Teaching in a primary school is one of the most rewarding careers you can have. You will be working with a team of teachers and other adults to support children (aged 5 to 11) to succeed inside and outside the classroom. The course is taught using a blended learning and teaching approach, combining practical workshops and seminars, by expert tutors with extensive experience working in educational settings, ensuring you are well supported to achieve the best results.
Our ambitious Primary PGCE curriculum has fully embedded the Core Content Framework for Initial Teacher Training. You will have the opportunity to gain the knowledge and skills required to fully meet the Teacher Standards by the end of your training programme.
During this one-year full-time course we emphasise the importance of developing strong subject knowledge and understanding theory and pedagogy. You will gain a thorough understanding of the education system and practical teaching strategies as well as then having the opportunity to apply them. You will be introduced to further issues and strategies each week, which you will be able to investigate and apply in a practical setting before reflecting on the entire experience.
The course has been designed to include 120 days of school experience across the training year. We have excellent relationships with schools across London and the surrounding area. The nature of the course allows you to return to University to reflect on your practical application.
The teaching quality and individual support for students on the Initial Teacher Training (ITT) programmes at Middlesex consistently produce the highest outcomes and very high employment rates of our trainees who typically gain their first teaching appointments during the courses.
You will benefit from the guidance of expert tutors who bring a wealth of professional experience to their teaching, and who are widely published across disciplines such as multilingualism, diversity and childhood development.
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The programme is designed to include 120 days of school-based training. The school-based component will provide you with opportunities to teach across the 5-11 age range.
Initially, you will assist the class teachers before taking responsibility for the classes for a substantial period in the spring and summer terms. You will be placed in our partnership schools where teachers have been trained to act as mentors to support and assess you. You might also have the opportunity to do a third placement in a SEN/D school.
The rest of the programme (60 days) is university-based where lectures, seminars and practical workshops will be provided in a blended learning environment.
We have made sure that the skills and knowledge that you’ll gain on your course will not change during the coronavirus outbreak. Your module information is below.
To develop well-informed thinking on teacher identity and empowering pedagogies, and to understand how making meaningful connections and interrelationships across the curriculum can enrich and enhance learning and teaching within and across all subjects.
To critically engage with inclusive practice, utilising a range of teaching and learning approaches, activities and resources that engage all children actively in learning both within and outside the classroom.
To critically reflect on cultural responsivity and the power of learning beyond the classroom, and to understand that all children must have access to a range of cultural and environmental experiences as an part of their learning and personal development. Consider how all these aspects contribute to being an effective, influential teacher and learner.
The purpose of this module is to enable you to prepare for School Based Training 2 and to provide the basis for planning and teaching during your final placement. During School Based Training 2 you are placed in a partnership school in a contrasting setting and in a different Key Stage you experienced in School Based Training 1. During School Based Training 2 you will be expected to take on substantial responsibility for whole class teaching.
This module aims to identify the major sources of risk involved in international economic and financial activity; develop the tools and techniques necessary to manage these risks and enable a critical appreciation of the interaction between corporate decision-making and capital market behaviour.
This module provides participants with a sound grounding in the theory and practice of investment management. Specific aims include: strategies of portfolio construction, generating investment ideas, estimating investment risk returns and the use of derivative instruments.
This module provides participants with a sound grounding in portfolio theory and equity analysis. Students are exposed to the key concepts and tools involved and further asked to apply those tools to analyse real life financial assets.
See the course specification for more information:
We are regularly reviewing and updating our programmes to ensure you have the best learning experience. We are taking what we have learnt during the pandemic and enhancing our teaching methods with new and innovative ways of learning.
We aim to model a wide range of teaching strategies and approaches on the course which you can adapt to your own setting.
The two school experiences assess your ability to demonstrate you are able to apply the knowledge, understanding and skills of the ITE curriculum to your teaching practice, and fully meet the Teacher Standards by the end of your training programme.
Your timetable will be built around on campus sessions using our professional facilities, with online sessions for some activities where we know being virtual will add value. We will use technology to enhance your learning and give you access to online resources for use in your own time.
You will receive final arrangements for your teaching and a full course timetable before you start. Delivery may differ in light of block teaching requirements, with theory sections covered online and practical sessions delivered in specialist spaces on campus.
This course is designed for teachers (training and ECTs) who are employed in a school setting and want to study for a postgraduate qualification. The assignments and workload are designed to complement professional practice and fit alongside employment responsibilities. However, you will need to commit to some additional hours for extended reading, research and independent study.
Definitions of terms
You have a strong support network available to you to make sure you develop all the necessary academic and practice based skills you need to do well on your course.
Our support services will be available on campus and online.
You have access to one to one and group sessions for personal learning and academic support from our library and IT teams, and our network of learning experts. Our teams will also be here to offer financial advice, and personal wellbeing, mental health and disability support.
Successful completion of this course leads to Qualified Teacher Status, allowing you to work in any state school in England. This means the course is professionally recognised for being of the highest quality, focused on developing the knowledge and skills that schools require.
This degree is accredited by the Teaching Regulation Agency, Department for Education.
Teachers can find career progression in both the classroom and the school's management structure. You might aspire to become the head of a department, age group or curriculum. And through developing your leadership skills and experience, you could progress to a senior management position, such as deputy head or head teacher.
For more information on salary and career progression, visit the Department for Education's website.
We’ll carefully manage any future changes to courses, or the support and other services available to you, if these are necessary because of things like changes to government health and safety advice, or any changes to the law.
Any decisions will be taken in line with both external advice and the University’s Regulations which include information on this.
Our priority will always be to maintain academic standards and quality so that your learning outcomes are not affected by any adjustments that we may have to make.
At all times we’ll aim to keep you well informed of how we may need to respond to changing circumstances, and about support that we’ll provide to you.