Great teachers make a difference to the lives of every child they teach everyday. Crucially, they have the knowledge, skills and understanding to teach excellent lessons - that have a positive impact on all pupils. The 3-7 Primary PGCE has been designed to enable you to become a primary teacher with
Overview
Great teachers make a difference to the lives of every child they teach everyday. Crucially, they have the knowledge, skills and understanding to teach excellent lessons - that have a positive impact on all pupils. The 3-7 Primary PGCE has been designed to enable you to become a primary teacher with an early years specialism.
By developing your knowledge and understanding of research, with a strong focus on what makes a difference in the classroom, you will develop a strong theoretical framework to your practice. Your practice, refined both on-campus and on-placement, will draw directly on this research.
When you train to teach at Oxford Brookes, you will join a course whose graduates inspire thousands of children and lead in hundreds of schools across Oxfordshire and beyond.
School leaders know our graduates are well-prepared to meet the high standards expected of them in our schools, with a broad range of on-campus and on-placement teaching and learning preparing them to make a difference in the lives of every child they teach, every day.
Course structure
On this course you’ll:
enter teaching with the knowledge, skills and understanding to improve the prospects for every child
develop layers of complex knowledge and skills
use interleaving and retrieval practice to ensure your learning is established, remembered and applied
be exposed to strong models of teaching in your provider-led and placement experiences
experience practice and theory - relevant to your classroom practice
learn to deliver a rigorous and carefully sequenced curriculum to your pupils
have the support to develop resilience as a teacher
make a sustained impact on the teaching profession
critique and deconstruct knowledge, models and teaching practice to establish the thinking behind outcomes.
Oxford Brookes at a glance
Set in a historic student city, Oxford Brookes University is one of the UK’s leading modern universities and enjoys an international reputation for teaching excellence and innovation as well as strong links with business and industry.
The University Strategy sets out our focus and priorities for the next 15 years. We have worked closely with our students, staff, local community and other stakeholders to create a new vision for Oxford Brookes University for 2020/2021 and beyond. As part of this work we have articulated our bold and ambitious 2035 Vision Statement - an expression of the kind of institution we want to be in 2035.
We are proud to launch a new Guiding Principle of Inclusivity as part of this work. This new Guiding Principle will sit alongside our established principles of Confidence, Enterprising Creativity, Connectedness and Generosity of Spirit.
This launch offers the opportunity to reassert our commitment to taking positive steps in creating an environment in which we celebrate, value, and provide equal opportunity for all.
As part of our strategic development work, we examined the external and internal context, including Brookes’ current strengths and areas for improvement and innovation.
We took into account the competitive environment and future developments such as the digital agenda and the universities regional, national and international positioning.
As work on the strategy progressed we factored in a complete re-prioritisation of our aims in light of the global outbreak of Coronavirus and the steps required for the University to successfully recover and indeed gain strength in the future.
University Governors worked closely with us to define the Educational Character of the institution, which serves as a foundation for the strategy along with the universities guiding principles.
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The Pearson BTEC Level 3 Award in Education and Training is an introductory teaching qualification. Achieving this Award will provide sufficient evidence that the learner has acquired the necessary skills and knowledge to prepare, plan, deliver and evaluate basic teaching and learning sessions, in ...
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