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PGCE without QTS

PGCE

School of Education

Postgraduate Certificates

The PGCE without QTS is a programme of three modules designed to support and enhance the Qualified Teacher Status training delivered at school training partnerships. Each module focuses on particular aspects of professional practice. Educational pedagogy and practice form the focus of the course. Other areas of focus include becoming a reflective practitioner and an enquiring professional.

NB: The PGCE without QTS does not in itself confer QTS.

Available start dates

September 2019 / September 2020

Teaching location

Harcourt Hill Campus

Course length

  • Part time: 1 year

For full application details, please see the 'How to apply / Entry requirements' section.

  • This course is for teachers who are studying for, or already have qualified teacher status (QTS) but not a PGCE, which is an academic certification.
  • If you already have QTS but not a PGCE it offers you a chance to gain a university postgraduate certificate which includes master's level credits.
Three modules are studied at either level 6 or level 7.

The Excellent Practitioner
You will identify and develop the key skills and attributes necessary to become an excellent practitioner. The module has two key underlying themes, reflection and criticality. You will explore what reflection is, and how reflection can improve teaching and learning. You will also consider what it means to be critical and how teachers critical practitioners.
The vehicle for exploring these themes, and developing the skills of reflection and criticality, is studying what constitutes excellent classroom practice.

Key issues in Teaching and Learning
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 Excellent Practitioner 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
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, The Excellent Practitioner, 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. In addition to the level 7 expectations within taught sessions, this module is distinguished from its level 6 counterpart by its expected assessment preparation hours and the length and complexity of its assignment. 

Please note that our courses are reviewed regularly as part of our quality assurance framework, and the modules may vary from the ones shown here.

Teaching and learning

This course is a programme of three modules designed to support and enhance the QTS training delivered at school training partnerships. Each module focuses on particular aspects of professional practice. Education pedagogy and practice form the focus of the course. Other areas of focus include becoming a reflective practitioner and an enquiring professional.

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.

Tuition fees

Home/EU - part time fee: 2018/19: £1,530 2019/20: £1,560

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 in the 'This course in detail' window above.

Questions about fees?
Contact Student Finance on:
+44 (0)1865 483088
finance-fees@brookes.ac.uk

Funding and scholarships

Entry requirements

Students should normally have a first degree or equivalent.

Screening

All applicants will be screened for fitness for practice and a Disclosure and Barring Service (DBS) check will be made.

Please also see the university's general entry requirements.

English language requirements

Please see the university's standard English language requirements

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.

International applications

Preparation courses for International and EU students

We offer a range of courses to help you to meet the entry requirements for this course and also familiarise you with university life. You may also be able to apply for one student visa to cover both courses.

  • Take our Pre-Master's course to help you to meet both the English language and academic entry requirements for your master's course.
  • If you need to improve your English language, we have pre-sessional English language courses available to help you to meet the English language requirements of your chosen master’s.

If you are studying outside the UK, for more details about your specific country entry requirements, translated information, local contacts and programmes within your country, please have a look at our country pages.

How to apply

Please make your application via secured school partnership training place or directly to the School of Education at education@brookes.ac.uk.

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.

How this course helps you develop

This PGCE without QTS aims to develop reflective practitioners. 

Careers

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.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:

  • studying at a Brookes partner college
  • studying on any of our teacher education courses or postgraduate education courses.

How Brookes supports postgraduate students

The School of Education is one of the UK's biggest providers of professional development in the UK. You will be learning alongside students from a range of backgrounds and with the support of a caring and efficient administrative staff, you will become a member of a rich and diverse intellectual and social environment.

Supporting your learning

From academic advisers and support co-ordinators to specialist subject librarians and other learning support staff, we want to ensure that you get the best out of your studies.

Personal support services

We want your time at Brookes to be as enjoyable and successful as possible. That's why we provide all the facilities you need to be relaxed, happy and healthy throughout your studies.

Research highlights

Sustained excellence in research and publication has ensured that a significant proportion of our School of Education staff were entered for the Research Excellence Framework (REF) in 2014 (UoA 25). Almost 90% of our research was deemed to be of international merit, with around one half either ‘world-leading’ or ‘internationally excellent’. Contributions to the REF were spread across all of our research groups.

Our research aims to create impact on contemporary educational issues - supporting knowledge creation and developing innovative approaches to researching pedagogic practices. The School’s research strategy functions at all spatial scales, from local to global. We publish our highest quality research in leading peer-reviewed journals. Emeritus, Honorary and Visiting Research Fellows contribute to our research programmes and outputs.

The School holds two major research conferences each year - the School of Education Research Conference and the EdD Colloquium. Our Research Seminar Series (which attracts both internal and external speakers) runs annually - all students are invited to attend. We also organise a number of conferences, lectures, seminars and debates, some of which have an international reach.

Members of the School are engaged in a variety of funded and unfunded research projects; we have previously enjoyed prestigious funded scholarships (such as the Fulbright – Peabody scholarship) and, when feasible, offer funded Research Studentships to doctoral applicants. Our Centre for Educational Consultancy and Development (CECD) regularly secures consultancy and research money.

As might be expected in such a research active school, many staff are engaged as editors, editorial board members, or reviewers for various peer reviewed academic and professional journals, as well as online journals.

View all staff profiles for School of Education.

Research areas and clusters

The School of Education at Oxford Brookes University is a thriving centre for educational research and teacher professional development.

The School’s six research groups reflect a thriving research community of academics, scholars and students. They exist to encourage engagement in research, publication, conference presentations, seminars and workshops. These groups focus on:

  • Inclusion and Wellbeing
  • Policy, Partnership and Leadership
  • STEAM pedagogy and learning
  • Humanistic Perspectives on Education
  • Early Years
  • Applied Linguistics.