This aims to develop your understanding of ways to encourage children's thinking about themes such as Global Citizenship, Ethical Enterprise & the Sustainable Development Goals.
DurationLearn to teach students aged five to 11 with our intensive Primary PGCE. You will train through professional experience and reflective practice.
Our primary teacher training course reflects all elements of the Department for Education's (DfE) Core Content Framework (CCF).
“Outstanding” teacher training
We are a top teacher training provider and are rated “outstanding” by Ofsted. We are highly thought of in the local area and 98% of our students are employed or in further study within six months of graduating.
Gain Qualified Teacher Status (QTS)
You will gain Qualified Teacher Status (QTS). QTS is required to teach in all state-maintained schools in England. Your PGCE also qualifies you to teach abroad.
Master’s credits
You will complete two master’s modules, which will enable you to gain 60 credits at master’s level.
PE specialism option
We offer a specialist pathway in PE. This route suits teacher trainees seeking a deeper comprehension of teaching within primary PE.
Course content
Modules
Course content is carefully designed to meet the requirements of the Initial Teacher Training Core Content Framework (ITTCCF) and is underpinned by research-informed practice.
The Emergent Teacher as Reflective Practitioner
This module aims to nurture you towards a realisation of yourself as a value-based reflective practitioner as you progress towards Qualified Teacher Status (QTS). It seeks to develop you as a confident emergent teacher who is aware of the positive contribution you can make to your vocational career.
The module aims to provide the opportunity to identify links between reflection, practice, and theory through a range of activities including engagement with scholarly literature.
You will be assessed through submission of a 5,000 word essay, marked at master’s level.
Contemporary Issues in Primary Education
Connections between practice and theoretical perspectives are made and you are encouraged to engage with contemporary pedagogical initiatives. It is hoped that you will progress both academically and professionally as you become more confident as emergent teachers, aware of the positive impact you can have on your own learning and that of others.
You will be assessed through submission of a 5,000 word essay, marked at master’s level.
School Experience One
School placement
School experience provides an opportunity for trainees to nurture and enhance their pedagogical skills in a real environment.
The module aims to develop trainees’ competencies in teaching the primary curriculum using a variety of resources and teaching strategies.
It is intended that during this school experience trainees are helped to prepare teaching and learning activities to meet the needs and interests of all pupils to allow them to be successful learners who make progress and achieve.
School Experience Two
School placement
Building on the targets set at the end of the first placement, trainees move schools and experience a different key stage for their second school placement. This practice enables you to develop your teaching skills before moving to successfully complete your final placement
School Experience Three
School placement
This school experience is the fulfilment of your academic and practical skills as a trainee teacher and provides evidence that you meet the Teachers’ Standards. It indicates your capabilities as an emergent teacher and its conclusion marks the transition point into the ECT phase.
Core curriculum
This module is made up of Core English, Core Mathematics, and Core Science.
Core English
English is a core subject in the National Curriculum, comprising of reading, writing, speaking, and listening.
You are encouraged to:
broaden your understanding and use of children’s literature
teach early reading including phonics
understand the links between speaking, reading, and writing.
You will be assessed through a subject audit and a portfolio, showing how you have planned and assessed writing in the classroom.
Core Mathematics
Mathematics is a core subject in the National Curriculum. You are taught:
the principles of teaching mathematics for mastery
how problem-solving, reasoning, and fluency are developed
how to be confident teachers of mathematics in the primary classroom.
You will be assessed through a subject audit and a portfolio, showing the links between planning and assessing mathematics in the classroom.
Core Science
The science module aims to help trainees develop the knowledge, skills, and confidence to teach science in ways which will interest and motivate children. Linking science with other curriculum areas is encouraged and technology is used to enhance the teaching of scientific concepts. There is an emphasis on practical work, science capital, and on using scientific skills in the investigative process.
You will be assessed through a subject audit and a portfolio, showing the links between planning and assessing science in the classroom.
Professional Studies
This module aims to support you in the achievement of Qualified Teacher Status (QTS).
There is an emphasis on:
safeguarding
planning
assessment
behaviour management
SEND and inclusion.
Linking theory to practice is key and in lectures, so you'll be encouraged to reflect and share your experience in school to develop your practice.
You will be assessed at the end of the module against the Teachers’ Standards. This is through a portfolio of evidence linking school and university work which is built up over the year.
Building a Broader Curriculum
This module is designed to introduce you to the foundation subjects and support your understanding of the value of a cross curricular approach to teaching and learning. In semester 2, you will work in groups to plan a cross-curricular project.
This aims to develop your understanding of ways to encourage children's thinking about themes such as Global Citizenship, Ethical Enterprise & the Sustainable Development Goals.
History of St Mary’s University College
The origins of the College can be traced back to 1900 when the Dominican Sisters opened St Mary’s Training College on the present Falls Road campus with an enrolment of 100 women students.
For nearly 50 years after that, the college was concerned with the education of women students and their preparation for teaching in primary schools. In 1948, four-year courses for post-primary teachers were introduced.
By arrangement with Queen’s University, selected students could follow a combined course of university study and professional training. In 1949 a men's department was established at Trench House.
In 1961 it ceased to be the men's department of St Mary’s Training College and was constituted St Joseph’s Training College. In 1968 the Senate of Queen’s University granted St Mary’s and St Joseph’s recognition for the instruction of matriculated students of the university in courses leading to the degree of Bachelor of Education.
In the 1970s, however, there was a decline in teacher education when the government decided, in response to falling school enrolments, to reduce the supply of teachers, and the Catholic bishops decided to amalgamate St Mary’s and St Joseph’s.
The new college, called St Mary’s University College, came formally into existence in September 1985. From 1994 to 1996, a major programme of building and refurbishment was undertaken on the Falls Road campus.
In June 1996 Trench House closed its doors for the last time, and the entire College was relocated on the newly extended and enhanced Falls Road campus.
Mission
Our Vision and Values
The Christian ideal of education is based on love, solidarity, the common good, truth and justice. In our view, true education is a moral activity which has at its heart the fundamental worth of each person and the belief in a higher common good to which each belongs and through which each expresses her/his common God-given humanity.
Education is simultaneously a sacred and secular activity which is intrinsically linked to the process of becoming a fully human and spiritual being. It seeks a synthesis of competence and conscience.
The pursuit of academic excellence is a vital component, but so too is the affirmation of human dignity, the liberation of humankind from ignorance, and the empowerment of the marginalised.
Thus education is a creative and inspired activity through which we can fully realise our human attributes and help build a world in which all people come to share and experience their common humanity.
If, in practice, education is reduced to preparing individuals to compete in the labour market, it leaves people and communities completely ill-prepared for many of the major components of a well-balanced and fulfilling life, such as relationships, parenthood, vocation, community-building, self-expression, and recreation.
Education must not only prepare students for the world of work but for life in and for the community. The goal of an education founded on Christian values is therefore the formation and development of young people as communal beings living in harmonious relationship with self, others, God and the environment.
Such an education aims at nurturing in each individual a sense of self-esteem and a concern for others, rooted in the certainty of God’s love.
The true test of education is therefore how a student uses her or his gifts and talents, not falling prey to the possessiveness, individualism, fragmentation, consumerism and lack of caring that a purely secular, market-driven education can imbue, but becoming truly human and being socially responsible.
The Level 3 Award in Education and Training (QCF) is the introductory teaching qualification for teaching adults or training adults in a college or further educational or working environment. You are not required to be teaching already as this course will give you a foundation of knowledge.
This is a 2 year course equivalent to 3 A Levels. Learners will spend 80% of their time in the classroom and 20% in industry placements (9 weeks minimum, which is equivalent to approximately 750 industry placement hours).
Level 5 Diploma in Education and Training (DET) programmes are the recognised teaching qualification for the post-16 sector. You can become a post-16 teacher in England without a teaching qualification, but it’s a definite advantage to have one, as many employers expect them.
PGCE Primary is a postgraduate professional programme of Initial Teacher Education (ITE) leading to the academic awards of either a Postgraduate Certificate in Education or a Professional Graduate Certificate in Education.
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