You’ll participate in practical and interactive workshops to develop your teaching of Design Technology. You’ll use a mix of technical learning skills and consider pedagogy. You’ll have the opportunity to attend a computing conference day and you will receive an extension computing reading list, to help assist you in using technology in the classroom environment.

You’ll explore:

national and local syllabus requirements
using expertise of educational officers and tutors in a variety of venues
the effective use of ICT
cross-curricular approaches to the subject

School based training

Compulsory modules

School based training 1

This is the first of three main blocks of school-based training placements (SBT) that you’ll undertake. You’ll be based in one of the University’s partnership schools. 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 training 2

In your second placement, 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 training 3

In your final placement, you’ll be delivering sustained teaching across the curriculum. You’ll take 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 receive further input from visiting speakers from:

partnership schools
teaching unions.

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

Assessment methods used on this course

All academic modules are rigorously assessed, mostly by written assignments. The school based training is assessed against the Teachers' Standards during school placements.

Assessment is based on:

coursework
assignments
achievement against the Teachers' Standards for the award of Qualified Teacher Status (QTS).

Research

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

After you graduate

Career prospects

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.

In 2016/17, 100% of completing students found employment following the end of the course.

Student profiles

Ian Mazonowicz

"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"