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This is a two year Part-Time Distance Learning PGCE Programme with a focus on the 3-7 year group.

Northumbria University is a centre of excellence for initial teacher education, this innovative high quality distance learning Early Primary course has been specifically developed to provide a route for students wishing to achieve a PGCE in Early Primary Education with Qualified Teacher Status. It has been especially designed to facilitate students who prefer both a school based and distance based route into teaching and require a longer trajectory of study due to work and life commitments. Students complete the programme in two years.

In addition to this students are also given the opportunity to develop a subject specialism as part of their study.

This Early Primary (Blended) course is divided into two parts. Both Part 1 and Part 2 consist of: on line study with directed tasks to be completed in an experience school, module assignments and an assessed teaching placement. This is supported by two university weekends and occasional study days. ICT confidence and access to a personal computer with a broadband internet facility are essential requirements

The Early Primary course is designed to support students towards achieving the Standards for QTS.

All primary education programmes at Northumbria are category A (The highest possible category) from OFSTED.

PGCE Early Primary (Blended) students gain an in-depth knowledge and understanding of the Early Primary National Curriculum with particular focus on the 3-7 range, whilst obtaining a broad range of experiences. Students will be expected to demonstrate their ability to work independently as a self-motivated distance learner with support from their curriculum and professional tutors online.

This is a route for designed for highly motivated people, from all walks of life. It enables them to have the opportunity to enter a hugely rewarding profession. In following this route you will receive an excellent introduction to the teaching profession.

Assessment

The content of the programme will reflect the curricula requirements of the Foundation Stage and National Curriculum for England. There will also be tasks and assignments that will relate to the extended life of a school, educational theory and a wider understanding of the roles and responsibilities of the teacher.

Our PGCE students experience great success in entering teaching straight away. Career opportunities include teaching in maintained and independent nursery, infant, junior, primary, first and middle schools, as well as in other areas of education, such as Children's Centres and other early years settings.

Please note: we do not accept deferred applications for this programme.

Accreditation

Ofsted

Our Initial Teacher Education courses are rated as Outstanding by Ofsted and in 2014 ranked us as 7th overall in the UK.

Placements

Placements

When you want to get hands-on experience of teaching we can support you. All of our programmes offer the opportunity for experience in educational settings.

Course Information

UCAS Code
2F34

Level of Study
Postgraduate

Mode of Study
2 years distance learning

Department
Social Work, Education & Community Wellbeing

Location
Coach Lane Campus

City
Newcastle

Start
September 2018

Course in brief

Your course in brief

Year 1

Year one will consist of assessed school placements, curriculum studies, reflective professional studies, and critical curriculum studies.

Year 2

Year two will continue to develop the understanding of the modules within year one and includes online study, school-based tasks, assignments and assessed teaching placements.

Who would this Course suit?

Typical students on the Distance Based PGCE are people who wish to teach young children, often career changers; many already work in schools and settings and wish to formalise their training. Many have worked or studied in a variety of capacities with young children. Students suited to this route are self-motivated and autonomous learners.

Entry Requirements 2018/19

Standard Entry

Applicants should normally have:

A 2:2 honours degree, or a recognised equivalent qualification.
GCSE grade C or above in English Language, Mathematics and a Science.

We do not accept deferred applications for this programme.

Any prior experience in supporting the educational opportunities of children in the 3-11 year age range should be given in detail.

Candidates should be aware that this is a programme designed for students unable to access traditional ITE programmes who have the skills or experience to be a motivated distance learner. Candidates must be in a position to undertake two assessed placements in England for 8 weeks (Part 1) and 9 weeks (Part 2). At interview applicants will attend a detailed presentation about the programme and then be expected to make a brief presentation, enter into group discussion and complete written tasks. An individual interview will be conducted with a member of the University education staff and a local head teacher.

Applicants must have a rationale for wishing to undertake a Flexi Programme rather than a full-time PGCE and be prepared to discuss this at interview.

All offers of places on this course are subject to a satisfactory DBS Disclosure.

You must meet the DfE's suitability for registration requirements.

All trainee teachers are required to pass skills tests in numeracy and literacy before they can be accepted on an ITT programme. Applicants to ITT courses are required to pass the skills tests before starting their course.

The numeracy and literacy skills tests cover the core skills that teachers need to fulfil their professional role in schools, rather than the subject knowledge required for teaching. This is to ensure all teachers are competent in numeracy and literacy, regardless of their specialism. They do not replace the GCSE grade C equivalence entry requirement;
To find out more, please visit the Skills Tests page at education.gov.uk

International qualifications


If you have studied a non UK qualification, you can see how your qualifications compare to the standard entry criteria, by selecting the country that you received the qualification in, from our country pages. Visit www.northumbria.ac.uk/yourcountry

English Language requirements

International applicants are required to have a minimum overall IELTS (Academic) score of 6.5 with 6 in each component (or approved equivalent*).

*The university accepts a large number of UK and International Qualifications in place of IELTS. You can find details of acceptable tests and the required grades you will need in our English Language section. Visit www.northumbria.ac.uk/englishqualif

Fees and Funding 2018/19 Entry

Full UK Fee: £9,250

Full EU Fee: £9,250

Full International Fee: TBC

ADDITIONAL COSTS

Throughout your course you will incur placement travel costs of approximately £800. There is an additional optional cost for accommodation on weekend taught sessions of approximately £600.

 

FUNDING INFORMATION

Further information on managing your money at university

Find out more about fees and funding for Masters studies. 

Find out more about International discounts and scholarships

Find out more about fee liability for your studies.

If you'd like to receive news and information from us in the future about the course or finance then please complete the below form

By submitting your information you are consenting to your data being processed by Northumbria University (as Data Controller) and Campus Management Corp. (acting as Data Processor). To see the University's privacy policy please click here

How to apply

How to Apply

Application for most courses is direct to the University via our online application form. Simply click on the 'Apply Online' button you will see on each of our course entries.

However, there are some courses where the application method is not directly to the University. These are:

 

Postgraduate Research
If you wish to apply for postgraduate research then please submit a research enquiry.

Application Deadlines 

Whilst most of our courses do not set an exact deadline for applications, you are advised to apply early to secure your place and organise any sponsorship or funding. Overseas students should submit applications to us by no later than 31 July for courses starting in early September or 1 December for courses that commence in January. This allows sufficient time to process our decision, for you to obtain visas and to organise your accommodation and travel arrangements.

Graduate Teacher Training Courses
Equal consideration is given to all applications received by UCAS Teacher Training by the main application deadline, details of all deadlines can be found on the UTT website.

Law professional courses
For details about the selection and allocation process for the full-time Law Professional courses please see the relevant website. For the Legal Practice Course (LPC)/Common Professional Examination and the Graduate Diploma in Law (CPE/GDL) courses www.lawcabs.ac.uk, and for the Bar Professional Training Course (BPTC and BPTC LLM) https://www.barsas.com

 Master of Fine Art (MFA)

Master of Fine Art (MFA) We encourage all applications to the MFA programme for entry in September 2017 to apply prior to our guaranteed application review date of 1st June 2017. After this date, we will review applications subject to there being remaining spaces on the programme.

 

Decision Making Process

Most courses require at least one reference, but some may need two. It is the responsibility of the applicant to ensure Northumbria receives a satisfactory academic reference. If you have not been in education for a number of years, then a reference from your employer may be acceptable.

We try to reply to applicants as soon as possible but you should receive a response within 10 working days, and this will be one of the following.

  • Conditional offer which will normally be upon the completion of your undergraduate degree or equivalent qualification and achieving a particular classification or grade. You will be required to send us a confirmation that you have passed your current degree course as soon as you receive notification to enable us to confirm your offer. 
  • Unconditional offer is made if you have already met the entry requirements of your chosen course 
  • Reject your application 

You will be asked to confirm your acceptance in writing of any offer made.

Fairness and Transparency
The University is committed to a system of admissions that ensures fairness, transparency and equal opportunities within the legal framework of the UK and best practice. All reasonable effort will be made to ensure that no prospective or existing student is unreasonably treated less favourably on the grounds of age, race, colour, nationality, ethnic origin, creed, disability, sexual orientation, gender, marital or parental/carer status, political belief or social or economic class, or any other type of discrimination.

Tuition Fee Assessment
Tuition fees are set at different levels for Home/EU and International Students. Before you begin your course the University must establish your tuition fee status. In many cases, the University will be able to make this assessment without requiring any additional information.

Guidance can be found on the UK Council for International Student Affairs (UKCISA) website www.ukcisa.org.uk to help you understand how Higher Education Institutions (HEI's) make an assessment on your fee status.

Selection Process 

Interviews
Applicants who may not have the standard entry qualifications are welcome to apply and may be interviewed. Some courses will interview as part of the selection process. This applies particularly to courses in art and design, teaching and health.

Health Screening
Applicants for Nursing, Midwifery, Physiotherapy, Occupational Therapy, Primary (Early Years) and Social Work will be required to complete a health questionnaire. They may be required to attend for doctor or nurse assessment at the University Health Centre.

Prior to beginning their programme, all applicants to Nursing, Midwifery, Physiotherapy and Occupational Therapy are advised to start a course of Hepatitis B vaccinations, available from their own GP. In addition, Midwifery applicants must provide evidence before they commence training that they are immune to Hepatitis B or have Hepatitis B non-carried status.

Applicants to these courses who have had contact with MRSA in the previous 6 months may be asked to provide evidence that they are not colonised by submitting negative swabs results prior to commencement of training. Alternatively, they may be screened on commencement of the programme.

All applicants will receive vaccination screening at the University Health Centre on commencement of their programme.

Disclosure of Criminal Background
To help the University reduce the risk of harm or injury to any member of its community caused by the criminal behaviour of other students, it must know about any relevant criminal convictions an applicant has.

Relevant criminal convictions are only those convictions for offences against the person, whether of a violent or sexual nature, and convictions for offences involving unlawfully supplying controlled drugs or substances where the conviction concerns commercial drug dealing or trafficking. Convictions that are spent (as defined by the Rehabilitation of Offenders Act 1974) are not considered to be relevant and you should not reveal them.

If you are applying for courses in teaching, health, social work and courses involving work with children or vulnerable adults, you must complete the section of your UCAS application form entitled 'Criminal Convictions'. You must disclose any criminal convictions, including spent sentences and cautions (including verbal cautions) and bindover orders. Further information on how to complete this section is available from the UCAS booklet 'How to Apply'. For these courses, applicants are required to undergo police clearance for entry and will need to complete a Disclosure and Barring Service (DBS) enhanced disclosure form. The Disclosure and Barring Service (DBS) helps employers make safer recruitment decisions and prevent unsuitable people from working with vulnerable groups, including children. It replaces the Criminal Records Bureau (CRB) and Independent Safeguarding Authority (ISA). Access to the DBS checking service is only available to registered employers who are entitled by law to ask an individual to reveal their full criminal history, including spent convictions - also known as asking 'an exempted question'. The University is such a 'registered employer' and will send you the appropriate documents to fill in if you are offered a place in the course.

If you are convicted of a relevant criminal offence after you have applied, you must inform the university immediately. Do not send details of the offence; simply tell the University that you have a relevant criminal conviction. You may then be asked to supply more details.

Anti-fraud Checks
Please note that the University follows anti-fraud procedures to detect and prevent fraudulent applications. If it is found that an applicant supplies a fraudulent application then it will be withdrawn.

Plagiarism
The University reserves the right to cancel an application or withdraw any offer made if it is found that an application contains false, plagiarised or misleading information.

 

Disabled Students

Northumbria welcomes enquiries and applications from disabled students whether disability is due to mobility or sensory impairment, specific learning difficulties, mental health issues or a medical condition. Applications from disabled students are processed in the usual way, but applicants should declare their disability at the application stage so that the University can contact them to assess how to meet any support needs they may have. Disabled applicants may be invited to visit the University so that this can be done in person.

To find out more contact:
Disability Support Team
Tel +44 (0)191 227 3849 or
Minicom +44 (0)191 222 1051

 

International Students

The University has a thriving overseas community and applications from International students are welcome. Advice on the suitability of overseas qualifications is available from:

International Office
Northumbria University
Newcastle upon Tyne
NE1 8ST
UK

Email: international@northumbria.ac.uk
Tel +44 (0)191 227 4274
Fax +44 (0)191 261 1264

(However, if you have already applied to Northumbria and have a query, please contact internationaladmissions@northumbria.ac.uk or telephone 00 44 191 243 7906)

Provision of Information
The University reserves the right at any stage to request applicants and enrolling students to provide additional information about any aspect of their application or enrolment. In the event of any student providing false or inaccurate information at any stage, and/or failing to provide additional information when requested to do so, the University further reserves the right to refuse to consider an application, to withdraw registration, rescind home fees status where applicable, and/or demand payment of any fees or monies due to the University.

Modules Overview

Modules

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

TE6684 -

Curriculum, Creativity & Challenge (NC, 30 Credits)

This module will help you to develop a deeper understanding of different approaches to curriculum design and delivery in school as part of the Primary Curriculum (2014). Tutors will introduce you to discrete subject teaching and more integrated approaches. You will learn about a creative curriculum, thematic planning and learning opportunities outside the classroom. You will be given guidance as you develop your subject knowledge expertise and help to define the pedagogical approaches and theory that underpins successful learning and teaching within a broad and balanced curriculum particularly within the Early Years Foundation stage and Key Stage One (KS1).
Much of what you learn in this module will be applied directly to planning, teaching and learning on your school-based experience. You will learn about the ideas and theories of learning and personal pedagogy and how this is central to your professional practice as a teacher, making links between theory and practice by reflecting on your observations and experience in the classroom.

More information

TE6685 -

Primary Professional Practice (NC, 30 Credits)

In this module you will learn how to apply your theoretical, pedagogical and subject knowledge in a school based setting. This will take the form of non-assessed practical placements and initial and final assessed placements. During all of these placements you will have the opportunity to develop your knowledge, understanding and ability to work autonomously and as part of a team in professional contexts of primary schools and related educational settings across the 3-11 age range. You will be expected to independently plan, teach, manage, monitor and assess across the appropriate curriculum within the 3-11 age range and where appropriate with the help of experienced professionals within the educational context. You will develop valuable skills including the ability to critically reflect, analyse and evaluate your personal and professional understanding and practice in early years and primary educational settings in order to set and action professional targets. You will develop a sound knowledge of curriculum pedagogy in core and foundation subjects including the use of ICT, for the relevant age phases 3-11, through operating with increasing independence in primary educational settings. This module is designed to enable you to meet the standards and requirements for qualified teacher status.

More information

TE7059 -

Professionalism & Inclusive Practice (NC, 30 Credits)

This module will develop your knowledge and understanding of a range of learning and teaching issues related to current practice in early primary education. You will learn about the nature of pedagogy particularly within the Early Years Foundation Stage and Key Stage One (KS1) and how this is central to your professional practice as a teacher. You will be encouraged to make links between theory and practice by reflecting on your observations and experience in the classroom. Your learning will be set within the context of contemporary issues such as:
• Equality, Inclusion & Diversity in Education
• Behaviour for Learning
• Assessment: Principles & Practice
• Safeguarding
• Cultural & Political perspectives of Education
• Theoretical Principles, Learning & Children
• Professional Responsibility & Practice

More information

TE7060 -

Learning, Teaching & Assessment in the Core Curriculum (NC, 30 Credits)

This module will help you to develop a deeper understanding of how the core subjects of English, mathematics and science are delivered in school as part of the Primary Curriculum (2014). Tutors will introduce you to the distinct nature of each subject, provide guidance as you develop your subject knowledge expertise and help you to define the pedagogical approaches and theory that underpins successful learning and teaching in these subjects. You will learn how to use specific strategies in English and mathematics to ensure that the children you teach develop the literacy and numeracy skills to help them become confident, independent learners. You will develop a thorough understanding of how approaches to assessment are integral to this process and you will learn how to use a range of formative and summative strategies to ensure your teaching is effective and children make progress.
Much of what you learn in this module will be applied directly to your school based experience. With the guidance of your school-based mentor, you will plan, teach and evaluate sequences of lessons; putting into practice what you have learnt as part of your university based training. Seeing the impact that your teaching has on the progress of children will directly inform your thinking as you reflect on your own learning and subject knowledge development.

More information

TE6684 -

Curriculum, Creativity & Challenge (NC, 30 Credits)

This module will help you to develop a deeper understanding of different approaches to curriculum design and delivery in school as part of the Primary Curriculum (2014). Tutors will introduce you to discrete subject teaching and more integrated approaches. You will learn about a creative curriculum, thematic planning and learning opportunities outside the classroom. You will be given guidance as you develop your subject knowledge expertise and help to define the pedagogical approaches and theory that underpins successful learning and teaching within a broad and balanced curriculum particularly within the Early Years Foundation stage and Key Stage One (KS1).
Much of what you learn in this module will be applied directly to planning, teaching and learning on your school-based experience. You will learn about the ideas and theories of learning and personal pedagogy and how this is central to your professional practice as a teacher, making links between theory and practice by reflecting on your observations and experience in the classroom.

More information

TE6685 -

Primary Professional Practice (NC, 30 Credits)

In this module you will learn how to apply your theoretical, pedagogical and subject knowledge in a school based setting. This will take the form of non-assessed practical placements and initial and final assessed placements. During all of these placements you will have the opportunity to develop your knowledge, understanding and ability to work autonomously and as part of a team in professional contexts of primary schools and related educational settings across the 3-11 age range. You will be expected to independently plan, teach, manage, monitor and assess across the appropriate curriculum within the 3-11 age range and where appropriate with the help of experienced professionals within the educational context. You will develop valuable skills including the ability to critically reflect, analyse and evaluate your personal and professional understanding and practice in early years and primary educational settings in order to set and action professional targets. You will develop a sound knowledge of curriculum pedagogy in core and foundation subjects including the use of ICT, for the relevant age phases 3-11, through operating with increasing independence in primary educational settings. This module is designed to enable you to meet the standards and requirements for qualified teacher status.

More information

TE7059 -

Professionalism & Inclusive Practice (NC, 30 Credits)

This module will develop your knowledge and understanding of a range of learning and teaching issues related to current practice in early primary education. You will learn about the nature of pedagogy particularly within the Early Years Foundation Stage and Key Stage One (KS1) and how this is central to your professional practice as a teacher. You will be encouraged to make links between theory and practice by reflecting on your observations and experience in the classroom. Your learning will be set within the context of contemporary issues such as:
• Equality, Inclusion & Diversity in Education
• Behaviour for Learning
• Assessment: Principles & Practice
• Safeguarding
• Cultural & Political perspectives of Education
• Theoretical Principles, Learning & Children
• Professional Responsibility & Practice

More information

TE7060 -

Learning, Teaching & Assessment in the Core Curriculum (NC, 30 Credits)

This module will help you to develop a deeper understanding of how the core subjects of English, mathematics and science are delivered in school as part of the Primary Curriculum (2014). Tutors will introduce you to the distinct nature of each subject, provide guidance as you develop your subject knowledge expertise and help you to define the pedagogical approaches and theory that underpins successful learning and teaching in these subjects. You will learn how to use specific strategies in English and mathematics to ensure that the children you teach develop the literacy and numeracy skills to help them become confident, independent learners. You will develop a thorough understanding of how approaches to assessment are integral to this process and you will learn how to use a range of formative and summative strategies to ensure your teaching is effective and children make progress.
Much of what you learn in this module will be applied directly to your school based experience. With the guidance of your school-based mentor, you will plan, teach and evaluate sequences of lessons; putting into practice what you have learnt as part of your university based training. Seeing the impact that your teaching has on the progress of children will directly inform your thinking as you reflect on your own learning and subject knowledge development.

More information

Any Questions?

Our admissions team will be happy to help. They can be contacted using the details below:

UK/EU Applicants Contact Details:

TEL: 0191 406 0901

bc.applicantservices@northumbria.ac.uk

International Applicants Contact Details:

TEL: 00 44 191 406 0901

FAX: 00 44 191 406 0901

bc.applicantservices@northumbria.ac.uk

Current, Relevant and Inspiring

We continuously review and improve course content in consultation with our students and employers. To make sure we can inform you of any changes to your course register for updates on the course page.

Your Learning Experience find out about our distinctive approach at 
www.northumbria.ac.uk/exp

Terms and Conditions - northumbria.ac.uk/terms
Fees and Funding - northumbria.ac.uk/fees
Admissions Policy - northumbria.ac.uk/adpolicy

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If you're a UK/EU student and would like to know more about our courses, you can order a copy of our prospectus here.

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