Postgraduate Taught

Keele University has a long established reputation in Initial Teacher Education. This one year (37 weeks) full time programme is aimed at enabling course participants to achieve an academic award at the University along with the recommendation for Qualified Teacher Status (QTS) for working in maintained schools in England.  To be recommended for QTS course participants are required to meet National Teacher Standards.  The Primary Programme is offered via both the conventional PGCE and School Direct/Salaried route, and offers opportunities for specialisms in either Mathematics, Science, Modern Foreign Languages or Humanities as follows:

• General primary (5-11) with Humanities Specialism;
• General primary (5-11) with Mathematics Specialism; 
• General primary (5-11) with Modern Languages Specialism; 
• General primary (5-11) with Science Specialism.

The programme is delivered by a team of tutors at Keele along with leading practitioners in partnership primary schools.  Within the University, there is a dedicated teaching facility and the programme makes use of the opportunities provided through working in partnership with schools.

 'The aim of the programme at Keele is to develop outstanding, critical and creative teachers for the 21st century classroom'

The PGCE/School Direct Programme at Keele has been designed to be both academic and vocational and is predicated on the requirement to provide challenging expectations of you as Associate Teachers to create a teaching and learning environment which will engage your interest and motivation. The broad aim of the curriculum component of the PGCE/School Direct programme is to: 

Entry to the PGCE/School Direct programme is conditional on:

• Achievement of at least a 2:2 and preferably a 2:1 honours degree (or recognised equivalent);
• The relevance of an Honours degree content and /or A Levels to the chosen specialist subject(s);
• Passes at GCSE in English Language, Science and Mathematics at grade C or above (or equivalent). Please note: although the Teaching Agency minimum requirement is a grade C at GCSE, we will generally  be looking for applicants with a grade B or above in  English Language;
• Selection based on the information provided on the GTTR/NCTL application;
• Selection based on a successful interview (part of the interview is conducted within a partner school);
• A medical report which is deemed satisfactory;
• A completed DBS enhanced disclosure which is deemed satisfactory by the University;
• Successful completion of the Teaching Agency’s Skills Tests in Literacy and Numeracy (these are now a pre-entry requirement).
• Successful completion of a minimum of 10 days teaching experience in either Key Stages 1 or 2 during the last two years in a primary school.
• For the School Direct (Salaried) route, you must have three years of work experience (not necessarily in an educational setting) to be eligible to apply.

In respect of applicants from outside the United Kingdom, a NARIC verification will inform the judgement as to the suitability of the degree.

As specialist pathways in Mathematics, Modern Languages and Science are offered, there is an expectation that candidates will have relevant prior study and attainment.

English Language Requirements

International students whose first language is not English must have IELTS 7.0  or  equivalent  with a minimum of 6.5 in each sub-test or equivalent. 

The programme involves a minimum of 120 days on professional placement and a minimum of 70 days taught input delivered both in the University and in schools and other learning environments.   During the professional placements (which will take place in at least two different schools) course participants undertake observation and study alongside a teaching timetable that increases as the placements progress.

It is the beginning of your development as a primary teacher, and as such opportunities for reflection and critical evaluation are embedded in each module.  A minimum of 120 days is spent on professional placement in at least two schools. There are also opportunities to engage in other educational settings as appropriate.

All participants undertake modules in:

Module 1:  Learning and Teaching and the Primary Specialist: This module seeks to set the generic educational issues explored within the PGCE programme within the context of their primary specialist subject and the relevant age phase(s). The module will encourage Associate Teachers to engage in thinking about pedagogy in respect of their primary specialism, subjects across the primary curriculum and age phase.

Module 2: Subject Knowledge for Learning and Teaching: This module is designed to develop Associate Teacher’s subject knowledge and understanding and their ability to make use of this knowledge in the development of high quality lessons, learning materials and assessment strategies.

Module 3: Education and Professional Studies: This module will encourage Associate Teachers to explore a wide range of current educational issues that are relevant to all aspects of teaching, irrespective of subject or age phase and encourage them to consider these in light of their own primary specialist subject, subjects across the primary curriculum and age phase.  This will include a consideration of such issues are the nature of the curriculum, the role of education in society and the process skills required in order to be an effective teacher.

Module 4:  Teaching Practice: This module is the school based aspect of course participants’ training that will provide the government required experience of teaching in schools.  120 days’ placement in a Primary school and other appropriate educational settings will be undertaken, with Associates undertaking substantive placements in a minimum of two institutions.

Our specialisms enable you to develop more in depth knowledge about your chosen curriculum area and enable you to begin to consider the role of curriculum leadership within a primary setting.  This aspect of the programme enables you to consider how best to support non-specialist colleagues with their pedagogy.  The specialist sessions are practical and interactive, linking theory to practice and focus on pedagogies that are distinctive to each particular discipline. We believe that, by having a specialism, not only do our ATs gain a distinct career advantage but they also develop a more in-depth understanding of the role of subject knowledge in  primary education. 

Programme participants are assessed through written assignments, presentations and portfolios. Throughout the programme you will be asked to reflect on your developing professional capabilities and competences.  Throughout your placements you will be assessed against the Teachers’ Standards (May 2012).

The Primary programme recognises that our ATs come from a variety of backgrounds and experiences and have already completed degree level study or higher, and are in a position to learn from each other. Thus the programme makes use of lead lectures, seminars, group activities, individual and group tutorials, practical workshops, directed activities in professional contexts, school based placements, support self-study and the use of IT to support learning via the website.