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Primary (5-11) PGCE

Overview

This programme leads to Qualified Teacher Status. It equips you to teach pupils from 5-11 years and covers all areas of the Key Stage 1 and 2 curriculum, through lectures, seminars, workshops and tutorials. You'll gain 60 Masters level credits and be awarded with a Post-Graduate Certificate of Education.

The programme will give you an in-depth understanding of inclusive practice, equality and diversity to prepare you for a career in London schools. As a part of the programme you will experience different schools and also have an opportunity to work in an Alternative Education Setting. You'll have the opportunity to develop a specific area of expertise at Masters level.

LSBU has a particular focus on social justice and equality that is well matched to the needs of schools in urban and multicultural areas. At LSBU we encourage creativity, reflective pedagogy and sensitivity to educational issues.

6 reasons to study here

Great teaching: All the PGCE tutors are qualified teachers, expert practitioners and supportive mentors.
School placements: You will experience four placements in a range of school settings.
Personalised support: You will be allocated a Professional Adviser who will act as your mentor during your training.
Award winning: No.1 London University for 'Learning opportunities' and No.2 for 'Learning community' for Education (National Student Survey, 2018)
Dedicated facilities: Specialist rooms with resources found in primary school classes.
Professional links: The Centre for Education and School Partnerships has extensive links with schools and alternative educational setting across London.

General Primary with Mathematics

We also offer a Primary PGCE with Mathematics pathway. If you choose this route you will have the opportunity to develop your expertise in all areas of Primary mathematics teaching and learning. You will study the Raising Achievement in Mathematics module at Masters level and as part of your Alternative Educational Setting placement, you will gain valuable experience working and teaching in a secondary school Maths department.

Please visit the modules tab for module descriptions.

The university-based training systematically links theory to practice. The use of school-based trainers' expertise makes training practical, relevant and inspiring.

OFSTED report 2014

Bursary information for September 2018 entry

Bursaries are available to trainees on the PGCE primary general (with mathematics) course.  If you have a 2:2 or above with at least a grade B maths A level or equivalent then you will be eligible for a bursary of £6,000.

Visit the Get Into Teaching page for full details.

You do not need to apply for bursaries. Once you have firmly accepted an unconditional offer of a place on a Teacher Training course (and supplied proof of your appropriate grades) the University will liaise with the Department for Education to put your bursary in place.

Hear from current student, Nathalie Ung

Key course information - ordered by mode
Mode Duration Start date Location
Mode
Full-time
Duration
12 months
Start Date
September
Location
Southwark Campus

Case studies

Modules

H Level Modules

  • The Core curriculum
    The Core Curriculum 5-11 modules focus on subject knowledge and pedagogy in the core subjects: English, Mathematics and Science.
  • Professional studies
    This module underpins the entire PGCE course; it covers all aspects of the professional requirements of being a teacher alongside developing your pedagogical understanding. It covers topics such as how children learn, planning, assessment and pupil progress, classroom management, teaching strategies, working with additional adults and supporting children with particular needs.
  • The Wider curriculum
    As part of the Foundation Subjects module and Computing sessions you will also develop subject knowledge and pedagogy in the foundation subjects: Art and Design, Computing, Design and Technology, Modern Foreign Languages, Geography, History, Music, Physical Education and Religious Education.
  • School experience
    Over the course of the programme you will undertake four school placements each designed to provide a different experience.
    The first placement is a Reading Mentor placement where you will work 1:1 with a child in a local primary school for seven weeks focusing on planning and supporting that child with their phonics and reading. On this placement you will also spend time working with the class teacher and supporting small groups.
    The second placement takes place in different school for eight weeks and you will build up from planning and teaching small groups to planning and teaching the whole class with support from the class teacher and school based mentors.
    The next placement is the Alternative Education Setting placement. See the section below for further details.
    The final placement is for eleven weeks, usually in the opposite key stage to the second placement. By the end of this placement you will be expected to take on role of the class teacher, planning, teaching and assessing the whole class on a daily basis.
  • Alternative education setting
    In term two you will arrange your own four week placement following your interests in an Alternative Education Setting. This placement is designed to give you a wider view of education and enable you to develop explicit skills that you will be able to transfer to mainstream practice. For example you may choose to work in a Special Educational Needs setting, a Pupil Referral Unit, an Early Years setting, a forest school or secondary school.

M Level Modules

  • Equality, inclusion and citizenship
    This Masters level module will allow you to reflect on key issues such as equality, diversity and inclusion in an educational context. You will learn from leading  academics and professionals from around the world about topics that affect education such as social class, race and diversity, gender, sexual orientation, asylum seekers and refugee families, inclusive practice, special educational needs and disability, looked after children, digital citizenship and children with English as an additional language. For the assessment of the this module you will undertake a small piece of classroom research based on one of these themes.

Plus one of the following module options:

  • SEND (Special Educational Needs and Disability)
    This module discusses and explores how to enable learners with Special Educational Needs and/or Disabilities (SEND) to achieve in their learning. If you select this module your Alternative Education Setting placement will be in a Special Needs school.
  • Connect, consume, create: ICT in the Primary School
    Explore the most up-to-date research, knowledge and understanding that underpins ICT and the Computing curriculum in primary schools.
  • Enquiry based science
    This module will draw from current research and projects dealing with enquiry based learning in an international context. Sessions will include practical workshops where students will actively cooperate in groups to design and carry out scientific investigations. Issues concerning progression, assessment, the curriculum and leadership in primary science will be explored.
  • Raising Achievement in Mathematics (RAiM)
    The RAiM module will help you gain knowledge and understanding to successfully teach mathematics with competence and confidence, and begin to develop as a specialist in this area. Part of your Alternative Education Setting placement will be in a mathematics department of a secondary school.
  • English: Language, learning and culture
    This module focuses on spoken language as a key area of the English curriculum in order to explore culture and deepen learning in the classroom.

The equal opportunities, inclusion and citizenship element of the course is a very strong feature. It prepares trainees exceptionally well for working in an inner-city environment.

OFSTED report 2014

Employability

Completion and employment rates for our PGCE are both above the sector norms and we have been identified as a good provider of initial teacher training (OFSTED 2014). Although we pride ourselves in providing teachers for London schools, successful students enter the teaching profession in a variety of schools within the UK.
All students entering the course have the possibility of gaining up to 60 credits at Masters level, which can be used by students to count towards the award of full Masters qualifications (such as the LSBU MA in Education) gained via further study after graduation.

LSBU Employability Service

We are University of the Year for Graduate Employment - The Times and Sunday Times Good University Guide 2018

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search.

As an LSBU student you have access to the Employability Service and its resources during your time here and for two years after you graduate.

Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or a placement/internship, and will help you assess what you need to do to get the career you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

  • Direct engagement from employers who come in to network with students
  • Job Shop – daily drop in service to help with, tailoring CVs, cover letters and applications, sourcing online resource, mock interviews and general job searching. One to one appointments for further support also available
  • Mentoring and work shadowing schemes
  • Higher education achievement report - The HEAR is designed to encourage a more sophisticated approach to recording student achievement, which acknowledges fully the range of opportunities that LSBU offers to our students.
    It pulls into one certificate: Module grades, Course descriptions, Placements, LSBU verified extra-curricular activities
  • Employability workshops - delivered free to students all year round on a variety of related topics
  • Careers fairs throughout the year to really focus your thoughts on a career after university

Find out about any of these services by visiting our student employability page

Placements

During the course you will undertake placements in at least two schools. Placement schools are chosen to provide different experiences including size, organisation and location. Our partnership works with a wide range schools across London. Placements are allocated as best fit for each trainee, but if you live in outer London or beyond it may require careful planning by you so that you are able to work at assigned schools.

In addition you will undertake a placement in an alternative education setting. The choice of placement will depend on the option you choose and your interest in the education sector. Examples of placements include SEN schools, pupil referral units, hospitals etc.

A key element of the programme is to prepare you to work in multi-cultural, urban settings. In terms of school experience placements you will normally be required to do at least one practice in an inner or outer London state school.

The Alternative Educational Setting placement is particularly effective and has an impact on the outcomes of the subsequent placements

(OFSTED Report 2014)

Staff

Fabienne Benoist

School/Division: Law and Social Sciences / Centre for Education and School Partnerships
Job title: Course Director for the BA (Hons) Education Top Up; Senior Lecturer

Fabienne Benoist is the course director for the BA (Hons) Education Top Up programme and a Senior Lecturer in the Centre for Education and School Partnerships.


Clare Copeland

School/Division: Law and Social Sciences / Centre for Education and School Partnerships
Job title: Course Director: PGCE Primary

Clare’s areas of professional expertise are initial teacher education and education and technology. She is a Senior Lecturer, the Primary PGCE Course Director and the Subject Leader for Computing and ICT in the Division of Education.


Anna Jones

School/Division: Law and Social Sciences / Centre for Education and School Partnerships
Job title: Course Director - BA (Hons) Education Studies (work-based)

Anna’s teaching interests include the pedagogy and practicalities of teaching English to Primary aged children.


Gianna Knowles

School/Division: Law and Social Sciences / Centre for Education and School Partnerships
Job title: Head of Partnership (ITE)

Gianna Knowles is a Principle Lecturer and Head of Partnership (Initial Teacher Education).  She began her career in education working in North London primary schools. She has also taught in schools in the Midlands and has worked in Leicestershire's Local Authority educational advisory services. More recently she has been working in universities, lecturing in Educational Studies and Initial Teacher Education, which has included teaching at the Högskolan i Jönköping, the University of Jönköping in Sweden.

Gianna's research interest is in the area of diversity, inclusion and social justice. She has published a number of books aimed at teachers in training and those already working in education to help them understand and explore these issues.


Zoë Leadley-Meade

School/Division: Law and Social Sciences / Centre for Education and School Partnerships
Job title: Course Director, BA (Hons) Education Studies (non work-based)

Zoë Leadley-Meade is a Senior Lecturer and the Course Director for BA (Hons) Education Studies. Zoë’s research interests are focussed on creative pedagogy as a tool for empowering students.


Sophie Mackay

School/Division: Law and Social Sciences / Centre for Education and School Partnerships
Job title: Senior Lecturer, Primary/Early Years Education

Sophie Mackay is a senior lecturer in Education studies in the Department of Education. Her main areas of interest are citizenship, identity, children's literature and childhood studies.


Dr Nicola Martin

School/Division: Law and Social Sciences / Centre for Education and School Partnerships
Job title: Head of Research, Higher Degrees and Student Experience

Nicola has a PhD focussing on inclusive practice with autistic university students. She has 35 years’ experience in education working with disabled pupils and students from nursery age to adults in FE and HE and an international research profile in the field.


Martha Shaw

School/Division: Law and Social Sciences / Centre for Education and School Partnerships
Job title: Senior Lecturer

Martha is a qualified teacher in sociology, with an established research profile in the area of beliefs and values in education.


Helen Thomas

School/Division: Law and Social Sciences / Centre for Education and School Partnerships
Job title: Senior Lecturer - Primary Mathematics Education

Helen Thomas is a senior lecturer in the Education Department leading and teaching on Primary Mathematics postgraduate and undergraduate modules as part of Initial Teacher Education and BA (Hons) Education Studies courses.


Edlene Whitman

School/Division: Law and Social Sciences / Centre for Education and School Partnerships
Job title: Senior Lecturer ITE

Edlene is a senior Lecturer in the Education department. She is Module leader for PGCE and School Direct Professional Studies, on which she also teaches.


Facilities

Teaching and learning

Trainees are effectively prepared to teach the new National Curriculum because the requirements are embedded in core and foundation subjects training sessions

(OFSTED report, June 2014)

The university based sessions are taught through lectures, workshops, practical sessions, seminars and tutorials. The aim throughout is to encourage creativity, reflective pedagogy and sensitivity to educational issues, aims and objectives. We aim to provide a learning community that actively challenges inequality and injustice.

In particular, the module on Equality, Inclusion and Citizenship will allow you to reflect on key issues such as equality, diversity and sustainability in the educational context.

You will be encouraged to make links between the theoretical and practical elements of the course. We use an interactive model of teaching and learning and you will be encouraged to think critically about subjects to inform your understanding of effective methods of teaching and learning and how best to apply these in classroom situations.

Entry requirements

  • UK or equivalent degree (Lower Second Class or above). This may be in any subject; it does not have to be a National Curriculum subject; and
  • a standard equivalent to a GCSE grade C / grade 4 in mathematics, English and a science subject;  and
  • A positive reference that highlights the candidate's suitability to become a teacher; and
  • A written personal statement (see below).

Professional skills tests

  • All candidates are required to have passed the Professional skills tests in literacy and numeracy within eight weeks of their interview date.
  • Candidates can book their skills tests once they have submitted an application through UCAS Teacher Training.
  • The tests can be booked in advance of this as long as an application is submitted before you attend the test centre.
  • Applicants need not have passed these tests before applying for the course and being invited for interview, but it is strongly recommended that you have already practiced for the tests and have booked an assessment.
  • For further details please visit: https://getintoteaching.education.gov.uk/how-to-apply/passing-the-skills-tests

Personal statement

Your personal written statement should be coherent, written in clear standard English, and include the following:

1. Evidence of your understanding of, and commitment to, the Centre of Education and School Partnerships' Equality and Diversity statement:

"To value and respect the diversity offered in a pluralistic society and to provide a learning community that actively challenges inequality and injustice."

2. Experience of and commitment to working with young or adult learners in a formal/informal setting

It is essential that all our applicants have some experience of working with young or adult learners in a formal or informal setting. The more experience you have of doing this the stronger your application will be. It is desirable, although not essential, to have spent some time in UK Primary schools.

3. An awareness of current issues in education

Additional requirements

Applicants for this course must also meet the following additional entry requirements:

All entrants to ITE courses are required to undergo both an enhanced criminal record check through the Disclosure and Barring Service (DBS), formerly known as the Criminal Records Bureau (CRB), and an Occupational Health check before they can be admitted to a course. There is a separate charge for both of these checks (the total for both is less than £100). These fees must be paid before or at the time of enrolment and cannot be paid for as part of a tuition fee loan. 

An applicant with a criminal record is not automatically prevented from becoming a teacher. For more information on the DBS and their enhanced checks call them on 0870 90 90 811 or visit the Gov.uk website.

How to apply

International (non Home/EU) applicants should follow our international how to apply guide.

Instructions for Home/EU applicants
Mode Duration Start date Application code Application method
Mode
Full-time
Duration
12 months
Start date
September
Application code
2MBV
Application method

Full-time and part-time postgraduate students should apply through the UCAS Teacher Training scheme.

Postgraduate applicants are required to provide up to two references as part of their application.

Accommodation

Students should apply for accommodation at London South Bank University (LSBU) as soon as possible, once we have made an offer of a place on one of our academic courses. Read more about applying for accommodation at LSBU.

Finance

It's a good idea to think about how you'll pay university tuition and maintenance costs while you're still applying for a place to study. Remember – you don't need to wait for a confirmed place on a course to start applying for student finance. Read how to pay your fees postgraduate student.

Fees and funding

Fees are shown for new entrants to courses, for each individual year of a course, together with the total fee for all the years of a course. Continuing LSBU students should refer to the Finance section of our student portal, MyLSBU. Queries regarding fees should be directed to the Fees and Bursary Team on: +44 (0)20 7815 6181.

Full-time
The fee shown is for entry 2017/18.
UK/EU fee: £9250International fee: £12500
AOS/LSBU code: 4113Session code: 1FS00

The individual Tuition Fee for this course is shown above. For more information, including how and when to pay, see our fees and funding section for undergraduate students.

Teacher training students 

Initial Teacher Training (ITT) courses are treated similarly to undergraduate courses for fees and funding purposes. This means, in this instance, postgraduate students can apply for the same student loans and bursaries as undergraduate students but they no longer receive grant funding. Find out more on Gov.uk website

Tuition Fees 

Tuition Fees are £9,250. 

Additional Fees

Disclosure and Barring Service clearance

All entrants to ITE courses are required to undergo both an enhanced criminal record check through the Disclosure and Barring Service (DBS), formerly known as the Criminal Records Bureau (CRB), and an Occupational Health check before they can be admitted to a course. There is a separate charge for both of these checks (the total for both is less than £100). These fees must be paid before or at the time of enrolment and cannot be paid for as part of a tuition fee loan.

Disclosure and Barring Service clearance and Occupational Health check
All entrants to ITE courses are required to undergo both an enhanced criminal record check through the Disclosure and Barring Service (DBS), formerly known as the Criminal Records Bureau (CRB), and an Occupational Health check before they can be admitted to a course. There is a separate charge for both of these checks (the total for both is less than £100). These fees must be paid before or at the time of enrolment and cannot be paid for as part of a tuition fee loan.

Financial support

Home teacher training students are eligible to apply for Student Support funding via Student Finance England (details provided on Gov.uk website) for Tuition Fee loans. Training bursaries are sometimes available from National College of Teaching and Leadership (NCTL) (details provided on the Get Into Teaching website).

The Get Into Teaching fees and funding website provides more details.

Case studies

Select a case study and read about practical project work, students' placement experiences, research projects, alumni career achievements and what it’s really like to study here from the student perspective.

Prepare to start

We help our students prepare for university even before the semester starts. To find out when you should apply for your LSBU accommodation or student finance read How to apply tab for this course.

Enrolment and Induction

Enrolment takes place before you start your course. On completing the process, new students formally join the University. Enrolment consists of two stages: online, and your face-to-face enrolment meeting. The online process is an online data gathering exercise that you will complete yourself, then you will be invited to your face-to-face enrolment meeting.

In September, applicants who have accepted an unconditional offer to study at LSBU will be sent details of induction, which is when they are welcomed to the University and their School. Induction helps you get the best out of your university experience, and makes sure you have all the tools to succeed in your studies.

Read more about Enrolment and Induction.

 
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Contact information

Course Enquiries - UK/EU

Tel: 0800 923 8888

Tel: +44 (0) 20 7815 6100

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