Teacher Training in School PGCE

There are a number of ways to get into teaching. As well as our campus taught programmes, Northumbria offers the option of a more school-centred route.

Teacher Training in School PGCE is an exciting opportunity to teacher train in outstanding schools alongside highly experienced teacher mentors. Your School Based Training Plan is designed by the lead school and individually tailored to develop your skills and expertise.

Over the course of your training, you will gain experience in more than one school and teach across different year groups within your training age phase.

Applicants are welcomed for Primary, Secondary Subjects and Special School places that our partner schools have been allocated.

Explore the opportunities and details of how to apply at each of our partner schools by visiting our training schools tab. 

Modules

Module information is indicative and is reviewed annually therefore may be subject to change. Applicants will be informed if there are any changes.

Curriculum Studies (Core,30 Credits)

This module will support your ability to critically reflect upon how to raise achievement and have high expectations of pupils’ learning. You will autonomously develop your subject knowledge, skills and understanding in order to develop subject learning for their pupils that inspires and motivates pupils to learn and progress all areas of the age phase or subject in which you are training.
You will learn about the key Government priorities, legislation and reports which influence current practice in your age phase or across the education system as a whole and how that shapes the regional and national education agendas.

You will be provided with an international perspective to help shape your wider understanding of the role of education. By the end of the module you will have

international perspective to help shape your wider understanding of the role of education. By the end of the module you will have developed your own emerging philosophy of schools, understand their varying contexts and Government priorities.

Professional Practice (30 Credits)

This module is firmly rooted in your school experience. You will learn a range of professional competencies evidenced within the Teachers’ Standards.

Throughout the year, you will acquire the skills, knowledge and understanding needed to become a highly effective teacher in the age phase/subject in which you are training.

With the vast majority of time on this programme being spent in school, you will be immersed in the life of your host school(s) your skill development will be supported and monitored through a School Based Training Plan and an Individual Learning & Development Portfolio which are both mapped against the Teachers’ Standards (2012)

Reflective Professional Studies (30 Credits)

This core module will develop your knowledge and understanding of a range of learning and teaching issues related to current practice in the education phase in which you are training.

You will engage in systematic reflection and analysis of your practice and critical debate with peers and colleagues. This will develop your understanding of how to provide challenging learning environments that support pupil learning.

You will learn about key theories and develop an appreciation of how research informed practice supports the development of your pedagogy and is contextualised by your school environment. Your learning will be set within the context of contemporary issues such as:

• Equality, Inclusion & Diversity in Education

• Behaviour for Learning

• Assessment: Principles & Practice

• Ideologies and realities

• Cultural & Political perspectives of Education

• Theoretical Principles, Learning & Children

• Professional Responsibility & Practice

Professional Enquiry in Teaching and Learning (Core,30 Credits)

This module will develop your knowledge and understanding of Equality, Inclusion & Diversity in education. You will develop a critical insight into the challenges faced by schools and the teaching profession as they seek to ensure all pupils have equal opportunities to make progress and achieve individual success as part of a broad and balanced curriculum.