/filters:quality(80)/prod01/channel_2/media/site-assets/courses/hero-banners/PGCE-Primary-5-11.jpg)
When you work with primary-age children you really can make a difference every day. It might be the moment when a child starts to recognise letters and sounds or learns to fasten their shoes independently; it could be when they’re inspired by a science experiment and understand chemical reactions for the first time; it might even be the day they finally get to grips with long division!
In the primary classroom, children need motivating and engaging so that everyday provides a new possibility to learn. There is nothing more rewarding than being the teacher leading that adventurous learning journey.
The 5-11 programme will support you to gain the knowledge, skills and understanding of teaching and learning that is necessary to work effectively in Key Stages 1 and 2.
Upon successful completion of all aspects of the programme and meeting the Teachers' Standards during your experiences in school, you will be recommended for Qualified Teacher Status (QTS).
The Primary 5-11 programme will support you to gain the knowledge, skills and understanding of teaching and learning necessary to work effectively in Key Stages 1 (5-7) and 2 (7-11).
It is comprised of four strands:
This will support you in developing your personal subject knowledge, your knowledge of the curriculum and your knowledge of how to support young learners to engage with the content of the school curriculum.
This provides you with an introduction to the generic skills of the teacher and will focus on aspects such as safeguarding, behaviour management, planning and assessment.
All PGCE Primary courses culminate in the award of a Level 7 Postgraduate Certificate in Education. Throughout the programme you will be supported to think critically about teaching and learning, drawing on your lived experiences, current research, related policy and professional practice.
You will spend a minimum of 120 days in school where you will work with expert colleagues to practice, develop and refine your skills. During your school experience you will draw upon what you have learned from sessions at University, applying this to meet the needs of the children in your school or setting.
Upon successful completion of all aspects of the programme and meeting the Teachers' Standards during your experiences in school, you will be recommended for Qualified Teacher Status (QTS).
The Primary 5-11 Programme has been designed to provide a gradual and supported introduction to the profession. You will have school placements in Key Stages 1 (5-7) and 2 (7-11) and will be in a minimum of two contrasting school settings.
You will begin your learning at the University where you will be introduced to curriculum documentation and relevant policies that underpin the work of the teacher. You will have input in all curriculum subjects, led by tutors who are experts in the field. You will also begin your Level 7 study, focusing on issues of inclusion and how teachers can support pupils with Special Educational Needs. In Stage 1 you will spend a significant amount of time in school, where you will work with an expert mentor to practice and refine your emerging skills. This stage will provide a foundation for the learning that will follow across the rest of the programme.
You will begin this stage with sessions at University, reflecting on what you have learned from Stage 1 and building on your knowledge and understanding in readiness for your next block of school experience. A focus for this this stage will be on ensuring progression across learning and your Level 7 focus for this stage will be on developing your understanding of assessment. You will spend a significant period of time in school during this stage where you will usually have the opportunity to further develop your skills in a contrasting school or setting from Stage 1.
You will spend the majority of your time in this stage in school where you will be supported by expert colleagues to put all you have learned into practice and gain an understanding of the wider responsibilities of the teacher. By the end of this stage, and with the support of colleagues in school, you will be expected to take full responsibility for teaching and learning as if you were an early career teacher.
During each stage of school experience your progress will be mapped against core competencies. These indicate the practice that is expected from student teachers at each specific stage. A summary assessment is made at the end of each stage that indicates if you are making sufficient progress to proceed to the next stage of your training. By the end of Stage 3, you will be expected to have met all of the Teachers' Standards and a summative assessment will be completed. Once it is agreed that you have met the Teachers' Standards, you will then be recommended for QTS.
You will study a variety of modules across your programme of study. The module details given below are subject to change and are the latest example of the curriculum available on this course of study.
The Primary PGCE programme is one year in duration and full-time, comprised of:
| Stage | Structure |
|---|---|
|
1 - September to December School A A guided and supported induction to classroom practice and the primary curriculum |
Six weeks of teaching at University integrated with eight weeks in school, allowing you to put into practice what you have learned. |
|
2 - January to March School B Broadening your experience, planning, assessing and reviewing sequences of learning and reflective practice |
Four weeks of teaching at University integrated with eight weeks in school. |
|
3 - March to June School B Curriculum enhancement and evaluation, with eventual transition to the Early Career Framework |
A week of teaching at University which will focus upon transitioning into your first teaching post, with a minimum of eight weeks in school |
Assessment will be both formative and summative and will take place at different times across the programme.
Examples of Assessment across the programme will include:
At Leeds Trinity we aim to provide an excellent student experience and provide you with the tools and support to help you achieve your academic, personal and professional potential.
Our Learning, Teaching and Assessment Strategy delivers excellence by providing the framework for:
We have a strong reputation for developing student employability, supporting your development towards graduate employment, with relevant skills embedded throughout your programme of study.
We endeavour to develop curiosity, confidence, courage, ambition and aspiration in all students through the key themes in our Learning and Teaching Strategy:
To help you achieve your potential we emphasise learning as a collaborative process, with a range of student-led and real-world activities. This approach ensures that you fully engage in shaping your own learning, developing your critical thinking and reflective skills so that you can identify your own strengths and weaknesses, and use the extensive learning support system we offer to shape your own development.
We believe the secret to great learning and teaching is simple: it is about creating an inclusive learning experience that allows all students to thrive through:
Leeds Trinity University is committed to recruiting students with talent and potential and who we feel will benefit greatly from their academic and non-academic experiences here. We treat every application on its own merits; we value highly the experience you illustrate in your personal statement.
The following information is designed to give you a general overview of the qualifications we accept. If you are taking qualifications that are not included below, please contact our Admissions Office who will be happy to advise you.
This course is not available to students on a Student Route Visa.
In addition to the above essential entry requirements, successful applicants also tend to have:
You will also need to meet additional entry requirements set by the Department for Education (DfE) for selection. This includes the completion of a health check and a satisfactory Disclosure and Barring Service (DBS) check. For further information, please visit our Initial Teacher Training additional entry requirements page.
If your initial application is successful, we will invite you to the next available Interview Day. For more information on the interview process, visit our PGCE Primary Education Interviews page.
If you do not already have the appropriate GCSEs, or if you are unable to provide proof of your grades, we can accept GCSE equivalency tests taken with A Star Equivalency, equivalencytesting.com or Birmingham City University (BCU). Further details are emailed to applicants who accept offers with us.
Please get in touch for further advice on 0113 283 7123 or admissions@leedstrinity.ac.uk.
For information about our tuition fees please visit our Student Fees and Finance pages.
Apply through the Department for Education (DfE) (Apply for teacher training - GOV.UK (www.gov.uk))
You will need to create an account to apply. When you apply, you can make four choices, and you should complete all sections of the application in full.
You can search for the course you want to apply for by searching by location or course provider and then by subject. Find postgraduate teacher training courses - GOV.UK (www.gov.uk)
There's no set deadline, but when the course is full, it will show as having no vacancies on the DfE apply site.
What happens next?
Updates on your application will be provided through your DfE application.
If you receive an offer
You will receive information about the offer conditions and deadlines from our Admissions team.
Achieve an additional qualification alongside your PGCE with the Catholic Certificate in Religious Studies.
Although the CCRS isn't compulsory, it is recognised across the Catholic school sector as a desirable qualification that can expand on both your expertise and your vocational focus. The course aims to ensure you have the basic knowledge, understanding and appreciation of the beliefs and principles of the Catholic Faith while providing a basis for further study.