PEPRMARY - PGCE Primary (5-11)
Course Specification
Validation status | Validated | ||||||||
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Highest award | Postgraduate Certificate in Education | Level | Masters | ||||||
Possible interim awards | Professional Graduate Certificate in Education, Postgraduate Certificate in Education | ||||||||
Total credits for course | 120 | ||||||||
Awarding institution | London Metropolitan University | ||||||||
Teaching institutions | London Metropolitan University | ||||||||
School | School of Social Professions | ||||||||
Subject Area | Education | ||||||||
Attendance options |
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Course leader |
About the course and its strategy towards teaching and learning and towards blended learning/e-learning
Each PGCE route is a distinctive and separate route. Students may not transfer between routes once they have been accepted onto one route, except by applying afresh via the GTTR.
The PGCE programme is a one year course, which leads to two outcomes. The first outcome is the academic award of PGCE, the second relates to the recommendation for qualified teacher status (QTS). The university does not award QTS, but makes a recommendation for the award of QTS (currently to the National College for Teaching and Leadership), when students successfully complete the Post Graduate or Professional Graduate PGCE course, including both school experience modules. The rules governing QTS are set by the government (through the National College at the DfE at the time of revalidation).
The course is a blend of taught sessions at the university and school-based training. The taught course includes lectures, seminar sessions, workshops, educational visits, face-to-face discussions and on-line interactions. The PGCE course includes time to allow for individual meetings with the student’s personal group tutor to review progress and set personalised targets.
There are a statutory minimum number of days which must be based in a school / Early Years setting.. This requirement of time spent in school is met through two assessed placements in a school / Early Years setting. Regular observation, formative feedback and target setting from university and school staff support the student to make progress in their own teaching practice.
Course aims
The main educational aims of the PGCE course are:
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Course learning outcomes
By the end of the course the student is expected to demonstrate:
- Subject knowledge understanding in the relevant age phases and / or subjects to a level sufficient to teach, as required by current statutory curricula.
- Awareness of own subject knowledge strengths and development needs for teaching.
- Understanding of the urban context for teaching and learning and the diverse strengths and needs of pupils in urban schools.
- Understanding of how pupils learn, including the learning needs of pupils with Special Educational Needs and those using English as an Additional Language.
- Understanding of relevant pedagogical principles, and their application to teaching.
- Professional Knowledge and Understanding as outlined in the standards for Qualified Teacher Status.
- Understanding of the professional role and responsibility of the teacher.
- Understanding of relevant professional frameworks such as the SEN Code of Practice, and of current educational initiatives and areas of focus.
- Understanding of research methodology and a range of methods related to educational research.
- (For Postgraduate award) A systematic understanding and critical awareness of current pedagogical theories and research.
- (For Postgraduate award) Depth and breadth of a range of subjects and subject related pedagogical understanding.
- (For Postgraduate award) A systematic understanding of the complex relationship between a range of social and contextual features and the processes of learning.
Course learning outcomes / Module cross reference
• Subject knowledge understanding in the relevant Key Stage(s) to a level sufficient to teach in Foundation Stage, Key Stage 1 or Key Stage 2, as appropriate, as required by current statutory curricula or beyond:
Curriculum Studies
• Awareness of own subject knowledge strengths and development needs for teaching:
Curriculum Studies
School Experience A & B
• Understanding of the urban context for teaching and learning and the diverse strengths and needs of pupils in urban schools:
Curriculum Studies
PIP
School Experience A & B
• Understanding of how pupils learn, including the learning needs of pupils with Special Educational Needs and those using English as an Additional Language:
Curriculum Studies
PIP
School Experience A & B
• Understanding of relevant pedagogical principles, and their application to teaching:
Curriculum Studies
PIP
School Experience A & B
• Professional Knowledge and Understanding as outlined in the standards for Qualified Teacher Status:
Curriculum Studies
PIP
School Experience A & B
• Understanding of the professional role and responsibility of the teacher:
Curriculum Studies
PIP
School Experience A & B
• Understanding of relevant professional frameworks such as the SEN Code of Practice, and of current educational initiatives and areas of focus:
Curriculum Studies
PIP
School Experience A & B
• Understanding of research methodology and a range of methods related to educational research:
PIP
School Experience B
• (For Postgraduate award) A systematic understanding and critical awareness of current pedagogical theories and research:
Curriculum Studies
PIP
• (For Postgraduate award) Depth and breadth of a range of subjects and subject related pedagogical understanding:
Curriculum Studies
PIP
• (For Postgraduate award) A systematic understanding of the complex relationship between a range of social and contextual features and the processes of learning:
Curriculum Studies
PIP
School Experience A & B
Principle QAA benchmark statements
Assessment strategy
Assessment for the university taught components of the course (60 credits) is implemented through a variety of coursework instruments and practical tasks. One assignment involves a portfolio of tasks relating to teaching, whilst the second assignment is a research report. The portfolio assignment includes several opportunities to receive formative feedback from tutors and peers.
These credits are associated with ‘hybrid’ modules, and can thus be awarded at either Honours (level 6) or Masters (level 7). Student work is marked according to one assessment criteria grid, and an overall mark is identified:
(1) Masters Distinction
(2) Masters Pass
(3) Honours Pass
Students gaining 60 credits at Masters level will be awarded the Post Graduate PGCE, others passing both modules but failing to gain 60 Masters credits will be awarded the Professional Graduate PGCE.
Assessment of the school experience modules (60 credits at H level) is through observation of teaching and professional practice in relation to the professional teaching standards for QTS.
Organised work experience, work based learning, sandwich year or year abroad
Students require placements in consecutive Key Stages/phases (e.g. Foundation Stage & KS 1 or KS1 & KS2 or KS3 & KS4) depending on the route they take. See section 14.
Autumn term (flexible to fit in with school terms)
assessed placement
Spring term - Summer term
Course specific regulations
PGCE Course Regulatory Schedule
Status
Preamble
Issues that may affect a student’s suitability to commence or continue training as a teacher
Specific issues relating to Initial Teacher Education courses
In brief the implications are as follows: -
Course Structure and Assessment General
Assessment
SD6W19 School Exp |
Modules required for interim awards
N/A
Career opportunities
This intensive PGCE leads to Qualified Teacher Status (QTS), which enables you to teach 5 to 11 year olds. Our trainees have gone on to secure primary teacher roles at schools including Epsom Primary School, Dartford Bridge Primary, Mission Grove Primary School and more. Whether you have applied through London Met or School Direct, you’ll have the same opportunities for employment upon successful completion of the course.
Entry requirements
For PGCE or PGCE School Direct the minimum entry requirements are as follows:
- UK degree grade 2.2 or equivalent
- Professional Skills Tests in Literacy and Numeracy
- a Valid DBS Disclosure Certificate and Confirmation of Fitness to Teach (a London Metropolitan University Health Check) which you will be advised to apply for after an offer is made
- GCSE English, Mathematics and Science grade C (grade 4 from 2017) or above (or equivalent, see Equivalency Testing or A Star Teachers)
Applicants with third class degrees can apply on the condition that this qualification is strongly supported by postgraduate study at a master's level and relevant work experience.
We do make conditional offers (with strict deadlines) so it is important that you include all pending qualifications in your UCAS application.
If you feel your qualifications are outside of the requirements you should contact the Admissions Office for further advice before applying.
The University will assess any overseas qualifications for equivalence using a number of resources including our own internal guidelines, UK National Recognition Information Centre (NARIC) and the Bursary Tables publicly available from the National College for Teaching and Leadership (NCTL).
All applicants must be able to demonstrate written and spoken proficiency in the English language. Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
Further details
Before you can be permitted to enrol to this course:
- you must take and pass the Professional skills tests as required by the NCTL
- if you have not already passed these tests this will be made a condition of your offer with a strict deadline for completion (in practice London Met would prefer these results are confirmed before offering an interview)
- you must not already hold QTS or be qualified to teach in another EU/EEA country
Prior to the interview for this course, London Met strongly recommends:
- you have a minimum of 10 working days recent experience (within the past year) in a school
- you are prepared for your understanding of current teaching practice and issues in schools to be assessed
- you have an awareness of multiculturalism and other arising issues when teaching in urban schools, with the understanding that our placements are based in London
- you're aware you may be invited to interview based on information given in your application, so please ensure the work experience section of your application includes details of your current/recent school experience
- you're aware some offers may stipulate further school experience if required
Due to statutory requirements, we are not able to offer sponsorship under the Tier 4 visa route for this course. We will be happy to consider those falling into this category for an alternative suitable course on request. EU nationals may be considered for admission, as well as overseas nationals who already hold an alternative visa in a suitable category or have been granted permission to remain in the UK indefinitely, but please note that an additional international enhanced police check will be required.
Official use and codes
Approved to run from | 2013/14 | Specification version | 1 | Specification status | Validated |
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Original validation date | 01 Sep 2013 | Last validation date | 01 Sep 2013 | ||
Sources of funding | NCTL | ||||
JACS codes | X120 (Training Teachers - Primary): 100% | ||||
Route code | PRMARY |
Stage 1 Level 07 September start Offered
Code | Module title | Info | Type | Credits | Location | Period | Day | Time |
---|---|---|---|---|---|---|---|---|
SDQ017 | Curriculum Studies | Core | 30 | NORTH | AUT+SPR | MULT | ||
SDQ018 | Professionalism and Inclusive Practice | Core | 30 | NORTH | SPR+SUM | NA | ||
NORTH | AUT | NA | ||||||
NORTH | AUT+SPR | MULT | ||||||
SDQW21 | School Experience to Progress Point 2 | Core | 15 | NORTH | AUT | NA | ||
SDQW22 | School Experience to Progress Point 5 | Core | 45 | NORTH | AUT | NA | ||
NORTH | SPR | NA |
Stage 1 Level 07 January start Not currently offered
Code | Module title | Info | Type | Credits | Location | Period | Day | Time |
---|---|---|---|---|---|---|---|---|
SDQ017 | Curriculum Studies | Core | 30 | |||||
SDQ018 | Professionalism and Inclusive Practice | Core | 30 | |||||
SDQW21 | School Experience to Progress Point 2 | Core | 15 | |||||
SDQW22 | School Experience to Progress Point 5 | Core | 45 |