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What makes PGCE - School Direct Primary at Worcester special?

Age phases: 3-7 and 5-11

This course offers an immersive and inspiring, school-centred training route into teaching.

At Worcester the PGCE: School Direct Primary is tailored to your needs - building on your existing strengths and expertise.

Our course is inclusive and innovative in its design and delivery, and places you at the heart of a thriving school community from day one.



Key features

  • Full immersion in the daily life of a school and all the exciting challenges that brings
  • Breadth and depth of experience across a range of schools
  • Outstanding additional opportunities for enrichment and extension
  • A dynamic taught programme, ensuring depth and breadth across all Early Years and Primary subjects
  • Unparalleled personal and academic support throughout the programme and beyond
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 lasts for 5 terms. We offer both the Early Years and Later Years pathways, and a choice of either the university-based route or School Direct route.

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 and you will have school experience visit days and block placements across 5 terms, beginning in January and concluding the following July (totalling 19 months). Placements will normally be in two different settings. In total, of the 77 weeks of the course, approximately 120 days will be spent in schools.

For School Direct, you are immersed in school for much of the programme with 30 days of timetabled University sessions alongside approximately 12 days of school training spread across the course. Most weeks will be 3 days long with University training normally taking place on a Wednesday. You should apply through your chosen lead school and this school will be responsible for arranging your placements. Normally placements will be in two different settings.

For further information, please contact the PGCE Primary Course Leader Catherine Clutterbuck at

Fiona Morris

“I embarked on my school direct PGCE course with the University of Worcester after four years of estate agency, and it was the best decision I ever made! By choosing the school direct route I was completely immersed in school life from the very first day - attending staff meetings, helping with all aspects of a teaching role, and getting to know the children. The University and my training alliance were fantastic at easing us all into the expectations of our placements. The initial few weeks are really about you getting to know your school, the class, your mentor, teacher, and getting your head around the ERP. 

Some of the highlights of the training course include the inclusive PE day at the arena, the interactive art and DT lectures, my time with my training alliance, and of course all of the relationships you get to build with the children in your placement schools. There is also a lot of dialogue around your health and wellbeing with care packs sent out throughout the course to help you reset and stay in touch with your own needs."

Simren Johal

“After working in the education sector for around 4 years, I decided to take the leap and start my schools direct course. This was absolutely the best suited path for me as it gave me a realistic experience of teaching. I was able to understand the learning environment on a deeper level and nurture a class as if they were my own by the end of the year.

Now that I have my own class, I can see how the schools direct path supported me not only with teaching and planning lessons but all the big added extras of teaching from preparing for parents evenings to picture days. I hope this helps in your decision when taking a teaching route and good luck!”  

Paige Brown

Paige Brown, PGCE Primary School Direct: Later Years with Qualified Teacher Status (QTS)

Before starting the PGCE School Direct course, I had prior experience working as a TA in my local primary school which prepared me for being immersed in the school environment. However, even if you do not have any experience within a school, do not let this affect your decision in enrolling as the support you will receive from the university is exemplary.

I thoroughly enjoyed having two alternative placements as I learnt so much from differing settings in terms of assessment and approaches to delivering the curriculum. In both placements, I broadened my knowledge of differentiation and how all abilities can be supported and challenged. Using research and theory to support my learning and decision making within the classroom, I have learnt many strategies for behaviour management, building relationships with children and members of staff, the importance of a growth mindset approach to learning and resilience and independence. As part of this journey, I wrote an article “How to create a virtual classroom” which was later published in Education Today and The English Teaching Professional. 

From the very first lecture, it was apparent that every member of staff was there to support my journey and progress and wanted to do everything possible to make me feel welcome and comfortable. The communication between the schools and the university made the placements run smoothly and additional support was never far away if needed. 

Entry requirements

What qualifications will you need?

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, mathematics and science. (or equivalent) (for 2022 entry, 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.


"Choosing School Direct was perfect for me. Being part of the day-to-day life of the school was great. I learned so much from the fantastic University and school team ' I would recommend it to anyone!"


Course content

What will you study?

The Developing Teacher (30 credits at Masters level)

Indicative overview of content

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)

Indicative overview of content

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)

Indicative overview of content

This module is your School Experience (SE) module and will involve school placements. There is also an enhanced placement (in person or virtually) to further your knowledge and expertise. In order to pass this module, you need to demonstrate that you have met all of the Teachers’ Standards including Part 2. It will also provide you with experiences to aid your reflections and mentoring to support your progress. There are 3 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

How will you be taught?

The course contains:

  • Comprehensive induction programme;
  • Personalised school mentoring and University Tutor support throughout the programme;
  • Taught days at the University with subject specialist university tutors to link theory and classroom; practice and to support research into written assignments;
  • On-going assessment against the Teachers’ Standards;
  • Reflective portfolio of evidence to achieve the Teachers’ Standards

Teaching and Learning

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.


You are taught through a combination of:

  • School experience and contrasting placements in a range of settings across School Direct Federations and partnerships;
  • A personalised school based training programme, closely aligned with the University taught programme and school based training;
  • 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;
  • Study of key texts and supplementary reading to enable you to identify subject matter that will enhance their understanding and intellectual ability;
  • Participation in high level professional practice discussions, peer presentations and debate, to encourage you to actively engage with and critically challenge the field;
  • Directed studies, Professional Enquiry Tasks 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. Completion of a Subject Knowledge Learning Log (SKLL) to demonstrate pedagogic understanding , competence and confidence in teaching the full range of Foundation Subjects, SEND and Religious Education; 
  • One-to-one academic and personal tutorial support including access to our first class Firstpoint student services;
  • Personalised training plans supported by  university and school based mentors.

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 and school based training.

Contact time

This is full time, school based training programme. Throughout the course of your programme you will be expected to attend University for between 25 and 30 days in the year, typically every other Friday, for three block weeks and additional guest lectures and bespoke training. When not in University, you will be expected to be in school every day, each week. On placement, you will be expected to attend school during term time and on training days and to attend all school based professional development, as agreed by the school, to ensure you are compliant with the requirements of the QTS qualification.

Typically class contact time will be structured around:

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

Independent self-study

For every two hours of contact time, you are expected to undertake approximately 1 hour of personal self-study/follow up work per week.  Typically, this will involve researching areas of teaching and learning related to areas of the National Curriculum, SEND, EAL and other key areas of interest relating to the primary setting.

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. 

Teaching staff

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 the research and consultancy, and all of the lecturers who teach on the course have a Higher Education teaching qualification and hold Qualified Teacher Status. 

The majority of lecturers have their Masters qualification or higher and some are Fellows of the Higher Education Academy. You can learn more about the staff by visiting our staff profiles.

Your lead mentor in school works very closely with the School direct programme lead to ensure that school based training programmes align with and enhance the University Teaching programme. 

All Lead mentors across the School Direct Federations and Partnerships meet regularly with the School Direct team to review trainee progress; undertake joint moderation visits and discuss programme developments. School based staff also contribute to University teaching sessions.


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.

You will be involved in assessing your teaching skills and competence as they develop through the use of a Reflective Portfolio to which you, teachers and tutors contribute.  You will engage in a range of assessments during school experience, all of which combine as components towards your final award.

Throughout your course, you will be supported to prepare for your first year of teaching 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.

Teaching practice and partner schools

We work very closely with our outstanding partner schools to carefully craft inspiring and innovative initial teacher training programmes. The School Direct route is underpinned by a coaching and mentoring model to ensure you receive the highest quality teacher training experience. Throughout your training, you will have regular built-in opportunities to observe and learn from outstanding teaching in a range of contexts.

Our partner schools include a range of settings from rural to the inner city. You will practice teaching at least two schools and across two key stages based on your entry pathway.

The course is designed with periods in University where you will: develop a Masters' level understanding of the complex nature of teaching and learning; be taught by expert University tutors; and come together in peer-group subject communities to reflect on your professional development as a trainee teacher. You will be allocated a Personal Academic Tutor (PAT) who will oversee your training journey and act as one of the key links in this.

In each school, you will be supported by a Lead Mentor, as well as your class teacher and University Supervisory Tutor. Your progress will be supported and developed by this key team as part of a three-way tripartite model, underpinned by professional dialogue between trainee, School and university. You will receive an inspiring range of additional professional development across your training for example Early Years conferences, training in Child Exploitation and Online Protection (CEOPS) and recognised external speakers. Your progress and development will be regularly reviewed with additional support and enrichment and extension for high performing trainees. Throughout your training, your Reflective Portfolio (RP) will enable you to gather evidence of your professional development against the Teaching Standards Parts 1 and 2.

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.

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.

You can learn more about the staff by visiting our staff profiles.

Catherine Clutterbuck

Catherine Clutterbuck

Catherine is the Primary PGCE Course Leader. She lectures in inclusive practice, Primary Computing and is the module leader for the school experience modules across the programmes. 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. 

When in school, Catherine primarily taught across Key Stages 2 and 3 and she was also Head of Computing. She was Head of Years 3 & 4 and has particular experience teaching through these years groups as well as dealing with pastoral concerns. In addition to this, Catherine was a Housemistress and Head of Boarding. 

Julie Sutton

Julie is currently the Primary Lead for School Based provision and teaches regularly on the Postgraduate Pedagogy and Professional Practice course. She is the Primary Music Lead for both the postgraduate and undergraduate programmes and has a keen interest in creative arts, having had responsibility for developing Foundation Subjects across the Primary centre for several years. Having been acting Primary Partnership manager and Placements Coordinator, she continues to play an active part in partnership.


Dr Rhys Pritchard

Rhys works in the School of Education and is the Subject lead for Primary Physical Education. He joined the University of Worcester in June 2018 from Cardiff Metropolitan University where he worked as a lecturer of Physical Education and Sport Pedagogy. Previously, he taught in a variety of schools in Worcestershire and abroad in Dubai and Australia, experiencing both Primary and Secondary PE, but also in the classroom.

Rhys is a First Team Coach at Stourbridge Rugby Club who play in National 2 North and is currently undertaking his Welsh Rugby Union High Performing Coach qualification, the highest coaching qualification in the sport.

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.

Lorna has worked in primary schools in Solihull and Worcestershire coordinating the Creative Arts including Design and Technology. She is passionate about developing a creative curriculum that inspires and supports all learners to achieve. Lorna has 17 years’ experience as an Early Years Foundation Stage teacher, alongside her role as Early Years coordinator and Phase Leader in a Pre-school and Reception setting. During her time as a practitioner, Lorna supported and mentored students from University of Worcester on ITE Graduate and Undergraduate pathways and Early Childhood Degrees. Her role within the School of Education, as a school experience tutor, enables Lorna to support trainees to develop as professionals throughout their placements and into their early career.

Kim Harris

Kim Harris

Kim has worked as a Senior Lecturer at the University of Worcester since 2010 following eight years teaching at the University of Cumbria and several years as a primary school teacher in two different counties of the UK.

During her time as a Primary teacher, she taught KS1 and KS2 classes at a range of rural and urban schools in Berkshire and Cumbria. Her school responsibilities included mathematics co-ordinator, history co-ordinator and music specialist.

Since joining the University of Worcester Kim has held the role of Graduate Teacher Programme (GTP) Course Leader, managing a cohort of GTP trainee for 2 years. Her current teaching responsibilities include teaching music pedagogy on the PGCE Primary degree and teaching undergraduate professional studies, research methods and music modules. She is also a School Experience Tutor and supports PGCE and undergraduate trainees on placement in partnership schools.

Kim began teaching on Higher Education courses in 2002 following her appointment as a Senior Lecturer in Teacher Education at the University of Cumbria where she contributed to the Primary undergraduate and postgraduate degrees as a music specialist. In addition, she developed the 3 Year BA QTS Music Specialism which prepared students to become music subject leaders. Kim also taught, and was a mentor, on the Master’s in Teaching and Learning (MTL) programme and held the post of Y3 cohort leader for 4 years supporting final placement student teachers up to their first appointment. While working at the University of Cumbria she was awarded a BERA Research Award for her work on the ‘Becoming at Teacher Educator: guidelines for induction’, a research project funded and published by the Higher Education Academy (Subject Centre for Education, ESCalate).

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 also works as a school experience and PRISS tutor as part of Primary ITT and teaches on the Professional Studies module. As well as this Kate is a PPP tutor on the PGCE course.


Gill Woods

Gill is a member of the Primary team. She joined the university after working as a primary teacher in several Birmingham schools. She currently teaches on Professional Studies and mathematics modules. She is also a member of the Partnership team and has worked closely with our partner schools for a number of years. She is a member of the Social Psychology in Education Research group.

Suzanne Allies profile photo

Suzanne Allies

Suzanne has worked at the University of Worcester since 2011 (part-time) and became a full-time lecturer in January 2016. Her passion is to support the mental health and wellbeing of students, teachers and children. She is trained to qualify people to become Youth Mental Health First Aiders.

Juliet Ness

Juliet is a lecturer, teaching across the undergraduate and postgraduate pathways for initial teaching training. Her primary role is teaching geography, she is also a School Experience and Dissertation tutor and a personal and academic tutor for the P.G.C.E school-based trainees. Juliet enjoys developing relationships with schools in the partnership and has responsibility as placement coordinator.

Prior to joining the university, Juliet had worked in primary schools across Birmingham and Worcestershire for more than 25 years. She was a senior leader with responsibility for, amongst other things, CPD, computing, geography, music, MFL, KS1 SATs and she was a moderator for KS1 Worcestershire team.

Daniel Whittaker

Daniel Whittaker

Before becoming a lecturer at the School of Education, Dan taught for 14 years in primary schools across Birmingham. In each of these schools, Dan led computing the schools’ computing provision, including responsibilities for online engagement and safeguarding. He is passionate about supporting trainee teachers in becoming confident teachers of computing. Dan is a registered CEOP Ambassador.

Dan is passionate about creating positive classroom climates and growing productive, respectful pupil-teacher relationships. His knowledge and enthusiasm for these underpin the ready to use, research-informed perspectives he offers to his students and in his professional writing. Dan combines these interests and his commitment for social justice in his doctoral research examining the discursive roots and effects of ‘no excuses’ schooling in the UK. Dan is passionate about securing excellent educational outcomes and experiences for children with SEND, especially for those children with Tourette’s Syndrome and ADHD.

Dan has delivered CPD and developed curriculum and pedagogy projects in schools across Europe. He has written and secured many Comenius/Erasmus+ grants and led his school to win the ‘HSBC International School of the Year Award’ while he was the international curriculum leader. 

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Where could it take you?

Graduates from the Primary Department at the University of Worcester are some of the most employable in the country. Employability for the class of 2018/19 was 94%

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Careers and Employability

Our Graduates pursue exciting and diverse careers in a wide variety of employment sectors.

Find out how we can support you to achieve your potential.

How much will it cost?

Full-time tuition fees

UK students

The standard tuition fee for full-time UK students enrolling on a PGCE in the academic year 2023/24 will be £9,250 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 2023/24 will be £15,800 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.


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 'Traditional Hall' at £122 per week to 'En-suite Premium' at £207 per week (2023/24 prices).

For full details visit our accommodation page.

How to apply

How do you apply?

Apply now

Applications for PGCE courses 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.


Bengeworth Multi-Academy Trust (Evesham, Worcs)

Black  Pear Trust Alliance (Worcester)

The Diocese of Hereford Multi Academy (Hereford)

Lord Scudamore Primary Academy  (Hereford)

Marlbrook Teaching School  (Hereford)

Rivers Teaching Alliance (Worcester)

River Wye Federation (Herefordshire)

Somers Park Primary School (Malvern)

South Bromsgrove High Teaching School (Bromsgrove)

Stour Vale Academy Trust (Dudley)

Welford-on-Avon Primary School (Warwickshire)

Important: When making your choices for School Direct in the 'apply' section, under 'click provider', you will need to type in the name of the Lead School, not the University.

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

Helen Bayfield

Administration enquiries

Julie Sutton

Course related enquiries