About the course
This course can be taken full or part-time, studying for 3-7 age phase or 7-11 age phase.
The full-time course is for one year with 120 days in school and 60 days training. School placements are carefully structured to ensure gradual development of your confidence as an effective teacher through building up experiences by working with other trainees, link tutors and teachers.
Placements begin in the Autumn Term with a non-assessed placement when you will share organisational responsibilities with another trainee. The longer placements follow in the second and third terms and there is a one week enrichment placement.
Depending on the age range you choose, you will be trained to teach all National Curriculum subjects. The Early Years Foundation Stage (EYFS) is also studied for those on the 3-7 routes with an emphasis on the core subjects and ICT.
At present you register for the course at Post Graduate level, gaining 60 masters credits (level 7) or you can gain a professional graduate qualification with either 60 credits at level 6 or 30 credits at level 6 and 30 at level 7.
The modules relate to the professional role of the teacher, the need to be a reflective practitioner, to developing 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 will invite you to one of our schools and during the time you are with us you will be asked to complete a number of tasks. You will meet with students and staff to discuss topical issues. The purpose of the day is for us to get to know you and for you to get to know us. Once the interview has taken place the panel will discuss how they can best support you in becoming an outstanding teacher and which one of our schools are best placed to help you achieve.
There will be a pre-course task which will enable you to be prepared for your first placement school.
How school placements work
The full-time course is for one year with a minimum of 120 days in school and 60 days training. School placements are carefully structured to ensure gradual development of your confidence as an effective teacher through building up experiences by working with other trainees, link tutors and teachers.
Placements begin in the autumn term. The spring and summer term placements follow with you taking the lead within the classroom across core and foundation subjects. You will also undertake an enrichment placement in key stage three and early years. Whilst on placement you will work closely with your School Based Mentor(SBM). Your SBM will observe your practice throughout the week and will also meet with you weekly to enable you to identify targets to further develop your professional practice. You will also attend one afternoon a week at a local training session where senior staff will work with you and help you develop your classroom practice.
For all PGCE Primary programmes you will normally need:
GCSEs at grade C or above (or equivalent) in English Language, Mathematics and Science at the time of application. Please see our list of accepted equivalents.
An honours degree at a 2:2 classification or above
Experience – We encourage you to gain some experience in schools as this is a good starting point for you to gain an interview for the Primary PGCE
Skills Tests in Numeracy and Literacy
Declaration of Health
DBS (formerly the CRB) Enhanced Disclosure
We are looking for someone who has a love of learning and who wishes to ensure that others do too.
Besides academic qualifications we are looking for a confident communicator who has a passion for learning. We are looking for someone who is well organised and has the ability and desire to become a team player. Your interpersonal skills are important as is your curriculum knowledge. We want to work with people who want to make a difference to individuals' lives.
About the training provider
At Eastgate Academy we are committed to the academic, personal, social and emotional development of all of our pupils. We promote an engaging environment where successful and inspiring teaching and enthusiastic learning, tolerance and mutual respect towards others is valued above all else.
Trainees at Eastgate Academy can look forward to a unique and enriching experience. All staff at our Outstanding Academy refer to their colleagues as ‘family’. You will find that staff are friendly, supportive, approachable and encouraging.
We firmly believe that there is no ‘silly’ questions and enjoy the opportunities to use our experience and ability to reflect in order to foster professional dialogue. We also fully understand the personal and emotional stresses involved in teacher training and you will find us more than willing to listen and offer support should you need to share.
In pursuit of excellence we will always endeavour to demonstrate best practice in order to promote the spiritual, moral, cultural, mental and physical developments of pupils in our school. We also aim to prepare pupils in our school to be well equipped to embrace the opportunities, responsibilities and experience of later life.
All pupils will experience a broad and balanced curriculum, which supports, challenges and extends their self discipline, motivation and self esteem in order to achieve excellence in learning. In working closely with pupils, parents and the wider community we will encourage the children to develop into confident, successful, responsible, independent beings who have an appropriate sense of Citizenship.
About the accredited body
Bishop Grosseteste University (BGU) has been educating students in the historic heart of Lincoln for over 150 years. Our beautiful campus is located just a few minutes’ walk from Lincoln Cathedral, Castle and the old Roman city.
We’re exceptionally proud that over the past 150 years, our commitment to first-class teacher training has remained consistent. Life after BGU is also extremely important to us and we offer many different methods of support for our trainees as they begin their teaching careers.
Training with disabilities and other needs
We really care about all of our trainees and aim to support them all of the way through their studies, from application to graduation. Here at BGU we recognise that trainees may require additional assistance to engage fully with their studies due to a range of access needs. Student Advice plays a key role in co-ordinating services available to BGU’s disabled and sensory impaired students, and/or with specific learning differences or other access needs before and during their studies. In order to assess the level of support trainees may require, we use the legal definition of disability, which is wide ranging but includes:
- Specific learning differences including dyslexia
- Physical mobility difficulties
- Hearing impairments
- Visual impairments
- Persons requiring personal care
- Autistic Spectrum Disorders including Asperger’s Syndrome
- Mental health difficulties
- Medical conditions such as epilepsy, diabetes or asthma
- Please note that this is not an exhaustive list – trainees may have access needs that are not listed above. If you are unsure whether you have access needs which are covered by disability legislation, please contact Student Advice – we will be happy to offer advice and guidance.
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Support and advice
For questions about this course you should contact the training provider using the contact details above.
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