Primary Teaching leading to Qualified Teacher Status (QTS) PGCE

Why choose this course?

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. 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.

Pathway UCAS code Mode Duration Start date
General Primary X100 Full time 1 year September 2020
Early Years X121 Full time 1 year September 2020
General Primary (with Mathematics) 3822 Full time 1 year September 2020
Location Kingston Hill

Reasons to choose Kingston University

  • This course will enable you to become an effective, creative, inclusive and evidence-informed teacher.
  • You will have personalised support, both from the University and partnership schools.
  • You will spend two thirds of the course on school placement. There is an optional residential trip to Dorset (Friday to Sunday).

What you will study

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.

Modules

Core modules

Professional Practice

0 credits

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.

The Reflective Teacher

30 credits

This module introduces students to theories of reflective practice and the value and purpose of reflection for teachers. This will enable students to develop in-depth understanding of how they reflect in order to identify issues and develop solutions in their professional settings.

The main features of the module are critical explorations of factors that affect how children develop physically, socially and as learners. Students will critically analyse issues relevant to their current practice considering their own position as effective teachers.

Through completion of a reflective journal during the module students will develop critical, reflective and reflexive skills to inform peer and colleague discussion within a learning community. Students will be encouraged and supported to challenge and develop their professional practice.

Perspectives on policy, practice and professionalism for teachers

30 credits

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.

Entry requirements

Typical offer

  • An honours degree from a UK higher education institution or equivalent overseas qualification. All overseas qualifications must be accompanied by NARIC equivalence.
  • For PGCE Primary with Mathematics applicants typically have grade B or higher at A-level Mathematics and an honours degree. In order to qualify for the government bursary, you must have achieved grade B or higher in A-level Mathematics and at least a 2:2 in an honours degree. Click here for further details.
  • GCSE grade 4 or above (C or above for examinations taken prior to 2017) in English, science and mathematics. If you do not meet the GCSE requirement in any of these subjects, you may take an equivalency test (one attempt only) at the School of Education following acceptance of any potential offer given.
  • An enhanced Disclosure and Barring Service and Health checking process identifies no concerns about suitability to teach.

Additional entry requirements

If you are shortlisted you will be invited to a face-to-face interview. The interview process will involve you completing a literacy task and engaging in a group-based discussion. A formal interview with a university tutor will follow.

If you're offered a place on a teacher training course, it's recommended that you spend time in a school in your chosen age phase to familiarise yourselves with the demands and expectations of teaching.

International

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.

Equivalency tests

If you do not meet the GCSE English, mathematics or science requirement, you will be pleased to know you can take an equivalency test (one attempt only) at the School of Education (free of charge) following acceptance of any potential offer given for a teacher-training course.

Please note: a pass in these tests is considered to be of the same standard as GCSE grade 4, however, it does not offer a formal GCSE qualification. Therefore, passing the test(s) will allow you to gain entry to a teacher-training course at Kingston University only and not any other course or training provider.

As you are only allowed one attempt in each subject, we encourage you to prepare for your test and have included some useful links for English, mathematics and science to support you with this.

English

Mathematics

Science

We have listed dates for the test sessions so you can plan ahead. Please get in touch with us if you are looking to accept your offer with Kingston University and need to complete a GCSE equivalency test so we can send you further details.

  • Thursday 30 April 2020
  • Thursday 28 May 2020

Teaching and assessment

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.

Guided independent study

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, undertaking preparing 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.

Support for postgraduate students

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

Your workload

  • Scheduled teaching and learning: 300 hours
  • Guided independent study: 570 hours
  • Placement: 120 days

Contact hours may vary depending on your modules.

How you will be assessed

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 in relation to the Teachers' Standards (DfE, 2011). You will receive a report that summarises your practice alongside targets to support your development in your next placement.

The approximate percentage for how you will be assessed on this course is as follows.

  • 100% coursework (portfolio-based)

Feedback summary

We aim to provide feedback on assessments within 20 working days.

Your timetables

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.

School placements

School placements

You will spend a total of 120 days in schools during your degree, 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 Greater London boroughs if you are based in one of these areas.

Who teaches this course?

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.

Research areas

Many of our staff in the School 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:

  • Subject pedagogy
  • Curriculum design
  • Planning 
  • Assessment
  • Safeguarding
  • SEND and inclusive practice
  • Early Years
  • Supporting more able learners
  • Educational inequalities
  • Policy
  • History of education

Why choose Kingston School of Education

Reputation

Reputation

We have a rich history of educating educators; providing a strong foundation for learning and teaching.

Putting you first

Putting you first

We recognise your needs and aspirations, personalise your learning experience and putting you at the heart of everything we do.

Expert educationalists

Expert educationalists

Our staff are research-engaged educationalists, making knowledge accessible for you to incorporate in your professional practice. 

Inter-professional collaboration

Inter-professional collaboration

Our shared faculty brings valuable experience and insight from other professionals that work with children and young people. 

Course fees and funding

2020/21 fees for this course

 Fee category Amount
Home (UK and EU students) £9,250

* These fees are annual and may increase in line with inflation each year subject to the results of the Teaching Excellence Framework (TEF).

Funding

Postgraduate loans

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.

Discounts for Kingston University alumni

Kingston University is pleased to offer a 10 per cent 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.

Bursaries

Some pathways are eligible for a bursary from the Department for Education, visit their website to find out more.

Need to know more?

Visit our Fees and funding page to find out about the student funding options available to help you fund your postgraduate studies. 

Facilities

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.

Facilities

How we work with industry partners

We have links with:

  • A strong partnership of schools and settings in which you'll train;
  • special schools;
  • teaching school alliances;
  • multi-academy trusts;
  • schools and settings-centred Initial Teacher Training providers;
  • local authorities;
  • teaching unions; and
  • other universities around the country to share good practice.
 How we work with industry partners

After you graduate

Over 95% of our graduates enter the teaching profession after they complete their course. Many go into middle and senior management roles in schools.

What our students say

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