PGCE Primary Initial Teacher Education with QTS

Have you always wanted to teach in a primary school and make a real and positive impact on children’s lives? If you are a graduate with a passion for innovative learning and teaching then this PGCE course is for you. This one year course leads to the award of qualified teacher status.

You will study in both university and primary schools to inspire learners to achieve the four purposes of the Curriculum for Wales.

You will work in partnership with schools that have been selected for their excellent provision and high-quality mentoring of student teachers. You will be supported to develop your skills in research and inquiry, critical reflection, digital technology, pedagogy and the Welsh language as you build your own, unique teacher identity.

What You Will Study

The content of the course is arranged into two core modules that run throughout the three terms of the one-year course.

Curriculum and school experience – embedding the pedagogical principles. 60 credits at level 6

This module has a focus on subject study knowledge and practical experience. Through a combination of university-based lectures and school-based experiences, the module supports student teachers to develop and reflect as resilient, lifelong learners, purposefully engaged in their own professional learning, development and well-being.

The integration of lectures, seminars and tutorials have been carefully aligned to corresponding school experiences, supporting thorough theory to practice application.

Student teachers critically evaluate evidence-informed practice through enquiry, to raise learner attainment. They develop, consolidate and refine their subject knowledge, understanding and skills in relation to their roles and responsibilities during school experience and contribute to the achievement of the descriptors for Qualified Teacher Status as identified in the Professional Standards for Teaching and Leadership.

A range of assessment strategies is used to measure competencies including the effective use of digital technology and Welsh language development to support and enhance learning and teaching.

Reflective practice – developing research and enquiry to become agents of change. 60 credits at level 7

This module fully supports the level 6 module by embedding and consolidating pedagogical principles and supporting further enquiry, critical reflection and evaluation through specific research projects.

A year-long reflective journal scaffolds the research and enquiry skills of the student teachers. Research methodologies are explored and developed through a school-based project linking to a live school development plan, ensuring accountability within the school environment.

Critical theoretical knowledge and data analysis are applied to inform action enquiry and to develop the skills necessary to become lifelong teacher enquirers. 

In addition to developing individual research, assessment opportunities are planned throughout the module to assess student teachers’ ability to critically explore and reflect upon research articles linked to pedagogical practices of differentiation, behaviour and assessment for learning (for

Teaching

A blended learning approach is utilised to provide student teachers with a range of flexible learning opportunities and to highlight effective pedagogical principles through modelling the impact of a range of approaches.   

Lectures draw your attention to current research, curriculum reform and development and pedagogical approaches. Specific subject study practical sessions support student teachers to develop in the Areas of Learning and Experience.

Tutorials provide opportunities for academic and school-based discussion and personal reflection.

The directed study enables student teachers to prepare appropriately for assessments; to refine their knowledge and understanding by investigating a variety of resources for skills development and intellectual enhancement.

Independent Learning encourages student teachers to develop further subject knowledge, improve research skills and take responsibility for the development of personal targets. Student teachers make use of the excellent facilities including simulated learning opportunities.

School Experience is structured into blocks of intensive learning and practice throughout the programme.  This supports student teachers to benefit from structured opportunities to work on specific areas of their practice through the ‘meshing’ of theory, research and practice. Learning is focused, rather than dispersed;

In each block of School Experience, student teachers teach, observed by a qualified member of school staff, their lecturer, or both. Teaching starts with small group teaching, or teaching of a short activity to larger groups, building to teaching whole lessons and then sequences of lessons.

Student teachers meet weekly with mentors to discuss their own learning and to learn about wider school-related professional duties.

Facilities

On campus, you will learn in an environment that fully prepares you for the world of work. We have specialist classrooms which simulate primary school settings and flexible digital spaces which will provide you with authentic learning opportunities. These learning spaces are designed to simulate the school environment, enabling you to develop confidence for the workplace in realistic settings.

Lecturers

Our course team comprises dedicated, experienced professionals who have a breadth of experience of working with student teachers in a range of contexts and settings. They will guide you on your journey to professional excellence:

• Linda Davidge-Smith (Academic Subject Manager)

• Andrew Harper(Opens in a new tab) (Course Leader)

 Supportive student-teacher groups, regular tutorials and a high level of pastoral care.

We regularly revalidate courses for quality assurance and enhancement

At USW, we regularly review our courses in response to changing patterns of employment and skills demand to ensure we offer learning designed to reflect today’s student needs and tomorrow’s employer demands.

If during a review process course content is significantly changed, we’ll write to inform you and talk you through the changes for the coming year. But whatever the outcome, we aim to equip our students with the skillset and the mindset to succeed whatever tomorrow may bring. Your future, future-proofed.