Liverpool Hope University is one of the country's leading providers of Initial Teacher Education. In the most recent National Student Survey 97% of our undergraduate QTS students expressed overall satisfaction with provision, placing us top among the fifty largest providers of teacher training in the UK and 16% above the national average.
The PGCE Primary (5-11) course is a postgraduate qualification aimed at high-quality graduates wishing to pursue a career in primary teaching. It is an intensive, demanding yet very rewarding programme running from late August to July Tutors are dedicated to individual student support and to working closely with our partners in local schools.
Our teaching staff come from a variety of academic and professional backgrounds, with a rich diversity of experience in many types of schools. We are committed to the idea that teachers are formed not trained and need both theoretical and practical preparation to be truly outstanding teachers. Our lectures and workshops are engaging and interactive, supporting you in becoming well-informed and reflective professionals who can take independent judgements and are ready to be full members of a school community.
All Postgraduate Certificate in Education (PGCE) courses at Liverpool Hope offer students the opportunity to combine a programme of theory with real world experience. The initial professional development focuses on what underpins the work of an effective and successful teacher, while school placements offer you the opportunity to put theory into practice.
Liverpool Hope has a strong tradition of academic excellence and world-leading research, recently achieving Gold status in the government’s Teaching Excellence Framework (TEF).
The full-time course is particularly intensive. Students are timetabled for study across a number of areas including initial professional development covering principles of education and curriculum areas such as English, Mathematics, Science, ICT, History, Geography, Art, Music, P.E and R.E. Approximately half of the course is spent in school where the training continues and students are given opportunities to develop and extend their skills. Both within university and in school, time is built in for students to meet with their tutors on a one-to-one basis to discuss their professional development.
As part of the course, students are expected to engage, on a variety of levels, with the course content and materials. Many of the sessions require active participation through, for example, dance and games in P.E. sessions, songs, games and practical activities in English, maths and science, and exploration of the local environment in R.E, history and geography. In contrast to this, you will be expected to have some familiarity with accessing library and online resources to support your research into different aspects of primary education in preparation for the completion of the assignments.
Formal assessment of the course takes place through observations of students' teaching, and their successful completion of assignments based on Assessment, and a data analysis and action planning. Linking theory and practice is a key feature of the course. Students also undertake a number of curriculum and wider professional-based tasks.
Initial Professional Development (IPD): This part of the programme covers general aspects of becoming a teacher. It is largely lecture-based supported by discussion-based seminars with an assigned professional tutor. IPD develops the student teacher's knowledge and understanding of a range of key issues in education.
Approximately half of the course is spent in school where the training continues and students are given opportunities to develop and extend their skills. Both within university and in school, time is built in for students to meet with their tutors on a one-to-one basis to discuss their professional development.
School experience covers block placements in both key stages one and two. In addition, students are expected to complete a placement in an Early Years class and a Special Educational Needs setting.
PGCE applications available here
Preferably a First Class or Upper Second Class Honours Degree. However, we recognise that the qualities needed to become an outstanding primary teacher are not necessarily limited to academic attainment and therefore exceptional applicants with a 2:2 may be considered. Applicants should highlight how their degree subject relates to the primary National Curriculum.
GCSE Grade C or above in English, Mathematics and Science (Grade 4 or above in the new grading system). These can be pending but required before enrolment
Relevant experience in a school setting is beneficial for your application, but not essential.
Offers will be subject to a successful interview, as well as a Health Check Statement and an Enhanced Disclosure from the Disclosure and Barring Service (formally the Criminal Records Bureau – CRB).
For students whose first language is not English there is a language requirement of IELTS 6.5 overall with 6.0 minimum of all components. In addition to this, we also accept a wide range of International Qualifications, for more information please visit our English Language Requirements page.
For additional information about country specific entry requirements visit the your country pages.
Home/EU fees for 2020/21 entry are £9,250
Dependent upon your degree classification and the subject to be studied, training bursaries & scholarships may be available.
Please view our Funding your teacher training pages for full details.
We aim to promote your understanding of the nature and theories of learning as well as of child development. We will challenge you to become a creative classroom practitioner in all subject areas and give you the skills to respond to the challenges of being a primary teacher.
The Teachers’ Standards support the training, assessment and award of Qualified Teacher Status (QTS). Qualified Teacher Status is awarded to graduates who have been judged to have met all of the Teachers’ Standards in practice in the primary age phase.