Apply for this course
Please select when you would like to start:
You can apply for all teacher training courses, apart from the assessment-only route, through the Department for Education’s “Apply for teacher training” service.
Select London Metropolitan University (L68) as the training provider and then choose the relevant course. You can also use the following codes:
Training provider code: L68
Course code: X100
Why study this course?
This Primary 5 to 11 course leads to Qualified Teacher Status and to the Master’s Level PGCE qualification. It prepares you to teach 5- to 11-year-olds, while also giving you an understanding of the full age range of primary education
You’ll learn all the skills you need to start teaching in primary schools, with expert guidance from our tutor team and with strong school placements to give you the experience to teach with confidence.
By choosing to train as a teacher of 5 to 11-year-olds at London Met, you’ll be joining a powerful partnership of diverse teachers and schools. You’ll undertake two school placements of 10 and 14 weeks, giving you excellent hands-on practical experience in two different schools. We place an emphasis on teaching in an urban, multicultural environment, which is ideal if you want to teach in a city setting.
Join a group of high achievers
Attendees of our PGCE Primary courses attain high results, with almost 100% passing the course and 96% going on to obtain employment, often with their placement schools
Take your career to the next level
This PGCE Primary course prepares you to teach five to eleven-year-olds (Key Stage 1 and 2) and leads to Qualified Teacher Status (QTS)
Learn from industry professionals
Your time at our partnership school will be supported by school-based mentors and University-linked tutors
Course modules
The modules listed below are for the academic year 2024/25 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.
Year modules
Curriculum Studies
This module currently runs:all year (September start)
all year (January start)
(core, 30 credits)
NB: Teaching Period is a statutory period of currently 36 weeks, set by the Department of Education. Term dates are set separately to the standard university dates, with an earlier start and later finish than other postgraduate courses.
The Curriculum Studies module aims to ensure that all students have appropriate knowledge, skills and understanding to teach their chosen specialism as an effective practitioner, in fulfilment of all relevant aspects of the Core Content Framework.
To support the student:
● to develop an understanding of the curriculum knowledge and pedagogical knowledge that they will require as a teacher, including the ability to interpret this to plan, teach and assess engaging lessons which promote pupil progression.
● to develop their own subject knowledge to ensure they are confident to teach their chosen specialist subject and/or phase, through a combination of assessment, self-assessment, target setting, personal study and engagement with university teaching and learning sessions.
● to develop a critical appreciation of the relevant traditions in pedagogy, assessment and children’s rights related to the areas they will be required to teach, and to use this knowledge to make decisions about planning, teaching and assessment which promote pupil progression.
Professionalism and Inclusive Practice
This module currently runs:all year (September start)
all year (January start)
autumn semester
(core, 30 credits)
NB: Teaching Period is a statutory period of currently 36 weeks, set by the Department of Education. Term dates are set separately to the standard university dates, with an earlier start and later finish than other postgraduate courses.
The Professional Inclusive Practice (PIP) module aims to ensure that student teachers are prepared for all aspects of professionalism and professional thinking as a teacher. It aims to ensure that they are fully equipped to meet the broader knowledge, skills and behaviours beyond individual subject or phase specialist topics, in fulfilment of all aspects of the Core Content Framework.
To support the trainee:
• to develop a critical understanding of the key philosophies that underpin our curriculum, based on the principles of Education for Social Justice, Critical Pedagogy and the UNCRC.
• to teach in a range of contexts, with a focus on teaching in multilingual, multicultural schools, working closely with families, communities and other professionals and to develop a sense of professional identity which reflects this.
• to develop the full range of skills, competencies and attitudes needed to enhance their employability, by enabling them to attain the professional Teachers’ Standards for Qualified Teacher Status (QTS) by the end of the course.
• to enable students to reflect upon, critically assess and research their own practice.
School Experience
This module currently runs:all year (September start)
(core, 0 credits)
NB: Teaching Period (whole course) is a statutory period of currently 36 weeks, set by the Department of Education. Placement Module dates are set at 24 weeks minimum. Term dates are set separately to the standard university dates, with an earlier start and later finish than other postgraduate courses.
The module will be comprised of two school experiences placements in contrasting schools or other appropriate settings to support the trainee to:
• Develop their professional practice as a teacher.
• Gain the skills and understanding outlined in the Core Content Framework for ITT.
• Become a critically reflective practitioner inside and outside the classroom.
• Acquire the necessary skills, experience and understanding required to plan, deliver and evaluate the appropriate areas of the curriculum (for their route) by the end of the module.
