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Why study this course?
This Postgraduate Teacher Apprenticeship (PGTA) in Primary (7-11) will allow you to develop your career with confidence in the school where you are currently employed. This rewarding course prepares you to teach seven to eleven-year-olds (Key Stage 2). It combines a successful ‘on-the-job’ approach within your current school with the best aspects of a university training route.
For this route you are ideally already in a school and are looking to develop your career further. The programme is a nationally recognised route into teaching, which offers a professional qualification with no tuition fees, primarily for those who have a good understanding of what it means to work in a school and have built up some experience as a teaching assistant or similar role.
On completion of this practical course, you’ll gain Qualified Teacher Status (QTS) and the master’s level PGCE. Many of our previous apprentices are still employed in local schools, and many have progressed on to act as mentors, supporting newer trainee teachers.
Please note, you should only apply for this route if you are sponsored by your employer. London Met will not provide a matching service. If you wish to find a school to sponsor you through an apprenticeship, please consider applying via one of our school partnerships.
Please only apply for this apprenticeship if you are currently employed in a school.
Give your CV a boost
On completion of this practical course, you’ll gain Qualified Teacher Status (QTS) and the master’s level PGCE
Take your career prospects to the next level
This programme is a nationally recognised route into teaching, which offers a professional qualification with no tuition fees
Learn while you work
This Postgraduate Teacher Apprenticeship (PGTA) in Primary (7-11) will allow you to develop your career with confidence in the school where you are currently employed
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)
(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.
