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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.

Overview

Overview

Key features

  • Full immersion in the daily life of a school and all the existing 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

Discover more about the course

Entry requirements

What qualifications will you need?

Entry requirements

  • An 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.
  • Grade C/level 4 at GCSE in English Language, Mathematics and Science (or equivalent) (or 2021 entry, applicants must have these qualifications by the start of the course). Alternatively, we offer equivalency tests 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.
  • School experience is desirable, but not essential prior to an interview. At interview we will discuss relevant prior school experience or opportunities applicants have had to work with school aged children. It is at this point that we would discuss with a candidate whether additional school experience would support an individual in their decision that teaching is right for them. NB Interviews will continue throughout 2020 and be conducted online. Applicants will be contacted directly with more details.

If your qualifications are not listed, please contact the Admissions Office for advice by email: AdmissionsB@worc.ac.uk.

Other information

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. Further information and guidance associated with additional costs are available from the Home Office.

You will also be subject to the usual prohibition list and criminal record checks. In addition, the Department of Education requires all trainees to satisfactorily complete a medical questionnaire to demonstrate their fitness to teach.

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

All applications for PGCE Primary should be made via UCAS Teacher Training.

Shortlisted applicants will be interviewed.

You are no longer required to take the Professional Skills Tests for entry to teacher training courses.

"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!"

Trainee

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.

Teaching

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.

Assessment

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.

Feedback

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 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 for 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 Parts1 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.

daniel-hughes-profile-image

Daniel Hughes

Dan is the PGCE Course Leader at the University of Worcester. He joined the School of Education in 2016.  He lectures in Primary English, PE and outdoor education. He also works as a school experience tutor, link 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. 

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.

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

Lorna is Foundation Subject lead and module lead for the Year 2 Undergraduate Foundation subjects’ module.  Lorna teaches Primary Design and Technology across undergraduate and postgraduate pathways. Lorna also teaches on the PGCE ‘The Developing Teacher’ module, as well as the Undergraduate Professional Research module specialising in Early Years.

Kim Harris

Since joining the University of Worcester in 2010 Kim held the role of Graduate Teacher Programme (GTP) Course Leader managing a cohort of GTP trainee for 2 years. Her teaching responsibilities include teaching pedagogy and management on the PGCE Primary degree and teaching postgraduate and undergraduate primary mathematics and music modules.

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's initial experience of the University of Worcester was as a postgraduate student, where she studied the MA Education. As an experienced teacher, she subsequently secured a sessional lecturing post at the University. For many years, Genea continued to work as a sessional lecturer and primary teacher simultaneously, until she made the move into higher education on a permanent basis, as a Senior Lecturer in Primary Education.

Genea was the Course Leader for Primary PGCE (QTS) until 2017 and she continues to have an active role in initial teacher training. As part of a dedicated team, she has enjoyed teaching on both undergraduate and postgraduate primary education courses in the areas of Music, Languages and Pedagogy and Professional Practice. Genea is a Fellow of the Higher Education Academy and a member of NaPTEC.

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Andrew Taylor

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. He joined the university in 2018 to pursue his passion for supporting trainee teachers and NQTs.

At the University Andrew has enjoyed supporting the primary department with developing its provision for behaviour management and working to develop the Early Career Teacher Community to support NQTs in their first year of teaching.

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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.

gillian-woods-profile-image

Gill Woods

Gill Woods is the Module Leader for the Pedagogy and Management module, a core element of the PGCE course. She is also the PGCE Placements Manager and is heavily involved in working with the partnership of primary schools.

Gill has previously worked as the Cluster Leader for primary mathematics and the module leader for the PGCE Masters module which combined English, mathematics and science at another university and the primary undergraduate mathematics co-ordinator at the University of Worcester.

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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

After completing for her first degree in Geography at London School of Economics, Juliet studied at Worcester to undertake her P.G.C.E.  Coming back to the university as lecturer, is a dream come true!

Juliet has 27 years' experience of teaching in primary schools in Worcestershire and Birmingham.  Throughout her career, Juliet has worked with children across the primary age range.  Her many and varied roles have also included coordinating the subjects of Music, MFL, Computing and Geography. As a senior leader in school, Juliet was Key Stage 1 leader and had responsibility for behaviour, attendance and Year 2 SATs amongst other things. For the past 4 years, Juliet has enjoyed working with schools in Worcestershire as part of the moderation team for Key Stage 1. 

 

Daniel Whittaker

Daniel Whittaker

Before becoming a lecturer at the School of Education, Dan taught for 14 years in primary schools across Birmingham. Dan’s experience of teaching and leading computing (and ICT) is both vast and current. Due to this, he offers a knowledge of computing pedagogy and using computing across the primary curriculum that is as practical as it is cutting-edge.

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Careers

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.
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. 

Costs

How much will it cost?

Full-time tuition fees

UK students

The standard tuition fee for full-time UK students registering in the academic year 2021/22 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 registering in the academic year 2021/22 will be £14,100 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.

Accommodation

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 £108 per week to 'En-suite Extra' at £184 per week (2021/22 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.

PRIMARY

Bengeworth Multi-Academy Trust (Evesham, Worcs)

Black  Pear Trust Alliance (Worcester)

Lord Scudamore Primary Academy  (Hereford)

Marlbrook Teaching School  (Hereford)

President Kennedy Teaching School Alliance (Coventry)

Rivers Teaching Alliance (Worcester)

River Wye Federation (Herefordshire)

Somers Park Primary School (Malvern)

South Bromsgrove High Teaching School (Bromsgrove)

South Worcestershire & ITT Consortium (Pershore, Worcs)

St Michael’s Federation (Shropshire)

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

AdmissionsB@worc.ac.uk
01905 855111

Helen Bayfield

Administration enquiries
h.bayfield@worc.ac.uk
01905 855073

Julie Sutton

Course related enquiries
j.sutton@worc.ac.uk
01905 542085

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