About the course
Throughout the PGCE Primary programme you will be enhancing your subject knowledge in conjunction with curriculum and pedagogic knowledge to enable all children to make progress. There are two modules –Teaching, Learning and Assessment and Professional Studies. These are taught at the University of Northampton's new Waterside Campus by experienced and expert tutors and aim to address ITT Content, National Curriculum coverage and national priorities in primary education. Over the year, there are blocks of centre-based learning events and four school experiences. There are four assignments, two in each Level 7 module, which are spread over the year. The School Experience Library is an excellent resource offered to students to enhance their use of research and resources to inform practice in the classroom. The University of Northampton is rated as Gold in the Teaching Excellence Framework.
School placements are spent in the partnership schools of the Brooke Weston Teaching School Alliance, which offer contrasts in size, intake and organisation.
Applicants selected for interview will have an individual interview with a member of staff and a teacher from a partnership school. This will explore an applicant's commitment to teaching, prior experiences and awareness of current educational contexts. It is intended to be a positive experience, not a daunting one.
It is the policy of The University of Northampton that candidates should not be prejudiced as a result of any disability and reasonable adjustments will be made to mitigate unfair discrimination. Therefore, all candidates with disabilities are encouraged to identify and/or request support for actual or potential circumstances.
In addition to the University interview, applicants may be interviewed at Brooke Weston if they are successful at the University interview.
How school placements work
The PGCE programme includes three school experiences and one self organised experience. The normal pattern is referred to as ABA where the autumn term and summer term are based in school A in the same class and the spring term in school B in the alternative keystage. Both school A and school B are Brooke Weston Teaching School Alliance partner schools and are chosen to give a good contrast, to help trainees to become confident of their ability to teach in any school. In each school, an experienced teacher will mentor a trainee to offer support and challenge. Mentors work closely with the university.
The self organised experience normally takes place in the spring term.
The course fees for 2019/2020 are as follows:
You must hold an honours degree from a UK University (or equivalent) and whenever possible the classification should be a 2:1 or First.
You will need to have a minimum of 5 GCSE passes at grade C or above/Grade 4 and these must include mathematics, English Language and science. You must have these before applying. If you do not hold the necessary GCSEs, or believe you have a suitable equivalent, please contact Admissions for advice prior to your application.
To be considered for entry for the PGCE, prospective candidates must have the necessary personal attributes, meet the entry requirements required by the Teacher Regulation Agency for schools, provide suitable references to support their academic qualifications and/or their prior experiences.
Personal attributes include commitment to working with children and making a difference to their progress, organisation and time management skills, ability to work with others and respond to advice, and use of standard spoken English.
You must be interviewed, and we will explore your suitability for teaching including undertaking DBS and Disqualification by Association and Prohibition checks.
You must pass the professional skills tests in numeracy and literacy prior to enrolling on the programme. If you are offered a place, we will provide sessions to support your preparation for these tests.
About the training provider
Brooke Weston Academy Teaching School offers trainees a strong, ever-growing network of expertise which means that we are at the forefront of innovative practice in this area. Although we can offer trainees the chance to experience the wide variety of school organisation and curricula across our partnership, they will all have the opportunity to train in at least one Outstanding school.
Working with our university partners, we seek to ensure that trainees graduate from the course feeling supported, confident and well equipped for teaching. Completion and employment rates are high. Trainee satisfaction is also at a very high level, as shown by the evaluations of the course; the university training, the opportunity to discuss issues with peers, the level of support and the feeling of being valued are all particularly appreciated.
About the accredited body
The Faculty of Education and Humanities has over forty years of successful experience in initial teacher training, education and research. Initial teacher training received an Ofsted grade of 'Good' in November 2014. Individual students are very well supported during their training and into their teaching posts.
All trainees have access to purpose-built teaching and learning resources on the new Waterside Campus allowing them to develop their professional abilities. Facilities include fully equipped rooms; teaching and learning involves using technology, high quality teaching resources, workshops and group work relevant to the variety of educational settings in which students will be working.
Training with disabilities and other needs
The University of Northampton offers support for applicants with a declared need. Individual meetings are held with trainees throughout the year with the Head of Initial Teacher Training and Programme Leader to discuss needs and signpost support.
Leicester School of Education's AccessAbility Tutor will contact all trainees who declare a disability and offer advise about the support which they may be entitled. They ask trainees to tell us how their disability may affect their learning and any adjustments they needed in order to access their studies.
These requests, with trainees' permission, are passed on to the relevant tutors, lecturers and schools so that they can accommodate all needs.
Trainees can contact the School of Education's AccessAbility Tutor and the University's AccessAbility Centre for further advice or to report a problem.
Some examples of how we support trainees with disabilities include:
• Accessible school placements provided for trainees with a physical disability.
• Tutors who are sensitive to the needs of trainees with mental health difficulties.
• Slide presentations and resources are made available to all trainees at least 24 hours before a session takes place.
• The AccessAbility Centre provides after hours appointments for PGCE trainees who are on placement and unable to attend during the day.
• Disabled parking permits are provided to enable trainees with physical disabilities to park close to university buildings.
• A variety of lesson planning templates is discussed with trainees with dyslexia to identify one that meets their needs and aids progression.
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Support and advice
For questions about this course you should contact the training provider using the contact details above.
Get support and advice about teaching
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