Primary (5-11) PGCE | University of Chester

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Course Summary

Teaching is an extremely rewarding and challenging career. Our course is designed to provide you with the knowledge, understanding and skills that you need to be an outstanding teacher. We aim to nurture teachers who are passionate about the development of their own and their pupils' learning.

The University of Chester Partnership has a rich history of developing highly skilled, knowledgeable teachers, and has a high employability rate. Our Partnership has learning at its heart, combined with passion and enthusiasm for teaching and learning. We will provide you with the support you need to become a critically reflective evidence-based practitioner through a combination of academic challenge and school learning.

We will provide you with the support you need to become a critically reflective evidence-based practitioner through a combination of academic challenge and school-based learning. During the course, alongside placements and taught sessions, there will be specific weeks that focus on fundamental and pivotal aspects related to teaching and learning. You can also have one placement in a school in Wales and/ or in a Special Educational Needs/ Disability school – all valuable experiences which will enrich your knowledge of teaching and show your flexibility to work in different settings.

Our modules will provide you with critical understanding of pedagogy, assessment and curriculum; critical knowledge, understanding and skills in primary age phases and subjects; critical knowledge and understanding of wider professional issues, e.g. behaviour management and inclusive practice; enrichment opportunities; and at least 120 days of school-based learning.

Module content:

Introduction to the Teachers’ Standards; the role of the teacher and professionalism;
Monitoring progress towards the Teachers’ Standards;
Introduction to the National Curriculum for KS1 and KS2 and curriculum requirements and expectations in EYFS and KS3;
Using observation in classrooms to inform practice;
Preparation for school-based learning;
Safeguarding and Child Protection;
Articulacy and the use of the voice;
Behaviour Management;
Classroom management and organisation;
Planning and assessing;
Using data to set targets and monitor progress;
Differentiation;
Inclusion and Diversity;
SEN and Disability;
Working with additional adults;
Working with parents and carers;
Planning and risk assessing educational visits;
PSHE; Spiritual, Moral, Social and Cultural development;
Responding to bullying;
Reflecting on professional practice through Action Learning Groups;
Developing a personal philosophy of learning and teaching;
Careers guidance;
Preparation for induction year.

Module aims:

Associate Teachers will be supported in meeting the aims and learning outcomes of this module through the partnership between the university and schools/settings. This module aims to:

Prepare Associate Teachers with the necessary knowledge, understanding and skills to work effectively in schools, leading learning for groups of children and the whole class;
Enable Associate Teachers to apply theories of learning to their planning, teaching, learning and assessment to ensure good pupil progress;
Equip Associate Teachers to apply effective observation skills and models of reflection for professional learning;
Empower Associate Teachers to identify jointly negotiated targets and areas of focus for their development with the partnership, and take responsibility for their own professional development;
Equip trainees to plan for and select quality evidence for all QTS standards, and identify areas for focus in their first year in the teaching profession;
Enable Associate Teachers to articulate a personal philosophy of teaching and learning;
Prepare Associate Teachers for the first teaching post and the NQT year.

Module content:

Introduction to the Teachers’ Standards; the role of the teacher and professionalism;
Monitoring progress towards the Teachers’ Standards;
Introduction to the National Curriculum for KS1 and KS2 and curriculum requirements and expectations in EYFS and KS3;
Using observation in classrooms to inform practice;
Preparation for school-based learning;
Safeguarding and Child Protection;
Articulacy and the use of the voice;
Behaviour Management;
Classroom management and organisation;
Planning and assessing;
Using data to set targets and monitor progress;
Differentiation;
Inclusion and Diversity;
SEN and Disability;
Working with additional adults;
Working with parents and carers;
Planning and risk assessing educational visits;
PSHE; Spiritual, Moral, Social and Cultural development;
Responding to bullying;
Reflecting on professional practice through Action Learning Groups;
Developing a personal philosophy of learning and teaching;
Careers guidance;
Preparation for induction year.

Module aims:

Associate Teachers will be supported in meeting the aims and learning outcomes of this module through the partnership between the university and schools/settings. This module aims to:

Prepare Associate Teachers with the necessary knowledge, understanding and skills to work effectively in schools, leading learning for groups of children and the whole class;
Enable Associate Teachers to apply theories of learning to their planning, teaching, learning and assessment to ensure good pupil progress;
Equip Associate Teachers to apply effective observation skills and models of reflection for professional learning;
Empower Associate Teachers to identify jointly negotiated targets and areas of focus for their development with the partnership, and take responsibility for their own professional development;
Equip trainees to plan for and select quality evidence for all QTS standards, and identify areas for focus in their first year in the teaching profession;
Enable Associate Teachers to articulate a personal philosophy of teaching and learning;
Prepare Associate Teachers for the first teaching post and the NQT year.

Module content:

Elements common to all subjects:

Development of associate teachers’ subject content knowledge;
The nature and aims of the subject within the curriculum;
Knowledge of a range of current approaches to the teaching of the subject;
An introduction to the Programmes of Study within the National Curriculum (for National Curriculum subjects);
Promoting Behaviour Management and engagement within the subject;
Health and Safety issues relevant to the teaching of the subject;
Assessment for Learning and Planning for Progression within the subject;
Subject-specific Learning to Learn approaches;
SEND, English as an Additional Language, Diversity and Equality within the subject;
The use of computing to enhance learning and teaching;
Curriculum in EYFS and KS3.

In addition, for individual subjects:

English

Spoken English – with an emphasis on the use of standard English;
Reading : Systematic Synthetic phonics as the prime approach to teaching word - reading/decoding; reading comprehension; reading for pleasure;
Writing – Spelling, handwriting, composition, vocabulary, grammar and punctuation;
Drama conventions;
Planning and assessment in English.

Mathematics

What is effective mathematical pedagogy in the Primary school?
Principles underpinning the teaching of mathematics in the Primary years;
Overview of curriculum documentation for National Curriculum Key Stage One and Key Stage Two. Current legal requirements;
Number recognition and counting;
Introduction to place value;
Fractions and decimals;
Teaching number operations. Strategies and approaches;
Geometry;
Algebra;
Measure;
Taking mathematics outdoors – learning through experience and context;
Handling Data.

Science

The nature of science and scientific enquiry in the Primary curriculum
Materials and their Properties
Earth and Beyond
Forces
Sound
Light
Electricity
Life Processes

Module aims:

The module aims to introduce Associate Teachers to:

The theory and principles of learning and teaching in Primary and Early Years core subjects;
The issues of learning and teaching in the Primary and Early Years core subjects today;
Current curriculum teaching Primary and Early Years core subjects;
The principles of learning, teaching and assessment within Primary and Early Years core subjects.

Module content:

Elements common to all subjects:

Development of associate teachers’ subject content knowledge;
The nature and aims of the subject within the curriculum;
Knowledge of a range of current approaches to the teaching of the subject;
An introduction to the Programmes of Study within the National Curriculum (for National Curriculum subjects);
Promoting Behaviour Management and engagement within the subject;
Health and Safety issues relevant to the teaching of the subject;
Assessment for Learning and Planning for Progression within the subject;
Subject-specific Learning to Learn approaches;
SEND, English as an Additional Language, Diversity and Equality within the subject;
The use of computing to enhance learning and teaching;
Curriculum in EYFS and KS3.

In addition, for individual subjects:

English

Spoken English – with an emphasis on the use of standard English;
Reading : Systematic Synthetic phonics as the prime approach to teaching word - reading/decoding; reading comprehension; reading for pleasure;
Writing – Spelling, handwriting, composition, vocabulary, grammar and punctuation;
Drama conventions;
Planning and assessment in English.

Mathematics

What is effective mathematical pedagogy in the Primary school?
Principles underpinning the teaching of mathematics in the Primary years;
Overview of curriculum documentation for National Curriculum Key Stage One and Key Stage Two. Current legal requirements;
Number recognition and counting;
Introduction to place value;
Fractions and decimals;
Teaching number operations. Strategies and approaches;
Geometry;
Algebra;
Measure;
Taking mathematics outdoors – learning through experience and context;
Handling Data.

Science

The nature of science and scientific enquiry in the Primary curriculum
Materials and their Properties
Earth and Beyond
Forces
Sound
Light
Electricity
Life Processes

Module aims:

The module aims to introduce Associate Teachers to:

The theory and principles of learning and teaching in Primary and Early Years core subjects;
The issues of learning and teaching in the Primary and Early Years core subjects today;
Current curriculum teaching Primary and Early Years core subjects;
The principles of learning, teaching and assessment within Primary and Early Years core subjects.

Module content:

Elements common to all subjects:

Development of associate teachers’ subject content knowledge;
The nature and aims of the subject within the curriculum;
Knowledge of a range of current approaches to the teaching of the subject;
An introduction to the Programmes of Study within the National Curriculum (for National Curriculum subjects); Curriculum in EYFS and KS3 (for primary students)
Promoting engagement within the subject;
Planning for SEN, EAL and Behaviour Management;
Health and Safety issues relevant to the teaching of the subject;
Promoting English and Mathematics across the curriculum;
The use of computing to enhance learning and teaching.

In addition, for individual subjects:Geography

Strategies for developing subject knowledge in relation to the content of the National Curriculum for Geography in key stages one and two, and in EYFS.

History

The process of historical enquiry and the productive use of sources to facilitate interpretation and develop factual knowledge;
Strategies for developing subject knowledge in relation to the content of the National Curriculum for History in key stages one and two, and in EYFS.

Art

Strategies for developing subject knowledge and skills in relation to the content of the National Curriculum for Art in key stages one and two, and in EYFS.

D/ T

Strategies for developing subject knowledge and skills in relation to the content of the National Curriculum for D/T in key stages one and two, and in EYFS.

Teaching and learning approaches within the different areas of the PE curriculum in KS1, KS2 and EYFS
Developmentally appropriate PE, with progressions in motor skill learning from fundamental to sport specific movement skills.
Inclusion and differentiation in PE using the STEPs principle
PE and learning across the whole curriculum in KS1, KS2 and EYFS
Safe and effective organisation of activities, equipment and transitions within PE lesson

Music

Strategies for developing subject knowledge and skills in relation to the content of the National Curriculum for Music in key stages one and two, and in EYFS.

MFL· An exploration of the pedagogy underpinning second language learning and approaches to effective delivery of Primary Languages.· Strategies for developing subject knowledge and confidence in relation to the KS2 SoW andthe non-statutory programmes of study in the National Curriculum.Computing

Strategies for developing subject knowledge and skills in relation to the content of the National Curriculum for ICT/ Computing in key stages one and two, and in EYFS.

Introduction to RE within the curriculum, aims and legal requirements
Pedagogies of teaching RE in the Primary School and Early Years settings
The use of story in RE
Learning about and learning from Christianity, Judaism and Islam
Learning about and learning from Hinduism, Buddhism and Sikhism

Module aims:

The module aims to introduce associate teachers to:

The theory and principles of learning and teaching in foundation subjects;
The issues of learning and teaching in the foundation subjects today;
Current pedagogies of foundation subjects;
The principles of learning, teaching and assessment within foundation subjects.

Module content:

Elements common to all subjects:

Development of associate teachers’ subject content knowledge;
The nature and aims of the subject within the curriculum;
Knowledge of a range of current approaches to the teaching of the subject;
An introduction to the Programmes of Study within the National Curriculum (for National Curriculum subjects); Curriculum in EYFS and KS3 (for primary students)
Promoting engagement within the subject;
Planning for SEN, EAL and Behaviour Management;
Health and Safety issues relevant to the teaching of the subject;
Promoting English and Mathematics across the curriculum;
The use of computing to enhance learning and teaching.

In addition, for individual subjects:Geography

Strategies for developing subject knowledge in relation to the content of the National Curriculum for Geography in key stages one and two, and in EYFS.

History

The process of historical enquiry and the productive use of sources to facilitate interpretation and develop factual knowledge;
Strategies for developing subject knowledge in relation to the content of the National Curriculum for History in key stages one and two, and in EYFS.

Art

Strategies for developing subject knowledge and skills in relation to the content of the National Curriculum for Art in key stages one and two, and in EYFS.

D/ T

Strategies for developing subject knowledge and skills in relation to the content of the National Curriculum for D/T in key stages one and two, and in EYFS.

Teaching and learning approaches within the different areas of the PE curriculum in KS1, KS2 and EYFS
Developmentally appropriate PE, with progressions in motor skill learning from fundamental to sport specific movement skills.
Inclusion and differentiation in PE using the STEPs principle
PE and learning across the whole curriculum in KS1, KS2 and EYFS
Safe and effective organisation of activities, equipment and transitions within PE lesson

Music

Strategies for developing subject knowledge and skills in relation to the content of the National Curriculum for Music in key stages one and two, and in EYFS.

Strategies for developing subject knowledge and skills in relation to the content of the National Curriculum for ICT/ Computing in key stages one and two, and in EYFS.

Introduction to RE within the curriculum, aims and legal requirements
Pedagogies of teaching RE in the Primary School and Early Years settings
The use of story in RE
Learning about and learning from Christianity, Judaism and Islam
Learning about and learning from Hinduism, Buddhism and Sikhism

Module aims:

The module aims to introduce associate teachers to:

The theory and principles of learning and teaching in foundation subjects;
The issues of learning and teaching in the foundation subjects today;
Current pedagogies of foundation subjects;
The principles of learning, teaching and assessment within foundation subjects.

Module content:

Indicative content:

Extended Computing study and project;
Extended SEN study;
The role of the subject leader in school; subject leader research and presentation;
Learning outside the classroom; residential education;
Drama across the curriculum;
Extended EAL study;
Individualised professional development opportunities.

Module aims:

Associate Teachers will be supported in meeting the aims and learning outcomes of this module through the partnership between the university and schools/settings. This module aims to:

Prepare Associate Teachers with the necessary knowledge, understanding and skills to work effectively in schools, leading learning for all children, including those within vulnerable groups;
Prepare Associate Teachers with the necessary knowledge, understanding and skills to work effectively in schools, leading learning that makes innovative use of ICT;
Further Associate Teachers’ understanding of the wide variety of learners and learning experiences they will encounter and be asked to deliver;
Develop the Associate Teacher’s knowledge, understanding and skills in developing pupil engagement;
Enable Associate Teachers to develop the skills, knowledge and understanding needed to devise and deliver effective enrichment activities/projects.
Enable Associate Teachers to form an understanding of and analyse the additional leadership roles of the teacher;

Module content:

Indicative content:

Extended Computing study and project;
Extended SEN study;
The role of the subject leader in school; subject leader research and presentation;
Learning outside the classroom; residential education;
Drama across the curriculum;
Extended EAL study;
Individualised professional development opportunities.

Module aims:

Associate Teachers will be supported in meeting the aims and learning outcomes of this module through the partnership between the university and schools/settings. This module aims to:

Prepare Associate Teachers with the necessary knowledge, understanding and skills to work effectively in schools, leading learning for all children, including those within vulnerable groups;
Prepare Associate Teachers with the necessary knowledge, understanding and skills to work effectively in schools, leading learning that makes innovative use of ICT;
Further Associate Teachers’ understanding of the wide variety of learners and learning experiences they will encounter and be asked to deliver;
Develop the Associate Teacher’s knowledge, understanding and skills in developing pupil engagement;
Enable Associate Teachers to develop the skills, knowledge and understanding needed to devise and deliver effective enrichment activities/projects.
Enable Associate Teachers to form an understanding of and analyse the additional leadership roles of the teacher;

Module content:

Preparation for the period of school based professional training and reflection on learning sessions to include but is not limited to:

Observing legislation in practice. The National Curriculum; team teaching - principles and practice.
Using school data, tracking and assessment to identify gaps in achievement and potential barriers to learning.
Applying the statutory frameworks to plan a series of lessons which show challenge and progression.
The unique child - planning for inclusion and addressing factors that impact on learning with a focus on children wit additional needs and evidenced in child profiles.
Whole class medium and short term planning and assessment.
Assessing children's learning formatively and summatively.
Behaviour management strategies.
Managing the work of others to support learning.
Communicating with parents and carers.

Associate teachers will undertake a range of activities in schools or educational settings. The school-based professional training will enable ATs to undertake activities which will enhance their understanding of the Teachers' Standards

Teachers' Standards Part 1: 1, 2, 3, 4, 5, 6, 7, 8

Part 2: A teacher is expected to demonstrate consistently high standards of personal and professional conduct. Teachers must have proper and professional regard for ethos, policies, and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

Module aims:

Associate teachers will be supported in meeting the aims and learning outcomes of this module thorugh partnership between University and schools/ settings. This module aims to:

Equip ATs to meet relevant Teachers' Standards commensurate to their age range and age range for which they are training to teach.
Apply effective observation skills and models of reflection for professional learning.
Strengthen ATs' understanding of data, and the teacher's responsibility for ensuring progression and attainment of all children.
Enable ATs to independently plan, teach, assess and evaluate their teaching and lead learning for groups of children and the whole class, including vulnerable groups and those with additional needs.
Equip ATs with the necessary knowledge, understanding and skills to work collaboratively with other professionals and parents/carers.
Empower ATs to identify jointly negotiated targets and areas of focus for their development with the Partnership, and take responsibility for their own professional development.

Module content:

Preparation for the period of school based professional training and reflection on learning sessions to include but is not limited to:

Observing legislation in practice. The National Curriculum; team teaching - principles and practice.
Using school data, tracking and assessment to identify gaps in achievement and potential barriers to learning.
Applying the statutory frameworks to plan a series of lessons which show challenge and progression.
The unique child - planning for inclusion and addressing factors that impact on learning with a focus on children wit additional needs and evidenced in child profiles.
Whole class medium and short term planning and assessment.
Assessing children's learning formatively and summatively.
Behaviour management strategies.
Managing the work of others to support learning.
Communicating with parents and carers.

Teachers' Standards Part 1: 1, 2, 3, 4, 5, 6, 7, 8

Module aims:

Associate teachers will be supported in meeting the aims and learning outcomes of this module thorugh partnership between University and schools/ settings. This module aims to:

Equip ATs to meet relevant Teachers' Standards commensurate to their age range and age range for which they are training to teach.
Apply effective observation skills and models of reflection for professional learning.
Strengthen ATs' understanding of data, and the teacher's responsibility for ensuring progression and attainment of all children.
Enable ATs to independently plan, teach, assess and evaluate their teaching and lead learning for groups of children and the whole class, including vulnerable groups and those with additional needs.
Equip ATs with the necessary knowledge, understanding and skills to work collaboratively with other professionals and parents/carers.
Empower ATs to identify jointly negotiated targets and areas of focus for their development with the Partnership, and take responsibility for their own professional development.

Module content:

Preparation for the period of school based professional training and reflection on learning sessions to include but is not limited to:

Observing legislation in practice. The National Curriculum; team teaching - principles and practice.
Using school data, tracking and assessment to identify gaps in achievement and potential barriers to learning.
Applying the statutory frameworks to plan a series of lessons which show challenge and progression.
The unique child - planning for inclusion and addressing factors that impact on learning with a focus on children with additional needs and evidenced in child profiles.
Whole class medium and short term planning and assessment.
Assessing children's learning formatively and summatively.
Behaviour management strategies.
Managing the work of others to support learning.
Communicating with parents and carers.

Teachers' Standards Part 1: 1, 2, 3, 4, 5, 6, 7, 8

Module aims:

Associate teachers will be supported in meeting the aims and learning outcomes of this module through partnership between University and schools/ settings. This module aims to:

Equip ATs to meet relevant Teachers' Standards commensurate to their age range and age range for which they are training to teach.
Apply effective observation skills and models of reflection for professional learning.
Strengthen ATs' understanding of data, and the teacher's responsibility for ensuring progression and attainment of all children.
Enable ATs to independently plan, teach, assess and evaluate their teaching and lead learning for groups of children and the whole class, including vulnerable groups and those with additional needs.
Equip ATs with the necessary knowledge, understanding and skills to work collaboratively with other professionals and parents/carers.
Empower ATs to identify jointly negotiated targets and areas of focus for their development with the Partnership, and take responsibility for their own professional development.

Module content:

Preparation for the period of school based professional training and reflection on learning sessions to include but is not limited to:

Observing legislation in practice. The National Curriculum; team teaching - principles and practice.
Using school data, tracking and assessment to identify gaps in achievement and potential barriers to learning.
Applying the statutory frameworks to plan a series of lessons which show challenge and progression.
The unique child - planning for inclusion and addressing factors that impact on learning with a focus on children with additional needs and evidenced in child profiles.
Whole class medium and short term planning and assessment.
Assessing children's learning formatively and summatively.
Behaviour management strategies.
Managing the work of others to support learning.
Communicating with parents and carers.

Teachers' Standards Part 1: 1, 2, 3, 4, 5, 6, 7, 8

Module aims:

Associate teachers will be supported in meeting the aims and learning outcomes of this module through partnership between University and schools/ settings. This module aims to:

Equip ATs to meet relevant Teachers' Standards commensurate to their age range and age range for which they are training to teach.
Apply effective observation skills and models of reflection for professional learning.
Strengthen ATs' understanding of data, and the teacher's responsibility for ensuring progression and attainment of all children.
Enable ATs to independently plan, teach, assess and evaluate their teaching and lead learning for groups of children and the whole class, including vulnerable groups and those with additional needs.
Equip ATs with the necessary knowledge, understanding and skills to work collaboratively with other professionals and parents/carers.
Empower ATs to identify jointly negotiated targets and areas of focus for their development with the Partnership, and take responsibility for their own professional development.

Module content:

1. What is assessment and what are the issues associated with it? The nature of assessment; issues in assessment of learning (e.g. bias; validity; ethics; inclusion).

2. What are the summative assessment and reporting procedures and arrangements, and what purpose do they serve? Critical examination of summative assessment and reporting arrangements.

3. What research-informed approaches to assessment are there? Assessment for Learning/Assessment to Learn – overview and critical exploration; Key Aspects of Formative Assessment for Learning and their application (e.g. effective questioning, self, and peer assessment).

4. Does effective monitoring underpin assessment procedures and how do schools develop this process in their staff? Key aspects of monitoring and recording.

5. What are the processes involved in effective feedback? Focusing on the research and critical reflection on practice. Consideration of the term ‘feed forward’.

6. Is assessment always inclusive? Discussion focusing on issues relating to SEN; EAL; gifted and talented; other vulnerable groups.

7. Can technology enhance assessment? Discussion relating to the uses of technology to enhance assessment; critical evaluation of given examples.

8. How do you assess in a given situation? Designing assessment methods and strategies for given contexts.

Module aims:

This module aims to develop and challenge:

· The AT’s understanding of assessment, its relationship to learning and the range of concepts, theories and research which underpin it;

· The AT’s understanding of how to plan for assessment strategies which promote pupil progress in order that all pupils achieve their learning potential;

· The AT’s ability to analyse assessment learning and progression, and critically reflect on these learning episodes, linking practice to theory.

Module content:

1. What is assessment and what are the issues associated with it? The nature of assessment; issues in assessment of learning (e.g. bias; validity; ethics; inclusion).

2. What are the summative assessment and reporting procedures and arrangements, and what purpose do they serve? Critical examination of summative assessment and reporting arrangements.

4. Does effective monitoring underpin assessment procedures and how do schools develop this process in their staff? Key aspects of monitoring and recording.

5. What are the processes involved in effective feedback? Focusing on the research and critical reflection on practice. Consideration of the term ‘feed forward’.

6. Is assessment always inclusive? Discussion focusing on issues relating to SEN; EAL; gifted and talented; other vulnerable groups.

7. Can technology enhance assessment? Discussion relating to the uses of technology to enhance assessment; critical evaluation of given examples.

8. How do you assess in a given situation? Designing assessment methods and strategies for given contexts.

Module aims:

This module aims to develop and challenge:

· The AT’s understanding of assessment, its relationship to learning and the range of concepts, theories and research which underpin it;

· The AT’s understanding of how to plan for assessment strategies which promote pupil progress in order that all pupils achieve their learning potential;

· The AT’s ability to analyse assessment learning and progression, and critically reflect on these learning episodes, linking practice to theory.

Module content:

This module allows Associate Teachers to explore their preferred learning and teaching philosophy, to learn about different pedagogies and to relate this to what they see happening in school. Its contents will include but are not limited to:

The Nature and Purpose of Education

Approaches to and theoretical constructs for reflective and reflexive practice.
The development of a personal philosophy of the subject discipline and of themselves as teachers/practitioners.
Teaching, learning theory and pedagogical perspectives.
Child Development and Learning concepts
Reflection on different types of pedagogies in relation to different age phases and subject areas.
What, and who, influences the curriculum? An investigation of the socio-political and historical influences upon the curriculum in England.
Should a curriculum be aims or content led? A consideration of the various definitions of curriculum and the relative importance of subjects and aims.
What can we learn from recent reviews of the National Curriculum and an analysis of the current National Curriculum?

Module aims:

develop a theoretical framework for the analysis of professional practice;
develop their awareness of the relationship between theory and practice through a critically reflective approach to professional development;
develop as reflective and reflexive practitioners;
analyse their strengths and identify areas for continuing professional development;
analyse the values of schools/settings and of educational systems/curricula.

Module content:

The Nature and Purpose of Education

Approaches to and theoretical constructs for reflective and reflexive practice.
The development of a personal philosophy of the subject discipline and of themselves as teachers/practitioners.
Teaching, learning theory and pedagogical perspectives.
Child Development and Learning concepts
Reflection on different types of pedagogies in relation to different age phases and subject areas.
What, and who, influences the curriculum? An investigation of the socio-political and historical influences upon the curriculum in England.
Should a curriculum be aims or content led? A consideration of the various definitions of curriculum and the relative importance of subjects and aims.
What can we learn from recent reviews of the National Curriculum and an analysis of the current National Curriculum?

Module aims:

develop a theoretical framework for the analysis of professional practice;
develop their awareness of the relationship between theory and practice through a critically reflective approach to professional development;
develop as reflective and reflexive practitioners;
analyse their strengths and identify areas for continuing professional development;
analyse the values of schools/settings and of educational systems/curricula.

You will be expected to undertake ten independent preparation and consolidation study hours (minimum) per week for the University course, in addition to full teaching days when on placement.

Professional and academic learning takes place within University and partnership settings in lectures, seminars, practical workshops and tutorials. It is assessed through assignments and directed activities.

School-based learning will enable you to apply what you have learned in University to placement. You will progress from observation of teaching and learning, to team planning, teaching and observation; and finally, to independently planning and teaching the whole class. Critical reflection on your practice is a key component of the course which is assessed holistically against the Teachers’ Standards.

Beyond the Classroom

On this course, you’ll spend time out on placement where you’ll apply what you have learnt to real scenarios in the workplace, giving you genuine experience and insight that will prepare you for your future career.

Entry Requirements

2:2 honours degree

Applicants will normally:

Hold or be expected to gain a minimum of a 2:2 honours degree
Have GCSE grade C/grade 4 in English, Mathematics and Science

Apply for Teacher Training through the Department for Education’s Apply service.

Safeguarding / Suitability

All successful candidates who receive an offer of a place for this course and choose the University of Chester as their Firm choice will be required to undergo checks with regards to their suitability to practice. 

A couple of months prior to admission to this course, the University will contact you to request that you complete a self-declaration form detailing any relevant convictions or other information that you believe may have an impact upon your ability to undertake work with children or vulnerable adults.  You will also receive instructions on how to complete an online application for a Disclosure and Barring Service (DBS) check through the University as a registered body, there will be a charge for this.

Please note that the University does not accept previous DBS checks from other registered bodies or the update service.

For details about the cost of the DBS and for further information please visit our DBS web pages.

2:2 honours degree

Applicants will normally:

Hold or be expected to gain a minimum of a 2:2 honours degree
Have GCSE grade C/grade 4 in English and Mathematics

Apply for Teacher Training through the Department of Education’s Apply service.

Safeguarding / Suitability

Please note that the University does not accept previous DBS checks from other registered bodies or the update service.

For details about the cost of the DBS and for further information please visit our DBS web pages.

English Language Requirements

There is an expectation that international applicants will have an English Language Qualification in order to meet the requirement for first language GCSE English at point of entry. We accept IELTS 7.0 overall (with no less than 5.5 in each band) or equivalent.

For more information on our English Language requirements, please visit International Entry Requirements.

Where you'll Study Wheeler, Chester

City centre location

On-site library

Social spaces

Fees and Funding

£9,250for the full course (£9,250)

Guides to the fees for students who wish to commence postgraduate courses are available to view on our Postgraduate Taught Programmes Fees page.

The tuition fees for international students studying Postgraduate programmes in 2025/26 are £15,000.

The University of Chester offers generous international and merit-based scholarships for postgraduate study, providing a significant reduction to the published headline tuition fee. You will automatically be considered for these scholarships when your application is reviewed, and any award given will be stated on your offer letter.

For more information, go to our International Fees, Scholarship and Finance section.

Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes.

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees.

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.

Prior to admission to this course, you will be required to obtain a Disclosure and Barring Service (DBS) check through the University, for which there will be a charge. For details about the cost of the DBS and for further information please visit the DBS webpage.

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships.

Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees and Finance section of our website.

Your future Career

Job prospects

At the University of Chester, we support our PGCE students in the recruitment process for teaching posts through careers events and advice. We have a high employment rate for our PGCE course, with many of our graduates successfully employed as teachers within our partnership schools, while some travel further afield.

Careers service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs .

Primary (5-11) PGCE with QTS

PGCE Open Evenings

Accreditations

Course Summary

What you’llStudy

Professional Development Learning (PGCE Primary and PGCE Early Years) Compulsory

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Professional Development Learning (PGCE Primary and PGCE Early Years) Compulsory

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Core Subjects (Primary and Early Years) Compulsory

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Core Subjects (Primary and Early Years) Compulsory

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Primary/ Early Years Curriculum Foundation Subjects Compulsory

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Primary/ Early Years Curriculum Foundation Subjects Compulsory

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Enrichment (Primary and Early Years) Compulsory

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Enrichment (Primary and Early Years) Compulsory

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School-based Learning: Addressing the Teachers' Standards Compulsory

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School-based Learning: Addressing the Teachers' Standards Compulsory

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School-based Learning: Meeting the Teachers' Standards Compulsory

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School-based Learning: Meeting the Teachers' Standards Compulsory

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The Nature and Purpose of Assessment Compulsory

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The Nature and Purpose of Assessment Compulsory

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The nature and purpose of teaching, learning and the curriculum Compulsory

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The nature and purpose of teaching, learning and the curriculum Compulsory

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Who you’ll Learn from

Kathryn Clarke

How you'll Learn

Beyond the Classroom

Entry Requirements

Safeguarding / Suitability

Safeguarding / Suitability

Where you'll Study Wheeler, Chester

City centre location

On-site library

Social spaces

Fees and Funding

Your future Career

Job prospects

Careers service

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