This full-time, one-year course or, up to 2 year, part time course includes both school based experiences and sessions at the university with a strong focus on integrating theory and practice.
At least 120 days will be based in schools. School placements are carefully structured to ensure gradual development of your confidence as an effective teacher through building up experiences working with university based mentors and school based mentors.
Training for those on the 3-7 route also includes study of the Early Years Foundation (EYFS) there is experience in age phases adjacent to your chosen age phase as part of your training.
|PGCE Primary 3-7 full-time||X125|
|PGCE Primary 3-7 flexible route||2NP6|
|PGCE Primary 5-11 full-time||X175|
|PGCE Primary 5-11 flexible route||2NP7|
Award: Postgraduate and Professional graduate
Duration: 1 year full-time
Start Date: September
Typical Offer: 2:2 degree classification and we advise around 5+ days experience
Institution Code: B38
UCAS Code: X125, X175, 2NP6, 2NP7
About PGCE (Primary) at BGU
For both the full time and part time programmes there is a strong emphasis on linking theory and practice and the academic modules support you in developing your practice. All placements are part of the on-going assessment against the QTS standards and build up to longer placements. On the full time programme this is in the second and third terms and on the part time programme in the second year. There are opportunities for enrichment experiences to develop your breadth of experience in different schools.
The full time course normally begins in early September and finishes at the end of June/start of July.
The part time route is particularly appropriate for graduate career changers or if you want to have a more gradual build up in the amount of teaching that you do. You will need extremely good time management skills, energy, a capacity for independent study and an ability to manage several tasks in parallel.
Our recent Ofsted Report (2016) found that high-quality training, provided through effective partnership between the university and schools, “ensures that teachers trained by the university present as confident and effective practitioners, who are valued by their employing schools.
Our trainees’ strengths include:
- their self-motivation in identifying and securing their own professional development
- their well-developed personal qualities, which allow them to establish productive relationships with staff and pupils, and create a good climate for learning in the classroom
- their professional attributes and personal qualities, including their commitment and self-motivation in relation to their own professional development
What You Will Study
At present you register for the course at Post Graduate level or professional graduate level, either gaining 60 masters credits (level 7) or 60 credits at professional graduate level (level 6). The modules relate to the professional role of the teacher, the need to be a reflective practitioner, to develop your own knowledge of subjects and areas taught within primary schools and early years setting and how you teach to support children in effective learning.
The course will include lectures, seminars, workshops, Independent Study, tutorials, school-based training and will recommend you for Qualified Teacher Status (QTS). The University-based sessions are very much a starting point for the training undertaken in schools through observation and working alongside experienced teachers.
We offer a mix of lectures, seminars, tutorials, practical workshops independent study and school-based training. Assessments include written assignments that support your analysis and reflection of theory and practice.
You will normally need:
- GCSEs at grade C or above (or equivalent) in English Language, Mathematics and a Science at the time of application. Please see our list of accepted equivalents.
- an honours degree at a 2:2 classification or above (Where the degree result is to be awarded in the year of application, we will require a predicted degree classification as part of an academic reference provided on the application)
- Experience – please see information below
- Skills Tests in Numeracy and Literacy
- Declaration of Health
- DBS (formerly the CRB) Enhanced Disclosure
When shortlisting for interview, we will consider the following aspects of your qualifications:
- GCSE grades (or equivalents) and relevance of subjects
- A Level grades (or equivalents) and relevance of subjects
- Degree Class and relevance of content
- Additional relevant qualifications
You must be able to evidence successful completion of your GCSE qualifications by July 31st 2016 for September 2016 entry. We are unable to consider applications with a pending GCSE qualification if the final result cannot be evidenced by July 31st. Please see our list of accepted equivalents.
Experience in a relevant setting is important as it will help you to make sure that you are aware of the role of a teacher in the twenty-first century. The course is intensive and demanding and you need to be aware of what a career in the teaching profession entails. It is also important to obtain this experience as we look for evidence of recent experience on your application form, and you will also need to talk about your recent experience in a relevant setting at interview, reflecting on what you have learned.
When shortlisting for interview, we will consider the following aspects of your experience:
- Days in school observing practice, how recent and breadth
- Days of teaching
- Other relevant work experience
- Ability to discuss the experiences that you have had in schools
As a general rule, we advise around 5+ days in a relevant setting would be a good starting point for you to gain an interview for the Primary PGCE.
A School-based reference is required as part of the application process, however, please be aware that we are not able to accept references from relations working in the same setting.
All trainee teachers are required to pass skills tests in numeracy and literacy before they can be recommended for the award of Qualified Teacher Status (QTS). Applicants to ITT courses which start after 1 July 2013 will be required to pass the skills tests before starting their course and this will be a condition of your offer if it applies to you.
The numeracy and literacy skills tests do not replace the GCSE grade C equivalence entry requirement and are taken online at any of approximately 150 test centres throughout the UK. If successful at the interview stage, this will form part of your conditions of offer. Please click here for further information.
Disclosure Barring Service (DBS) – formerly the CRB and Health
In addition you will be required to obtain a satisfactory Declaration of Health Form, or if required, a medical examination. In addition, all students will need to pay £57.20 for an Enhanced Disclosure from the Disclosure and Barring Service (DBS) (formerly the Criminal Records Bureau (CRB)). A successful Enhanced Disclosure is required before commencing the course.
If you have any questions about the entry requirements for this course, please contact our Enquiries team for advice on +44 (0) 1522 583658 or email email@example.com.
BGU is committed to widening access and participation and we adhere to a strict policy of non-discrimination.
Accreditation for Prior Learning
If you’ve recently completed or studied a particular module as part of a previous qualification, this may mean that you’re not required to undertake a particular module of your BGU course. However, this must be agreed in writing and you must apply for this.
Careers and Further Study
The teaching profession has a well-structured career pathway which moves progressively from initial teacher training through to newly qualified (NQT) status to qualified teacher. On passing your induction year, your career can escalate through to Leading Teachers, a Deputy Head teacher, or even a Head teacher.
Fees, Funding, Scholarships and Bursaries
There are financial incentives for postgraduate non-salaried teacher training courses in 2017/18. For further information and clarification regarding eligibility please visit the Get into Teaching website.
How to Apply
Modules studied on this course at present
- Significant Incidents for Professional Development
- Practitioner Inquiry
The focus of both modules promotes strong links between theory and practice.
If you would like more information about this course or any of the modules listed above, please contact Emma Clarke (7-11) or Paul Brenham (3-7), Cohort leaders for the programmes or Sue Lambert the Course Leader by emailing firstname.lastname@example.org, email@example.com or firstname.lastname@example.org.
Amy, PGCE Primary student
After studying my undergraduate degree I still wanted to go into teaching. This course was the way forward and will provide me with the qualification I need to be able to get into a classroom and begin my teaching career. BGU has a fantastic reputation for being a very good teaching university, and I felt that this would be a good institution to have on my CV when I was applying for a job in the future.
I have had lots of contact with staff during my time at BGU – I studied my undergraduate degree here too. I have always found the staff helpful, approachable and eager to give advice and support when necessary. Being a smaller university college, I have been able to develop a positive relationship with staff members as group sizes are small enough to receive regular contact and engagement with staff.
Whilst BGU is a much smaller university than many others in the country, it is not lacking in facilities!!! As well as a decent sized library, campus and teaching space – the activities and student community is huge and there is always something to do or get involved in if that’s your thing!!!!
I like the fact that all BGU students are very proud to be from BGU and we are well received in Lincoln and the surrounding community for our hard work, charitable work and efforts and our fun loving nature! Being part of a group of people like this is a great thing to be part of and I wouldn’t have missed out on it!cgg.dpuf
Abbi, PGCE Primary Graduate
After deciding that primary teaching was what I wanted to do, this course was chosen because of the very practical-based syllabus – much of the time is actually in schools, which is what I wanted, but even when we are doing University-based seminars, many of them are hands-on and interactive.
Jess, PGCE Primary Graduate
Whilst studying for my PGCE I found myself working alongside lots of people of different ages and backgrounds, some of whom brought a wealth of experience to the course and others found myself working alongside lots of people of different ages and backgrounds, some of whom brought a wealth of experience to the course and others which recent education experience.