PGCE Primary/Early Years (including School Direct) with QTS

Applicants will normally:

• hold or be expected to gain a minimum 2:1 degree
• have relevant experience in state schools (minimum 10 days) and must have some experience of working with young people
• have GCSE grade C in English Language and Maths and, for Primary and Primary/Early Years, grade C in Science
• have to pass the NCTL skills tests in literacy and numeracy by 30th June 2018

Apply online at: www.ucas.com/ucas-teacher-training.

https://www1.chester.ac.uk/study/postgraduate/postgraduate-finance/current-postgraduate-fees

Successful trainees will enter the teaching profession as Newly Qualified Teachers. Trainees from previous years have now obtained posts such as Children’s Centre managers, Early Years Foundation Stage consultants and Early Years Foundation Stage co-ordinators.

Programme Structure

There are 3 academic modules and 2 Professional Placement Modules

Professional Development Education (PDE)

Professional Issues in Early Years Education explores issues such as the principles underpinning learning and development, observing and assessing learning and development, planning for learning, promoting positive attitudes and children’s well being and working effectively in a team and with parents and carers.

The core curriculum in the Early Years Foundation Stage and Key Stage 1

This module explores English, Mathematics Science and ICT and the relevant areas of learning and development. The university based training covers subject knowledge at trainees own level and subject specific teaching skills and methods for the work in schools and early years settings.

The non core curriculum in the Early Years Foundation Stage and Key Stage 1

This focuses on the design and content of the curriculum. History, Geography, RE, Music, Art and Design, Design and Technology and PE and the relevant areas of learning and development are included in the university based training. Children learn best when they can make links across and within subjects set within a curriculum that values diversity and reflects current educational initiatives and this is the aim of the non core curriculum module.

Professional placement modules (1 and 2) aim to provide trainees with the opportunities to meet the standards for QTS in 2 different settings and in 2 age phases. The expectation for each placement is based on trainees’ needs and targets. At the end of Placement 2 trainees are expected to have met all the standards and will identify their priorities for their first teaching post as a Newly Qualified Teacher (NQT).

There are 5 main components to the programme:

• Professional Placements
• Professional Development Education
• Core subjects
• ICT
• Non-core subjects and RE

Cross curricular themes, such as education for sustainability, the role and influence of literacy, numeracy and ICT, diversity, equality and special educational needs, permeate all the modules.