Primary (5-11) PGCE with QTS

Course Summary

Teaching is an extremely rewarding and challenging career. Our course is designed to provide you with the knowledge, understanding and skills that you need to be an outstanding teacher. We aim to nurture teachers who are passionate about the development of their own and their pupils' learning. 

The University of Chester Partnership has a rich history of developing highly skilled, knowledgeable teachers, and has a high employability rate. Our Partnership has learning at its heart, combined with passion and enthusiasm for teaching and learning.

We will provide you with the support you need to become a critically reflective evidence-based practitioner through a combination of academic challenge and school learning. 

We will provide you with the support you need to become a critically reflective evidence-based practitioner through a combination of academic challenge and school-based learning. During the course, alongside placements and taught sessions, there will be specific weeks that focus on fundamental and pivotal aspects related to teaching and learning. 

You can also have one placement in a school in Wales and/ or in a Special Educational Needs/ Disability school – all valuable experiences which will enrich your knowledge of teaching and show your flexibility to work in different settings. 

What you’ll Study

Our modules will provide you with critical understanding of pedagogy, assessment and curriculum; critical knowledge, understanding and skills in primary age phases and subjects; critical knowledge and understanding of wider professional issues, e.g. behaviour management and inclusive practice; enrichment opportunities; and at least 120 days of school-based learning.

Becoming a Teacher: the Professional Transformation Compulsory

Module content:

Common strands explored throughout the programme and within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all. 

Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

Associate Teachers (ATs) will develop an understanding of the nature and aims of the National Curriculum and/or Early Years Foundation Phase depending on the age-phase in which they are training to teach. 

They will consider these documents in relation to breadth, balance and ambition and how pupils and children can be supported to make links between subjects, disciplines and associated areas of learning to ensure that the curriculum is greater than the sum of its parts. 

ATs will cover important elements of the legislative and statutory framework relevant to teaching, education and the professional responsibilities (e.g. safeguarding, the
SEND Code of Practice, the promotion of Fundamental British Values, the Equality Act
etc.). 

ATs will also cover important aspects of inclusion, the definitions and categories of different pupil needs, including the 4 categories (social, emotional and mental health, sensory and/or physical, communication and interaction, cognition and learning). 

Through guided observation, ATs will develop knowledge of how to generate motivation, autonomy, mutual respect and positive relationships with staff and pupils of all kinds and how important a consistent whole-school/institution-wide approach to managing children and pupils' behaviour is to this.

ATs will be expected to demonstrate principles of professionalism and professional behaviours of teachers along with the importance of reading policies, following them and taking appropriate advice and initiative. 

ATs will observe and develop their knowledge of the teaching of citizenship and PSHE where relevant and their relationship to the notion of a healthy and socially responsible school/ institutional community as well as the spiritual moral, social and cultural development of pupils and children. 

ATs will be supported to manage their workload to ensure there is a productive work/life balance and that proportionate amounts of time are set out for planning, teaching and assessment activities - and recognise the importance of their contribution to the wider life of the school/institution.

Through the guided observation of experts, ATs will develop how to communicate with lay stakeholders, parents, and carers and others in promoting professional cooperation and the engagement of pupils.

Module aims:

The module aims to develop:

• ATs' commitment to inclusivity, well-being and safeguarding of children.

• ATs' understanding of the nature and aims of the National Curriculum and Early Years Foundation Stage, depending on the age-phase in which they are training to teach.

• ATs' understanding of legislative and statutory frameworks relevant to teaching, education and the professional responsibilities of teachers.

• ATs' knowledge and understanding of inclusion in all its forms.

• ATs' knowledge of how to generate motivation, autonomy, mutual respect and positive relationships with pupils.

• ATs' understanding of the principles of professionalism and professional behaviours of teachers.

• ATs' knowledge of Citizenship and PHSE, where relevant, and their relationship to the notion of a healthy and socially responsible community.

• ATs' understanding of how to manage their workload to ensure there is a productive work/life balance and the management of their own on-going learning.

• ATs' knowledge of how to communicate with lay stakeholders, parents, and carers and others in promoting professional cooperation and the engagement of pupils.