About the course
Our aim is to facilitate your transition from successful graduate to competent teacher. On completion you should have achieved the Teachers’ Standards for Qualified Teacher Status (QTS) and be confident in teaching all aspects of the Early Years and Primary National Curriculum at the appropriate level. You will become a reflective practitioner, able to improve continuously your own knowledge, understanding and skills.
The 44 week PGCE programme commences early September, with time divided between school placements and Bradford College, preparing you to teach within the primary age range (3-11) on your chosen age route; 3-7, 5-11 or 7-11.
You study all areas of the primary curriculum and link practice to theory, completing 3 modules at Level 7. You will also develop your skills in relation to the progression children make within mathematics from Foundation stage through to Year 6. The programme is based on current research in relation to the teaching and learning of mathematics, allowing you to gain a deep understanding of how children learn mathematics, and barriers to their learning. You will gain an enhanced understanding of Teaching for Mastery (the 5 big ideas) and critically reflect on these strategies in relation to theory and classroom practice. You will analyse the use of assessment in the teaching and learning of mathematics and reflect critically on the impact of strategies.
Education and Professional Studies (EPS) sessions cover aspects such as planning and assessment, child development, behaviour management, SEND, inclusion and safeguarding. Your EPS Tutor will also be your individual tutor, monitoring your progress, with additional support from subject specialist tutors.
For the award of the PGCE you complete three assessed modules, each worth 20 Credit points at Masters Level. These are:
Module 1: Theories That Underpin Teaching and Learning
Module 2: Teaching, Learning and Assessment
Module 3: Educational Philosophy and Vision.
Module assessment is through essays, an action plan and rationale based on your first placement, academic posters and presentations. The PGCE is validated by the University of Bolton.
By the end of the course you will meet the required standards for newly qualified teachers (NQTs). Your knowledge and understanding of teaching in Primary schools will be secure. You will be capable of planning, teaching and managing a class and your monitoring, assessment, recording and reporting skills will be well developed. You will understand the issues of accountability and the many professional responsibilities required of a teacher.
The overall aim of the selection procedure is to explore your potential to be an excellent primary mathematics teacher.
Interviews are held as part of group sessions at which you will be asked to undertake a number of tasks: an interview, a presentation, a mathematics audit, written task and a short mathematics test.
There will be a group introduction at which you will be given a brief outline of the course and of your expected commitment in terms of attendance, professional behaviour and information about school placements.
• You will have an individual interview with tutor, lasting about 30 minutes, to assess your strengths, suitability for the course and for primary teaching.
• Your presentation will be to a tutor and a small group of other candidates. You are asked to bring an object and to talk for 4 to 5 minutes, telling us how and why you would use your object to stimulate children’s learning. You should cover how you would use the resource to support learning and teaching, and what learning outcomes you might expect.
• The written task is a short comprehension task in Standard English, lasting 30 minutes, to evaluate your ability to communicate in writing.
• The mathematics task is a short electronic test, lasting 30 minutes, to evaluate your understanding of basic arithmetic up to Key Stage 3 level.
• A specific Maths audit will be completed to ascertain areas of strength and areas for development.
Interview sessions take approximately 3 hours in total.
How school placements work
School experience is a vital part of your teacher training programme. A key strength of the PGCE course is how theory and practice are related by working with children in two placement schools – at least 120 days are school-based with support provided by experienced school mentors and College link tutors.
You will experience two contrasting placements, the first starting in the autumn term and the second starting in the spring term. In addition to this, PGCE Primary Mathematics students will have an additional short placement within an alternative key stage they have not yet experienced, to enable them to gain an understanding of a broader range of mathematics delivery and knowledge. The remainder of the time will be spent in Bradford College and or in other educational settings.
Your placements will be arranged for you according to the age route that you chose: 3-7, 5-11 or 7-11. Every effort is made to ensure that the most appropriate placements are chosen for each trainee to enhance their professional development. We have strong partnership links with local schools, whose staff make a significant contribution to your training. Partnership schools are situated in Bradford and the neighbouring LEAs to give a wide range of experience and to meet the needs of students from across the region.
Each placement begins with a pattern of serial days including periods of observation, work with small groups of children and the completion of school-based tasks. Serial days lead to blocks of teaching practice with whole classes.
Progress towards achieving Qualified Teacher Status (QTS) is assessed using the Teachers’ Standards (DfE 2013) whilst in placement. You will need to accumulate and record evidence in your Individual Development Profile (IDP) to demonstrate, by the end of the course, that you have met all of the Teachers’ Standards and criteria in order that the College may recommend you for QTS.
We also use our extensive contacts with local schools for day visits during the modules of the course. These ‘Curriculum in Action’ days focus on how specific elements of the National Curriculum are taught in schools.
The course fees for 2020/2021 are as follows:
You’ll get a bursary of £6,000 if you have:
- a degree of 2:2 or above in any subject
- at least grade B in maths A-level (or an equivalent)
You don’t have to apply for a bursary - if you’re eligible, you’ll automatically start receiving it once you begin your course. Find out about eligibility and how you’ll be paid.
You may also be eligible for a loan while you study.
Find out about financial support if you’re from outside the UK.
An Honours degree (at 2:2 classification or above), preferably relevant to the primary classroom.
GCSEs at Grade C/4 or above in Mathematics and Science and preferably at Grade B/5 in English/English Language.
Evidence of additional study of mathematics at a level beyond GCSE. For example, AS level, Level 4 BTEC Maths qualification.
• A passion to work in a challenging and rewarding career
• A desire and ability to develop your skills
• Potential to work as a team member
• Good literacy and numeracy skills, with the ability to communicate clearly and accurately in spoken and written Standard English
• ICT competence
• Knowledge of national curriculum subjects
• Awareness of contemporary education issues
A satisfactory new DBS Disclosure will be required for the start of the course, which must be applied for through Bradford College.
A health check is required before commencing on the course.
About the training provider
As Bradford’s leading ITE provider, the School of Teacher Education at University Centre Bradford College offers a wide range of ITE programmes covering Primary, Secondary and Post-secondary (14 – Adult) teacher training, at both undergraduate and postgraduate level. Our PGCE with QTS programmes include Primary (covering 3-7, 5-11 or 7-11 age routes) and Secondary Education in a range of subjects. We have Post-secondary Education and Training (PSET) courses available as pre-service or in-service, full or part-time options, leading to the award of Qualified Teacher Learning and Skills. We also offer the Assessment Only route to QTS and Secondary Subject Knowledge Enhancement courses.
Our students enjoy a tailored learning experience extremely well supported by a dedicated team of tutors and school/college based mentors. We work in partnership with a wide range of schools across the region, encompassing varying socio-economic backgrounds, to give trainees opportunities to practise their teaching skills and to experience the different conditions faced by school colleagues. We have a very strong tradition of producing effective practitioners grounded in educating children and adults in a multi-ethnic world, with excellent employability rates for our graduates. In our most recent Ofsted inspection (2018) we received a ‘Good’ grade for the quality of our provision.
We have dedicated Higher Education learning and social spaces with good facilities designed to enable trainees to reap the benefits of studying with peers.
Training with disabilities and other needs
Students have access to Bradford College Disability Services and Learning Support, which provides support to learners with a range of disabilities and/or learning difficulties at all college sites.
Learning Support is available to all students with a disclosed disability, or learning difficulty, provided they meet the entry requirements of their course, and can access their chosen course with the help of “reasonable adjustments” (subject to resources.)
Students with disabilities and/or learning difficulties meeting the requirements are entitled to:
(i) a Learning Support Agreement outlining the support agreed between the student and the Learning Support Tutor or Advisor at College;
(ii) their Learning Support Agreement being followed by teaching and support staff, who may need to make adjustments;
(iii) be able to speak in confidence to staff about their support needs. This information will not be passed on to other staff or external bodies without their signed consent, unless there is a risk to their safety or that of other students and staff;
(iv) a risk assessment being undertaken, where attendance on their chosen course may pose a risk to themselves or others;
(v) access arrangements in exams, and during entry tests, if appropriate evidence is produced in advanceto enable these arrangements to be provided;
(vi) a Learning Support Tutor from the Learning Support Team to oversee and review their support and whom they can contact if difficulties arise.
(vii) decline the support offered to them, unless there is a risk to their safety or that of other students and staff;
Apply on the UCAS website. You’ll need to register with UCAS before you can apply.
Visit Get into Teaching for guidance on applying for teacher training.
When you apply you’ll need these codes for the Choices section of your application form:
Training provider code:
Training programme code:
Choose a training location
You’ll also need to choose a training location – select the relevant location name on the application form.
David Hockney Building, Great Horton Road, Bradford, West Yorkshire BD7 1AY
Support and advice
For questions about this course you should contact the training provider using the contact details above.
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