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What makes PGCE Primary at Worcester special?

Age phase: Early Years pathway (Ages 3-7) / Later Years pathway (Ages 5-11)

Inspire the future generation of learners by studying a PGCE in primary education at Worcester or through one of our regional hubs.

The course offers an exciting and inspiring place for trainee primary teachers to study (Ofsted 2023), which will empower you to gain a teacher training qualification and Qualified Teacher Status (QTS). At Worcester, you will gain experience through multiple placements in a variety of contrasting school environments throughout the year, which will prepare you for a successful transition into teaching. The University’s ever expanding and dynamic partnership currently works with 260 schools across 25 Local Authorities.

Studying a PGCE at the University of Worcester offers an exceptional learning experience that instils a deep-rooted commitment to making a difference to the lives of the children you will teach whilst training and throughout your teaching career.

You’ll be taught by academic staff whose extensive research will provide you with vital and insightful knowledge of the teaching profession.

As part of our PGCE model we work closely with a range of schools and regional hubs to deliver outstanding ITTE provision to local areas in Worcestershire and beyond.

The ITE primary partnership is a learning community that places children at the heart of everyone’s endeavours (Ofsted 2023).

We are proud that our Primary PGCE was rated ‘Outstanding’ by Ofsted in March 2023.



Key features

  • The Primary PGCE is an initial teacher training and education course, designed to empower you to become a confident and competent qualified teacher.
  • With 60 credits at Masters level, the Primary PGCE can open doors to further study and other employment opportunities.
  • Full time and part time* routes available
  • 120 days teaching in schools plus additional days which focus on very specific teaching skills
  • You can either follow the Early Years (Ages 3-7) route or the Later Years (Ages 5-11) route.
  • We also offer a PGCE Primary with PE pathway choice, the only university in the West Midlands to offer this specialism.
  • In addition, we have a PGCE Primary SEND Specialism pathway that provides the opportunity to undertake a placement in a specialist SEND setting.
  • You can apply directly to the University of Worcester or one of our regional hubs
  • We have a strong partnership with our schools and organise placements for you in supportive environments, with access to expert colleagues and mentors to support you in completing your initial teacher training and gaining qualified teacher status through experiential learning.
  • To find about Summer Schools abroad at the end of the PGCE course, please contact the course team.
Ofsted Outstanding logo

Ofsted has rated us as "Outstanding" in training Primary and Secondary Teachers 2023.

The University of Worcester’s education of future primary and secondary teachers has been given the highest possible grade with inspectors stating that, along with its partners, the University creates “a learning community that places children at the heart of everyone’s endeavours”.  

Read our full news story
A female teacher training student in a classroom working on placement as part of her degree to get into teaching.

PGCE Part Time Pathway: Early Years (Ages 3-7) / Later Years (Ages 5-11)

At Worcester, our part-time Primary PGCE is designed to offer you all of the key features and support of a full-time PGCE but over a longer period of time. The course begins in January and will last for 5 terms.

The part-time pathway consists of the same modules as the full-time Primary PGCE course and you will achieve the same award at the end of the course. The support across the course will remain the same and sessions will be delivered similarly to the full-time course.

This is a part-time course and when not on placement, you will be expected to attend timetabled university sessions, normally on Wednesdays. Most weeks will be 3 days long. On placement, you will be expected to attend school during term time on the agreed dates and on training days, as agreed by the school, to ensure you are compliant with the requirements of initial teacher training and education for qualified teacher status.

School experience is a substantial and integral part of the course. You will have 2 placements in different settings across 5 terms, beginning in January and concluding the following July (totalling 19 months) with at least 120 days will be spent in schools.

For further information, please contact the PGCE Primary Course Team

Entry requirements

Entry requirements

Entry requirements

Academic requirements

  • Honours degree normally (2:2) or higher from a United Kingdom higher education institution or equivalent qualification. Applicants with a 3rd class degree will be considered on an individual basis.
  • All entrants have achieved a standard equivalent to a grade 4 (formerly grade C) in the GCSE examinations in English Language or English Literature, Mathematics and Science (applicants must have these qualifications by the start of the course). Alternatively, we offer an equivalency test if you don’t have the required GCSE grade to apply for our courses. Trainees who begin courses before providing evidence of the required GCSE standard (or equivalent) will not be eligible for financial incentives, such as bursaries or grants until they achieve the required standard.

Qualifications not listed? Contact the Admissions Office for advice by email: 

Additional requirements

  • An Enhanced DBS check. You will be sent details of how to apply for your DBS in the summer term. You will need to pay for this.  You may already be part of the DBS update service. Find out about the update service here. As part of the DBS process, you will be checked against the Children’s Barred List.
  • A check against the Prohibition List.
  • If you have lived, studied or worked overseas for three months or more in the last five years a Certificate of Good Conduct from the country of residence will be required. Further information and guidance associated with additional costs are available from the Home Office.
  • An online occupational health check. All those on a teacher training programme must be certified as meeting national requirements for physical and mental fitness to teach, as set by the Department for Education.
  • International students: IELTS 6.5 or equivalent

Other information

  • School experience is desirable, but not essential.

  • Interviews will be conducted online. Applicants will be contacted directly with more details.

All applications for PGCE should be made via the Government's Find Postgraduate Teacher Training website.

Additional useful information is available on the Government's Get Into Teaching website.


To help you prepare for your interview, you can expect questions covering the following:

  • the role of being a teacher - both the positives and the challenges
  • your ability to identify the skills and qualities a teacher requires
  • your understanding of current issues in education and the wider role of a teacher
  • your knowledge of professionalism and how teachers demonstrate this
  • how schools and teachers keep children safe

In addition, we are looking for enthusiasm, commitment and potential. Clear communication skills are integral to this which you will have an opportunity to demonstrate throughout the interview.

"The positive experiences that I have gained so far have already impacted on my teaching practices and provide me with a higher level thinking towards my own teaching pedagogy."

Joshua Loade, PGCE Primary PE specialist pathway student

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Chloe Williams, PGCE Primary: Early Years with Qualified Teacher Status (QTS)

Chloe has secured a position teaching Year 1 in a local first school for her NQT year.

Speaking about her PGCE journey: ‘I had prior experience in primary schools before joining this course, but this isn’t a necessity and it goes without saying that every lecturer has done their absolute best to support me to become an inspiring teacher.  Professionally, I have developed my confidence in the classroom and feel more than prepared for my NQT year and beyond.  Personally, I have definitely come out of my shell and learnt so much about myself.  My organisational skills have thrived, and I have made some amazing friendships along the way.  My confidence as a teacher has rocketed.  I was most nervous about the idea of having to plan a range of lessons but now I do it as though it is second nature.  I have also learnt so much about SEND and planning for differentiation, something I had little experience in prior to completing my PGCE.  Enjoy every moment and before you know it, you will be accepting your first job!

Her thoughts on doing a PGCE at Worcester: ‘You will be supported every step of the way! I know that if a lecturer was to be asked about me, they would know exactly who I am and how I am getting on. This is what makes this course special at the University of Worcester; the lecturers will go the extra mile to get to know all students and will make your well-being their priority. I cannot thank the lecturers enough for squeezing in many tutorials in-between their busy schedules to support me’.

Support during the course: ‘The subject content for one is outstanding and incredibly informative. Lecturers have always been prompt to answer emails and questions, as well as squeeze in as many 1:1 tutorials as you need.  The team are also happy to know what is going on in your personal life to support you as best as possible. It was amazing to know the team were there for you as an individual as well as a professional trainee teacher.’

victoria lake profile image

Victoria Lake, PGCE Primary: PE Specialism with Qualified Teacher Status (QTS)

Speaking about her PGCE journey: ‘Throughout the course, I have really gained confidence in teaching children of different ages, with different needs, a variety of subjects.  Certainly, the first time that you are independently teaching a class of 30+ children, it can be a nerve-wracking experience, however, the supportive teachers and mentors that you work alongside quickly bring your confidence up and the excitement of heading into school every day takes over!  The opportunities during placements to attend school trips, observe parents’ evenings, and take on extra responsibilities within schools have also provided me with invaluable insight and experience for when I have my own class.  The PE pathway has given us extra time in refining our theoretical and practical knowledge in order to make us specialists within the field, utilising and adding to our undergraduate knowledge.’ 

Her thoughts on doing a PGCE at Worcester: ‘The university and teaching staff are incredibly supportive and encouraging.  All of the lecturers have immense experience within primary education and the respective subjects that they teach, therefore the teaching you receive is of a high quality at all times.  The amount of schools that the university work with also allows those students who are not local to the university to potentially have placements closer to home, and the university is also very understanding and accommodating for students who have other priorities too, such as children (as a parent, I would know!)  The timetable is also well-planned and not overwhelming at all.  The facilities and resources that the university offer are also exceptional.  The lecturers regularly update the online Blackboard so that you always have access to the right resources that can support your teaching, understanding, and academic assignments.' 

How university and placements worked to support her progress: ‘The course has been very valuable and the university sessions and placements intertwine to allow you to utilise the skills, knowledge and ideas learned within university to support your planning and delivery of lessons once you are in schools.  Being on the PE pathway, we have also had the chance, during university sessions, to take part in extra CPD which were great learning opportunities and add that little bit extra to your job applications too.’ 

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Lucy Rummey, PGCE Primary: Early Years with Qualified Teacher Status (QTS)

Speaking about her PGCE journey: ‘Personally, my journey to teacher training has been a long one; I am a mature student with a young family.  The support I have received is amazing, not only academically but also towards your mental health, which is an important part of the course too.  The University of Worcester have allowed me to work on my PGCE and raise my family in perfect harmony.  The placements have been near to home which has helped when developing my work-balance life.  Professionally, I have worked in early education for years and all the prior learning has been built on and extended to allow me to teach primary aged children.  I am extremely excited about having a class of my own and coming back in a few years to complete my Masters.'

What Lucy has learnt on the course: ‘I have learnt such a lot on the PGCE.  It has taught me all aspects of teaching but also the wider responsibilities such as the school community. Over the course, I have learnt how to plan exciting and engaging lessons, how to assess children’s progress and how to manage a classroom of children.  I have also learnt how to, build positive relationship with both children and staff alike and how to effectively deploy staff.  I have also learnt how to ensure children have access to a safe and stimulating environment where they can learn and grow into independent, capable, and creative individuals who can express their own opinions and interests in learning.’

How university and placements worked to support her progress: ‘Throughout the course I have been supported academically, for my dyslexia and through placements.  I have had amazing tutors that will go above and beyond to help you be the best teacher possible. The support from each subject tutor and teacher has developed my subject knowledge and helped me plan for children learning in a variety of ways.  I have learnt more this year than in previous employment and will continue to build on my prior knowledge as the University of Worcester have assisted me in developing an ethos for reflection and extending learning.  With Covid-19 our course changed quite quickly but all staff made sure that online learning was valuable, interesting, and informative, which allowed us to continue our journey to become teachers.  I have had contact with my dyslexic tutor and writer in residence, both of their support has been invaluable in allowing me to reach my potential with my academic writing.  The placement support has been amazing, the journey over a short space of time has been brilliant, all the placements want you to succeed and will help however possible, this is not only your class teacher but all the staff at the school.’ 

Lauren Reid

Lauren Reid, PGCE Primary: Early Years with Qualified Teacher Status (QTS)

Lauren has secured a position teaching Year 2 in a local primary school for her ECT years.

"I have learnt so much on this course. The main thing I have taken from my studies is the ability to put my knowledge into practice in the classroom. I feel extremely confident in planning lessons now, based on the support and guidance I have received from the modules I've studied.

The benefits of doing a PGCE at Worcester are the support you receive, both from the University and the cohort of lecturers and tutors. Additionally, the experience you get at the wide range of schools and placements you experience and the guidance you receive from tutors further your development. Another element of the course I have loved is the ability to do further training. I was able to complete the Mental health first aid course which has now given me the opportunity to be mental Health Lead if the need arises.

My personal academic tutor was amazing in supporting me throughout the course both with any personal issues and with my academic progress. All of the tutors are approachable which makes you feel like you can speak to them about any worries or concerns you might have."

Lateesha Brown

Lateesha Brown, PGCE Primary: Later Years with Qualified Teacher Status (QTS)

"When I was studying my Undergraduate degree at Kingston and had decided that teaching was the right career choice for me, I knew my next option was to apply for a PGCE. Worcester has a good reputation in the education sector. When I was a teaching assistant, two of the teachers I worked with had done their PGCE at the Worcester. They explained how supportive the team were and just how valuable their experience had been. Therefore, when I was ready to move on, I knew this university would be a great place for me to learn and grow.

There is so much to learn and explore beyond the course.  You have access to so many resources (Blackboard) and the tutors are open to hearing your views.  A great amount of effort is put into to giving students the best experience possible. I have learnt so much professionally and look forward to applying all the skills I have built up once I secure a teaching position. Researching current affairs and understanding the needs of the children is so important. The University has encouraged us to think about the mental impact that the pandemic has had on the children and I have really considered how important it is to take care of ourselves.

If I could offer advice to other students thinking about applying to do a Primary PGCE at Worcester, I'd say: Don’t be afraid to challenge yourself or leave what you have always known. It could be the best decision you'll make. Sometimes, we question our ability and compare ourselves to others. However, the same people you admire and look up to have felt the same at some point and you deserve to have the opportunity to try. Commit, contribute and confide. These are my three C’s that got me to the end of the hardest but most rewarding year."

Toby Edwards

Toby Edwards, PGCE Primary: Maths Specialism with Qualified Teacher Status (QTS)

Toby has secured a teaching position across two primary schools for his ECT years.

"The staff on the course are very supportive. You can tell they are all passionate about what they do, genuinely care for you and want you to enjoy/succeed in the PGCE. I've been told that Worcester has a strong reputation for great teaching and that the university itself is known for delivering a high quality PGCE course. Being able to put my PGCE from the University of Worcester on my CV and applications, I believe, has helped me secure my first teaching job. Even through lockdown when our lectures were virtual, the sessions that were put into place did not hinder or negatively impact the course for me. The staff went that extra mile to sort out a thorough and engaging course. Despite the situation, it was a very enjoyable year and it flew by so quickly. 

What did I learn on the course? In short, everything I need to know about how to be a professional, hard-working and thorough teacher. It's not just the knowledge of what to teach through the specific pedagogy lectures and seminars but also how children learn and what to expect day to day whilst working as a teacher. I feel prepared for my first job come September and aim to be the best teacher that I am capable of being. I learnt important life skills and perspectives such as taking an active and continued approach to learning. It is never too late to learn a new skill or improve your knowledge in a specific field, whether that be relevant to teaching/your job, or just in your spare time.

If I could advise a potential student thinking about applying to do a Primary PGCE at Worcester, I'd say ‘Just do it.' It's a great course, at a great university, in a lovely city. Not a single part of me even considered applying to another institution. I applied to Worcester, had the interview and was offered a place. The interview was not an unpleasant experience either as you could tell the staff genuinely just wanted to learn about you as a person and there was nothing designed to 'catch you out'  - they wanted you to be on the course just as much as you want to be there."

Course content

Course content

School experience is a substantial and integral part of the course and you will have school experience visit days and block placements in terms 1, 2 and 3.

The full-time course has 36 contact weeks in total. 24 weeks will be spent in partnership schools. In addition, up to 8 days will be spent in schools focusing on specific teaching skills.

Indicative themes explored through the course content are outlined below, although regular updates mean that exact content may differ.

The Developing Teacher (30 credits at Masters level)

This module looks at your development as a teacher. It will focus on creating your teacher identity through critically reflective models, experiences and analysis of relevant theories and research. There are three distinct strands. These are:

  • Developing professional behaviours including reflective practice and professionalism;
  • Developing behaviour management including the learning environment and behaviour for learning;
  • Developing inclusive practice.

This is the first assessed module and will help develop your philosophy of teaching.

The Learning Child (30 credits at Masters Level)

This module looks at understanding how to support children to learn. It will focus on understanding how children develop and learn, subject specific pedagogies,

adapting teaching to meet different needs of learners and the role of assessment. You will cover all of the core and foundation subjects from the National Curriculum

in this module. There are three distinct strands. These are:

  • Child Development and Learning Theories;
  • Pedagogy and Curriculum (including all core and foundation subjects);
  • Professional Development.

This is the second assessed module and will help you research effective methods of teaching and learning to support all children.

Life in School: School Experience (Qualified Teacher Status)

This module is your School Experience (SE) module and will involve school placements. In order to pass this module, you need to demonstrate that you have met all of

the Teachers’ Standards including Part 2 by the end of your initial teacher training. It will also provide you with experiences to aid your reflections and

mentoring to support your progress. There are a series of professional development days within the module, designed to support your progress with meeting the

Standards. This is the final module which will be assessed at the end of your placements.

Teaching and assessment

Teaching and assessment

We aim to train and educate teachers who are:

  • Resilient, supportive professionals with strong values and high standards of personal conduct.
  • Effective communicators who collaborate to support wider educational opportunities for all.
  • Ambitious participants who are creative, informed intellectuals and promote a love of learning.
  • Confident and critically reflective practitioners motivated to continuingly improve practice.
  • Highly skilled and inspirational subject/phase specialists committed to ensuring the safety, well-being, and educational progress of all learners.

The University places emphasis on enabling you to develop the independent learning capabilities that will equip you for lifelong learning and future employment, as well as academic achievement. A mixture of independent study, teaching and academic support through the personal academic tutoring system enables you to reflect on progress and build up a profile of skills, achievements and experiences that will enable you to flourish and be successful.


Our course offers

  • A comprehensive induction course
  • Personalised school mentoring and University Tutor support throughout the course
  • Taught days at the University with subject specialist university tutors to link theory and classroom practice
  • Practice and support research in two written assignments.
  • Reflective portfolio of evidence used to assess your knowledge and understanding of the Teachers' Standards at the end of your training.
Diagram showing the UW framework in pictorial form this is also described entirely in the accompanying text

The Primary UW Curriculum

On-going assessment of this course takes place against the Primary UW Curriculum (pictured right).

The curriculum focuses on:

  • Professional behaviours
  • Behaviour management
  • Assessment
  • Critical thinking
  • Resilience and wellbeing
  • Curriculum
  • Inclusion, diversity and global citizenship
  • Pedagogy


The PGCE course enables all trainees to become autonomous learners. The course is designed to support trainees of varying experiences, needs and background; to develop key/transferable skills and to disseminate good practice in learning and teaching. To achieve this we closely monitor the quality of your experience in university and on placement.

You are taught through a combination of:

  • School experience in a range of settings
  • Studying all areas of learning and teaching across all EYFS and Primary National Curriculum subjects
  • Tutor-led workshops, lectures, seminars, fieldwork and guest lectures, primarily to introduce underpinning knowledge, theoretical argument, practical skills, central issues, key texts and inter-professional fields of study
  • Participation in high level professional discussion, peer presentations and debate, to encourage you to actively engage with and critically challenge the field
  • Directed studies and problem-solving tasks provide opportunities to develop approaches that will deepen levels of understanding and professional judgement; development of practice-based competence and skills of critical reflection through guided individual mentoring during placements
  • One-to-one academic and personal tutorial support including access to our first class Firstpoint services

In addition, there are regular opportunities throughout the year to meet with your personal tutor, where you will have the opportunity to talk about your academic progress, school experience, support with careers and applications.

Contact time

The Primary PGCE combines placement and University based learning. On placement, you will be expected to attend school during term time and on training days, as agreed by the school, to ensure you are compliant with the requirements of the QTS qualification.

For the full-time course, in a typical week you will have around 30 contact hours of teaching. Typically contact time will be structured around:

  • Seminars
  • Discussions
  • Group work
  • Lectures when appropriate e.g. visiting speakers
  • Practical tasks
  • Research tasks

Independent self-study

In addition to the contact time, you are expected to undertake around 9 hours of personal study time per week. Typically, this will involve researching areas of teaching and learning related to areas of the National Curriculum, SENDI, EAL and other key areas of interest relating to the primary setting as well as working on individual and group projects and preparing assignments. Independent learning is supported by a range of excellent learning facilities, including the Hive and library resources, the virtual learning environment, and extensive electronic learning resources.

  • 28 hours of contact time
  • 9 hours of independent self-study
  • 37 hours in total each week


Full Time: 10 months – Beginning of September to end of June.

Part Time 19 months – Beginning of January to end of June the following academic year (Jan 2025 – June 2026)


The course provides opportunities to test understanding and learning informally through the completion of subject audits, formative assessments, tasks completed during lectures and enhancement activities.

Assessment methods include an assignment for both Level 7 modules, the Developing Teacher and the Learning Child.

On school experience, you are formatively assessed against our University of Worcester Curriculum. You will work with school colleagues alongside University tutors to complete reflections and activities in school to support your formative assessment. This will build towards your assessment against the Teachers’ Standards at the end of your course.

Throughout your course, you will be supported to prepare for your transition into your early career teacher years through the Career Entry Profile, as part of your Continuing Professional Development.


You will receive feedback on written assessments undertaken by coursework. Feedback is always intended to support learning and you are encouraged to discuss it with personal academic tutors and module tutors as appropriate.

We aim to provide you with feedback on formal course work assessments within 20 working days of hand-in.

When on placement, you will have a professional discussion with your mentor during weekly meetings where constructive feedback will be given on progress and targets set for development the following week.

Programme specification

For comprehensive details on the aims and intended learning outcomes of the course, and the means by which these are achieved through learning, teaching and assessment, please download the latest programme specification document.

A female teacher training student in a classroom working on placement as part of her degree to get into teaching.

PGCE Alumni Scholarship

If you are a University of Worcester graduate starting a full-time PGCE in September 2024 then you may be eligible for a £500 Cash Scholarship.

See our scholarships page for more details.

Meet the team

You will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course. Teaching is informed by research and consultancy with key stakeholders, and all of the lecturers who teach on the course hold Qualified Teacher Status.

The majority of lecturers have a Master’s qualification or higher and the majority are Fellows of the Higher Education Academy. You can learn more about the staff by visiting our staff profiles


Daniel Hughes

Dan is the PGCE Primary Course Leader. He joined the School of Education in 2016. He lectures in inclusive practice, Primary English, PE and outdoor education. He also works as a school experience tutor and personal academic tutor as part of Primary ITT.

Before joining the University, Dan worked in primary schools in Herefordshire and Worcestershire. As both subject leader and phase leader, he has led teams and helped develop curriculum initiatives. As well as this, he set up an educational training business, supporting schools with the teaching of reading and writing in both key stage 1 and 2 alongside providing some training in local nurseries.

Catherine Clutterbuck

Catherine Clutterbuck

Catherine lectures in inclusive practice, Primary Computing and works closely with our Partnership schools. She also works as a school experience tutor and personal academic tutor as part of Primary ITTE.

Catherine’s background is in the development of teachers. She was the Head of Pupil and Staff Welfare and Development and mentor for trainee teachers and NQTs. She is passionate about the holistic development of teachers and the impact educationalists have on pupils.

Julie Sutton

Julie is the Primary Lead for School Based Provision and the PGCE Primary School Direct Strategic Lead. She works in close partnership with schools across the West Midlands and in the South West, supporting course development.

Julie lectures in music education across the postgraduate and undergraduate programmes and teaches pedagogy and professional practice within the PGCE ‘Developing Teacher’ module. She is a School Experience tutor and moderator for the PGCE Primary School Direct programme.

Prior to joining the University, Julie taught in Primary schools across Worcestershire and has experience of Early Years, Key Stage 1 and Key Stage 2. Alongside leading music, she was a Senior teacher and Deputy Head teacher. Throughout her career, Julie has always followed her passion for developing high-quality music education for all, working as a Vocal Force facilitator for schools across the county and delivering music CPD to class teachers. She is currently the Chair of the Worcestershire Music Hub Steering committee.

Julie is a Senior Fellow of the HEA.

Lorna Williams

Lorna Williams

Lorna is the PGCE Early Years (3-7) cohort lead and the Early Years subject lead, supporting the development of Early Years in Primary initial teacher education at the University of Worcester.

Lorna teaches Primary Design and Technology across undergraduate and postgraduate pathways. Lorna also teaches on the PGCE ‘Developing Teacher’ module, as well as the Undergraduate ‘Teachers as Researcher independent study’ module specialising in Early Years and the ‘Foundation subjects: Diversity and Inclusion’ module.

Sharon Lannie

Sharon Lannie

Sharon is module leader for PGCE English at the University of Worcester and teaches on all the post-graduate, undergraduate and School Direct English modules. She also supports the development of English in primary schools across the Midlands through leading English CPD, including a termly network meeting for primary and middle school English Subject Leaders in the area. Sharon is also the PGCE Later Years Cohort Leader.

Genea Alexander

Genea Alexander

Genea Alexander has worked in education for many years. Currently, Genea teaches on the Primary Initial Teacher Education (with QTS) BA (Hons) and PGCE - Primary (QTS) courses within the Department for Primary Education. Genea’s roles include ‘The Learning Child: Pedagogy and Practice - Teaching and Learning for All’ Module Leader on the PGCE - Primary (QTS) course and Primary Languages Subject Lead.

Genea is a Fellow of the Higher Education Academy, a committee member of the National Primary Teacher Education Council (NaPTEC) and co-author of several publications. 


Andrew Taylor

Andy is a senior lecturer in primary education, teaching on both the PGCE and BA Primary Initial Teacher Education courses and he is currently the Operational Lead for the PGCE School Direct programme. Mainly teaching on Professional Practice modules he also leads the Developing Teacher module on the PGCE course which supports trainees in developing their knowledge and understanding of the skills needed to develop into an effective teacher. Alongside this Andy teaches PE to both Undergraduate and Postgraduate students as part of their teacher training. He also leads the behaviour management provision in the primary department and has enjoyed developing the provision for this since taking on the role.

Previous to starting at the University of Worcester Andrew had taught in schools in Gloucestershire for the past 16 years as a class teacher, assistant head and Deputy head teacher. Over his time in schools Andrew has honed his coaching and mentoring skills to support NQTs, ECTs and trainee teachers in building their strengths to be the best teachers they can be.

He joined the university in 2018 to pursue his passion for supporting trainee teachers, ECTs and NQTs and works as part of the staff team developing the support and provision for the Early Career Teacher Community.


Kate Morley

Kate is a senior lecturer, teaching across the postgraduate and undergraduate modules for English at the University of Worcester. She jointly leads English and safeguarding within the Primary Department. Kate also works as a School Experience and Dissertation tutor as part of Primary ITT and is a Personal Academic Tutor for postgraduates.

Kaytie Holdstock

Kaytie Holdstock

Kaytie is the course leader for the BA (Hons) Teaching in Primary Education (QTS) Top Up course, supporting school colleagues both working and volunteering in Primary Schools to achieve Qualified Teacher Status. She has 18 years experience working as a primary school teacher and has a passion for promoting creativity in the classroom.

Throughout her career, she has worked with children across the primary age range and held many in-school roles including Deputy Head teacher. Kaytie was awarded Advanced Skills Teacher status which gave her the opportunity to support other schools in developing engaging, creative and inspiring content for their own pupils. She later became a Teacher advisor for Worcestershire Local Authority specialising in The Arts.

Kate Howen

Kate is the PGCE cohort leader for the Part Time pathway, teaching across the modules and supporting trainees during their school experience.

Learning to love our fellow human beings and understanding different perspectives is a vital component to any teacher, in any context, and underpins Kate’s whole teaching philosophy.

Kate joined the university in 2017 and teaches on the Undergraduate and Postgraduate teaching courses. She has a focus on Inclusion, Diversity and Global Citizenship and specialisms in teaching Music, History and English.



Upon successful completion of the PGCE course, you take with you a Career Entry Profile to start the process of your continuing professional development as a teacher.

A female teacher training student in a classroom working on placement as part of her degree to get into teaching.

PGCE Alumni Scholarship

If you are a University of Worcester graduate starting a full-time PGCE in September 2024 then you may be eligible for a £500 Cash Scholarship.

See our scholarships page for more details.

Fees and funding

Full-time tuition fees

UK and EU students

The standard tuition fee for full-time UK and EU students enrolling on a PGCE in the academic year 2024/25 will be £9,250 per year.*

* Please note that for EU students training as Physics or Languages teachers and in receipt of a UK government bursary/scholarship package the fee is £17,400 per year.

For more details, please visit our course fees page.

International students

The standard tuition fee for full-time international students enrolling on a PGCE in the academic year 2024/25 will be £17,400 per year.

For more details, please visit our course fees page.

Teacher training funding

You may be able to get help with the costs of teacher training. A student finance package will include a Tuition Fee Loan and a Maintenance Loan. You may also be eligible for extra help if you have children or are disabled.

Additional costs

Every course has day-to-day costs for essential books, stationery, printing and photocopying.

Travel costs for placements vary depending on the location of schools and your mode of transport, sometimes these may be reclaimed depending on your individual circumstances.

The DfE requires all trainee teachers to obtain an Enhanced Disclosure & Barring Service (DBS) check, which you will need to pay for.

If you have lived overseas for three months or more in the last five years a Certificate of Good Conduct from the country of residence will be required. More information and guidance on costs are available from the Home Office. You will also be subject to the usual prohibition list and criminal record checks.

You will need clothing suitable to be worn in a school setting and access to a laptop with reliable internet access.


Finding the right accommodation is paramount to your university experience. Our halls of residence are home to friendly student communities, making them great places to live and study.

We have over 1,000 rooms across our range of student halls. With rooms to suit every budget and need, from our 'Chestnut Halls' at £131 per week to 'Oak Halls' at £221 per week (2024/25 prices).

For full details visit our accommodation page.

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How to apply

How to apply

Apply now

Applications for PGCE courses, both Primary and Secondary, should be made online through the government's Find Postgraduate Teacher Training website.

Visit the Get Into Teaching website for detailed information on how to apply for a PGCE.

Read our How to apply pages for more information on applying and to find out what happens to your application.

You can apply to one of our PGCE programmes directly to us or through one of our regional hubs:

PGCE Programmes:

  • PGCE Early Years Core (September start) - X124
  • PGCE Primary Core (September start) - X104
  • PGCE Early Years Core (part-time, January start) - U815
  • PGCE Primary Core (part-time, January start) - K297
  • PGCE Primary with SENDI B197
  • PGCE Primary with PE - 3DP6

Get in touch

If you have any questions, please get in touch. We're here to help you every step of the way.

Admissions Office B

PGCE Primary Office