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Primary 5-11 (with QTS)

PGCE

Key facts


Start dates

September 2020 / September 2021

Location

Harcourt Hill

Course length

Full time: Up to 42 weeks

Department

School of Education

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 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

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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.

Although there is no deadline for applications 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:

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

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.

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.
Student teachers with pupils

Study modules

Taught modules

Compulsory modules

Introduction to Professional Learning (20 credits)

The module aims to provide Initial Teacher Training Postgraduate students with an introduction to professional, practical theories of learning and curriculum before they begin their first experience of substantive teaching. Students will develop their knowledge, skills and understanding of pedagogy and its evidence base and will apply this to their own practical classrooms skills.

Key issues in Teaching and Learning (20 credits)

This module aims to develop trainees’ awareness of key issues, themes and debates in education. It builds upon the knowledge, skills and understanding covered in the modules: Introduction to Professional Learning and Professional Studies in order to better equip students to work within the constantly changing landscape of education. By focusing on a selection of contemporary issues and debates, relevant to their pathway/age-phase, with the option of drawing upon and reflecting upon their own developing classroom practice, students will be better supported in entering the Newly Qualified Teacher year and further developing their career in education.

Supporting Evidence Informed Practice (20 credits)

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

Professional Studies

This module is concerned with the set of attitudes, skills and knowledge required to develop

understanding of the full professional life of a teacher. It considers particularly the 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.

This is done in a way that supports, enhances and links with all other modules to consider the

processes of planning, teaching and assessment. The module values trainees’ own experiences,

and endeavours to provide a key role in developing reflective practice, thus fostering the self-esteem and confidence required to meet children’s needs in an imaginative and stimulating way.

 

English

This module focuses on the pedagogic knowledge and understanding required to secure children’s progress in developing languages and literacy within meaningful contexts. Reflection on trainees’ own learning in order to consider the implications for classroom practice will be a central element of the module.

Mathematics

In this module trainees will develop their subject knowledge, understanding, skills, attitudes and confidence in mathematics.  They will acquire knowledge and understanding required to secure the progress and enjoyment of all their children in mathematics across the Foundation Stage and primary years. Trainees will develop their understanding of the teaching of these subjects in schools and learning will be enhanced through cross-curricular work linking mathematics with other subjects, and by promoting communication and creativity. The module will enable trainees to meet the relevant current requirements for the award of Qualified Teacher Status.

Science

In this module trainees will develop their subject knowledge, understanding, skills, attitudes and confidence in science.  They will acquire knowledge and understanding required to secure the progress and engagement of all their children in science across the Foundation Stage and primary years. Trainees will develop their understanding of the teaching of science in schools and learning will be enhanced through cross-curricular work linking science with other subjects. There will be particular emphasis on the research proven value of planning for science lessons that facilitate children’s higher order thinking through purposeful practical science and pupil talk. Focused assessment of pupils’ understanding will be considered and how this feeds into future planning. The module will enable trainees to meet the relevant current requirements for the award of Qualified Teacher Status.

Humanities

Building on the diversity of the trainee’s own experiences this module provides a foundation in the three humanity subjects: RE, geography and history. An emphasis will be given to fostering the trainee’s confidence and enjoyment of these aspects of the curriculum through practical workshop sessions and whole cohort lectures. The trainees will be introduced to a rich range of experiences and processes of teaching, and learning will be addressed including curriculum requirements.

Throughout this module trainees will be expected to pursue independently other lines of enquiry, such as cultural week, in order to develop their own pedagogy and practice.

 

Arts

Building on the diversity of the trainee’s own experiences this module provides a foundation in the two arts subjects: art and music. An emphasis will be given to fostering the trainee’s confidence and enjoyment of these aspects of the curriculum through practical workshop sessions and whole cohort lectures. The trainees will be introduced to a rich range of experiences and processes of teaching, and learning will be addressed including curriculum requirements.

Throughout this module trainees will be expected to pursue independently other lines of enquiry, such as cultural week, in order to develop their own pedagogy and practice.

 

PE, Health and Wellbeing

Design and Computing

School based training

Compulsory modules

School based training 1

This module provides opportunities for trainees to gain an insight into the full professional life of a teacher. Trainees will address issues and challenges which arise in teaching and learning and  develop a set of attitudes, skills and knowledge relevant to the expectations of the Teachers’ Standards (DfE 2012).Through planning, teaching and assessment opportunities and subject expectations trainees will fulfil their potential as a reflective classroom practitioner in order to meet the Teachers’ Standards.

This module is the first of three main blocks of School-based Training placements (SBT), which will take place in the University’s Partnership schools. This first placement will engage trainees in introductory activities based on the classroom environment where they will consider how learning takes place. 

Trainees will need to be successful in each element of SBT in order to pass the programme.

School based training 2

This module provides opportunities for trainees to gain an insight into the full professional life of a teacher. Trainees will address issues and challenges which arise in teaching and learning and  develop a set of attitudes, skills and knowledge relevant to the expectations of the Teachers’ Standards (DfE 2012).Through planning, teaching and assessment opportunities and subject expectations trainees will fulfil their potential as a reflective classroom practitioner in order to meet the Teachers’ Standards.

This module is the second of three main blocks of School-based Training placements (SBT), which will take place in the University’s Partnership schools. This second placement will engage trainees in developing activities based on the classroom environment where they will consider how learning  and assessment of children’s learning takes place. 

 

 

School based training 3

This module provides opportunities for trainees to gain an insight into the full professional life of a teacher. Trainees will address issues and challenges which arise in teaching and learning and  develop a set of attitudes, skills and knowledge relevant to the expectations of the Teachers’ Standards (DfE 2012).Through planning, teaching and assessment opportunities and subject expectations trainees will fulfil their potential as a reflective classroom practitioner in order to meet the Teachers’ Standards.

This module is the third of three main blocks of School-based Training placements (SBT), which will take place in the University’s Partnership schools. This final placement will engage trainees in sustained teaching of children across the curriculum and taking on the full role of the classroom teacher in preparation for their first teaching post.

 

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

Male student working in cafe

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


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.