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Make a difference to children's lives by training to become a teacher through one of our PGCE Primary pathways.
This course will enable you to become an effective, inclusive and evidence-informed teacher. At the heart of our course is a commitment to personalising your journey to Qualified Teacher Status (QTS). You will grow in confidence and competence with our outstanding support as you train to become a teacher.
We will help you develop a deep understanding of the primary curriculum and acquire a range of teaching methods, based upon the latest research in education. You will find a supportive learning environment at the University and in our partnership schools. You will benefit from two contrasting placements in our committed partnership of schools, spending two-thirds of your course across both placements.
You will have a wide range of learning experiences, including our very popular Dorset residential trip at the start of your course where you will begin to consider how to make use of the world beyond your classroom door.
You will also benefit from a course that supports you in becoming a reflective, research-engaged teacher who can use evidence to drive improvements in young people's learning and wellbeing. Your PGCE modules form part of our Master of Research in Education, which you can continue with beyond your PGCE year.
You will learn about pedagogy (the art of teaching), including learning theories and child development, alongside the subjects of the national curriculum and the early years foundation stage framework. Together, this learning will help you understand how best to teach each subject to children of different ages, needs, attributes and experiences. You will also explore key professional issues, such as safeguarding and supporting pupils with special educational needs and disabilities (SEND).
We model good teaching as we train you, so you can transfer what you have experienced into your own practice.
Please note that this is an indicative list of modules and is not intended as a definitive list. Those listed here may also be a mixture of core and optional modules.
Non-credit bearing module
This module focuses on developing your ability to teach, assess and undertake your professional responsibilities in your chosen phase of education. It is part based at the University, where lectures, seminars and online learning will provide you with research, theory and practice based insights into effective learning and teaching. It is largely based upon your practice in school and settings, where you receive formal training, experience of working alongside professionals, experience of being the lead practitioner in a classroom/setting and experience of the wider aspects of being a teacher.
This module introduces you to theories of reflective practice and the value and purpose of reflection for teachers. This will enable you to develop in-depth understanding of how you reflect in order to identify issues and develop solutions in your professional settings.
The main features of the module are critical explorations of factors that affect how children develop physically, socially and as learners. You will critically analyse issues relevant to your current practice, considering your own position as an effective teacher.
Through completion of a reflective journal during the module, you will develop critical, reflective and reflexive skills to inform peer and colleague discussion within a learning community. You will be encouraged and supported to challenge and develop your professional practice.
This module enables you to locate yourself as an emerging professional within wider discourses about teaching as a profession. It allows you to evaluate your own identity as a professional and reflect on the values that you and the wider profession hold. You will critically analyse discussions and debates which affect classroom practice. These debates will focus on specific areas to exemplify wider issues in education. The focus of these discussions will be on inclusive teaching and learning and the legislative frameworks which provide codes of practice.
A key focus of the module is to develop your ability to make sense of education research and to apply this in the context of your school or setting.
The information above reflects the currently intended course structure and module details. Updates may be made on an annual basis and revised details will be published through Programme Specifications ahead of each academic year. The regulations governing this course are available on our website. If we have insufficient numbers of students interested in an optional module, this may not be offered.
If you are shortlisted, you will be invited to attend an online interview via Microsoft Teams. The interview process is designed to enable us to assess your suitability to train to teach. You will be assessed against the five core areas of the Core Content Framework (DfE, 2019). These are: behaviour management, pedagogy, curriculum, assessment and professional behaviours.
You will be asked to complete a video task in advance of your one-to-one interview.
At the end of the interview, you will be required to complete a timed literacy task.
If you are offered a place on a teaching training course, we recommend you arrange to get experience in a school with children of relevant age. This way, you'll begin to become familiar with the demands and expectations of teaching.
All non-UK applicants must meet our English language requirement, which is Academic IELTS of 6.5 overall, with no element below 6.0. Make sure you read our full guidance about English language requirements, which includes details of other qualifications we consider.
Applicants who do not meet the English language requirements could be eligible to join our pre-sessional English language course.
Applicants from a recognised majority English speaking countries (MESCs) do not need to meet these requirements.
You will find more information on country specific entry requirements in the International section of our website.
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Your taught sessions will be a mix of seminars, lectures, practical workshops, field trips and work with pupils. Peer-led critical support groups will also feature in the programme. Most of your sessions will be taught by university tutors but there may also be guest speakers, such as headteachers or subject leaders.
When not attending timetabled sessions you will be expected to continue learning independently through self-study. This typically will involve reading journal articles and books, working on individual and group projects, coursework assignments and presentations, and preparing for exams. Your independent learning is supported by a range of excellent facilities including online resources, the library and CANVAS, the online virtual learning platform.
As a student at Kingston University, we will make sure you have access to appropriate advice regarding your academic development. You will also be able to use the University's support services.
Contact hours may vary depending on your modules.
You will not be required to take any exams. Your academic work will be assessed through coursework, such as essays and presentations.
At the end of each school placement, your teaching will be assessed to ensure you are making appropriate progress and have engaged with the five core areas as outlined in the Core Content Framework (CCF). This will ensure that you are able to meet the Teachers' Standards (DfE, 2011) by the end of the course.
The approximate percentage for how you will be assessed on this course is as follows.
We aim to provide feedback on assessments within 20 working days.
Lectures, seminars and workshops are taught between 9am and 4pm, Monday to Friday.
During your school placements, you will be required to be there from 8am to 5.30pm.
Your course is designed to allow trainees to spend 120 days in school, teaching pupils from across the primary and primary (early years) age ranges. You will work alongside experienced teachers to develop your professional skills, knowledge and understanding. You will take increasing responsibility for children's learning over your two placements.
Your main placements will be in different schools. This means that you will experience a range of classroom settings and work with children from different backgrounds.
The partner schools are generally situated within 25km of the University. However, we also have some excellent partnership schools in Surrey, Hampshire and other London boroughs if you are based in one of these areas.
The tutors for your course have experience teaching in schools. They continue to be actively involved in a range of education related activities, such as further study, research and direct work with schools and in educational settings.
Many of our staff in the Department of Education are research active. This ensures they are in touch with the latest thinking and bring best practice to your studies.
Education research at Kingston focuses on:
We have a rich history of educating educators; providing a strong foundation for learning and teaching.
We recognise your needs and aspirations, personalise your learning experience and putting you at the heart of everything we do.
Our staff are research-engaged educationalists, making knowledge accessible for you to incorporate in your professional practice.
Our shared faculty brings valuable experience and insight from other professionals that work with children and young people.
Eligible UK and EU students can apply to the Government for a tuition loan, which is paid direct to the University. This has a low interest rate which is charged from the time the first part of the loan is paid to the University until you have repaid it.
Please be aware: although this course is at postgraduate level, as it is possible to obtain a tuition fee loan for PGCE courses they are to be treated as undergraduate courses when it comes to tuition fee liability as a result of withdrawal or break in studies.
Kingston University is pleased to offer a 10% discount on full-time and part-time postgraduate degree course tuition fees (including PGCE courses) to our alumni. Visit our Alumni discount page to find out more.
Visit our Fees and funding page to find out about the student funding options available to help you fund your postgraduate studies.
Depending on the programme of study, there may be extra costs that are not covered by tuition fees which students will need to consider when planning their studies. Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, access to shared IT equipment and other support services. Accommodation and living costs are not included in our fees.
Where a course has additional expenses, we make every effort to highlight them. These may include optional field trips, materials (e.g. art, design, engineering), security checks such as DBS, uniforms, specialist clothing or professional memberships.
Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. You may prefer to buy your own copy of key textbooks, this can cost between £50 and £250 per year.
There are open-access networked computers available across the University, plus laptops available to loan. You may find it useful to have your own PC, laptop or tablet which you can use around campus and in halls of residence. Free WiFi is available on each of the campuses. You may wish to purchase your own computer, which can cost from £100 to £3,000 depending on your course requirements.
In the majority of cases written coursework can be submitted online. There may be instances when you will be required to submit work in a printed format. Printing, binding and photocopying costs are not included in your tuition fees, this may cost up to £100 per year.
There is an optional residential trip to Dorset (Friday to Sunday), costing an additional £90.
Travel costs are not included in your tuition fees but we do have a free intersite bus service which links the campuses, Surbiton train station, Kingston-upon-Thames train station, Norbiton train station and halls of residence.
You will need to pay for your travel to and from school placements, costs can vary depending on the location and mode of transport.
The University pays for the processing of the application which is £51 but students are expected to pay a small fee (approximately £7) to the Post Office to get their ID documents verified and £13 per year for subscribing to the Update Service. This subscription allows universities and potential employers to view any changes to students' DBS.
While you are studying to become a teacher much of your time will be spent putting your skills into practice within a school environment. The rest of the time will be spent being taught by highly experienced professionals.
The Kingston Hill campus features an outdoor learning environment where trainee teachers lead curriculum-linked natural sciences activities with children. It includes a specially built 'cubby house', outdoor pond, beehive, nature trail and forest school. It offers students the opportunity to simulate teaching and learning with natural materials.
There are a number of teaching rooms set up to replicate actual classrooms. Each classroom is subject based - such as an art room, science lab, and each is equipped with all the relevant facilities you will need to practise your lessons before taking them into school.
Our library (the Nightingale Centre) has an excellent range of teaching resources to help you plan and teach your lessons, such as a range of children's topic books, music and nursery rhymes on CD, as well as artefacts and kits that can be used to illustrate historical periods, different religions, science, maths and music.
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Over 95% of our graduates enter the teaching profession after they complete their course. Many go into middle and senior management roles in schools.
I had worked for nearly ten years after finishing my first degree, advising and assisting private tenants who had serious disputes with their landlords. When I became dissatisfied with my job, my thoughts drifted to teaching.
I decided to apply for the PGCE at Kingston, largely because it was conveniently located for me and because of the University's excellent resources to support PGCE students.
Although the course has been extremely demanding, both physically and mentally, I've definitely made the right decision - when I read the 'goodbye' class book given to me by the children from my last teaching practice school, I knew.
Shaheena Yusuf – Primary Education PGCE
During my first degree I decided that teaching might be an option for me and, after working with young offenders for a year, I decided to apply to Kingston University. It seemed a perfect place for me to complete my PGCE due to its location and also for being so welcoming on the open day.
The School of Education has been particularly supportive in finding placements close to my home and luckily in great schools, which has heightened my desire to teach.
Although the PGCE has been one of the hardest years of my life, it has also been one of the most satisfying. Leaving my first placement class knowing that I'd actually taught them something was a great feeling and showed me that coming to Kingston to do a PGCE was a fantastic decision.
Claire Saul – Primary Education PGCE