Primary
PGCE

Modules

• Building a Broad Curriculum 

Building a Broad Curriculum

The module aims to develop trainees’ discrete subject knowledge, understanding and skills in a range of non-core foundation subjects then to explore and experience the inter-linked nature of learning in the primary school. It includes primary art, computing, Design and Technology, Geography, History, MFL, Music and Drama.

• English 

English

English is a core subject of the National Curriculum and is necessary for access to the whole primary curriculum. English includes the development of pupils’ language and literacy skills. The primary English needs of English as an Additional Language (EAL), Specific Learning Difficulty (SpLD) and Gifted and Talented (G&T) pupils are part of this remit.

• From Values to Vocation  

From Values to Vocation

This module seeks to develop trainees as confident emergent teachers who are aware of the positive contribution they can make to their vocational career. In so doing it aims to develop these same traits in their professional practice and so engender successful learners, confident individuals and responsible citizens in their own classrooms.

• Mathematics 

Mathematics

The module is designed to promote trainees’ enthusiasm for mathematics as a subject and to develop an analytical and critical attitude towards the teaching and learning of mathematics. In particular the module aims to develop the confidence and skills to enable trainees to evaluate, select and use a wide range of strategies and resources to facilitate and assess teaching and learning across the primary phase

• Physical Education 

Physical Education

This module is theoretical and practical in its content. It aims to provide trainees with a foundation of knowledge, skills and understanding within Physical Education to build both confidence and competence to plan, deliver and evaluate lessons within the primary phase of learning. This module will explore the importance of meeting individual needs through the development of inclusive practice and provide a working knowledge base of skills and processes to integrate into trainees’ professional lives.

• Professional Studies 

Professional Studies

This module aims to support trainees in the achievement of Qualified Teacher Status. This is done by providing trainees with the knowledge, skills and understanding needed to be an effective primary practitioner.

• Religious Education 

Religious Education

The module aims to develop critical understanding in trainees of the importance, purpose and relevance of effective Religious Education in the Primary curriculum. It seeks to examine concepts and themes within Religious Education and how these might be investigated within the context of the primary classroom.

• School Experience One and Enhancement Placement 

School Experience One and Enhancement 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 Experience Two

This final school experience is the fulfilment of their academic and practical skills as a trainee of initial teacher education and provides an indicator of areas for consideration with reference to CPD. It is the manifestation of their capabilities as an emergent teacher and its conclusion marks the transition point into the NQT year.

The module aims to nurture trainees through this final stage of progression from initial teacher education to the initial stage of their teaching career. It aims to support the trainee in moving from an assisted learning environment to taking the responsibilities of the newly qualified teacher.

• Science 

Science

The module aims to provide trainees with the pedagogical knowledge and understanding necessary to teach science effectively and to secure pupils’ progress in science.

• The Emergent Teacher as Reflective Practitioner  

The Emergent Teacher as Reflective Practitioner

This module aims to develop trainees as critical practitioners who reflect upon their classroom practice, with direct reference to their school experiences, as they progress towards QTS.