This course is now full. You will be able to apply to start in September 2021 from Autumn 2020.
Do you have a passion for educating children, particularly those with Special Educational Needs (SEN)? If your aim is to become a reflective, critical and enquiring primary school teacher then our PGCE Primary Education with Specialism in SEN and QTS is the course for you.
Our aim is to help you become a committed, confident and creative teacher so we’ll train you in the essential tools you need to kick-start your career in education. You’ll increase your ability to handle the ever-evolving teaching environment, and by the time your course is complete, you’ll be in a position to continue developing your understanding, knowledge and skills throughout your professional life.
You’ll discover that the way we teach you and the time you spend in schools in the Birmingham area will give you a broad experience of working with children who come from a wide range of different social, economic and cultural backgrounds so you’ll be well placed to take on your NQT year.
Successful completion of this course will highlight your SEN expertise and help you to stand out from the crowd
Consistently high employability rates, with over 98% of our 2017 PGCE Primary graduates in employment or further study six months after their course (latest DLHE survey results 2016/17
We support you with the job application process as part of your course
Gain Master's level credits gained as part of this course that you can then use towards a full Master's degree
Our team of experienced teachers, who have held senior positions in schools, are there to support and guide your progress
You may be able to take advantage of the government’s plans to make loans of up to £10,906 available for postgraduate study.
We normally require a Bachelor's Honours degree at 2:1 level or above from a UK higher education institution or a recognised equivalent in a subject that provides the necessary foundation for work as a primary teacher although we will consider applications from those with a 2:2 degree.
GCSE at grade C or above (or its equivalent) in English, mathematics and a science subject is also necessary at the point of enrolment.
While not essential, you may wish to gain some experience in primary school before attending an interview.
Applicants must meet Department for Education (DfE) requirements for Initial Teacher Training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).
Don't meet our entry requirements? You could apply for courses at our International College.
Starting: Sep 2020
Starting: Sep 2020
The University reserves the right to increase fees in line with inflation based on the Retail Prices Index or to reflect changes in Government funding policies or changes agreed by Parliament up to a maximum of five per cent.
This course is now full. You will be able to apply to start in September 2021 from Autumn 2020.
Students are required to submit a personal statement as part of their application for this course.
Your postgraduate personal statement is going to shine a light on your personal experience, academic success, personal skills and any other factors that will support your application for further study.
Here are the key areas you’ll need to address:
Studying a postgraduate course usually means you want to specialise in something. So what’s driving you?
Show that you’ve researched the course offering. What is it about this particular course that appeals to you? Is it the lecturers? The modules? Etc.
Tutors want to know that you can handle postgraduate study, so show them how your undergraduate experiences or work life has equipped you for a more advanced level of study. Key areas to address are research and group work but this can vary depending on your chosen course.
Add anything relevant that relates back to your chosen course and shows how your skills will contribute towards your learning. What extra-curricular activities have you taken part in? What awards have you won? What employment or voluntary experience do you have that has helped you develop transferable skills? How do these specifically relate to the course you are applying for?
You should also mention your future plans and how a postgraduate qualification fits in. Try to look beyond your postgraduate study – do you plan to jump straight into a specific career or follow your studies with a research degree? Lastly, use plain, professional English and, where possible, utilise the language of your chosen industry.
Get more information on writing personal statements.
We offer a wide range of professionally accredited and vocational courses that require the purchase of, among other things, uniforms, equipment, subscriptions, professional body memberships and DBS checks, and may require you to pay to attend conferences or participate in placements.
The link below provides our estimate of the possible costs associated with key activities on specific courses. Please bear in mind that these are only estimates of costs based on past student experience and feedback. The actual costs to you could vary considerably (either greater or lower than these estimates) depending on your choices as you progress through the course. We set out where we can, based on experience, where these indicative costs are for activities that are optional or compulsory.
All our students are provided with 100 free pages of printing each year to a maximum total value of £15.
The cost of accommodation and other living costs are not included within your course fees. More information on the cost of accommodation can be found in our accommodation pages.
Applicants must meet The National College for Teaching and Leadership requirements for Initial Teacher Training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS). Learn more about completing your DBS
Although this is a postgraduate course, current PGCE students are eligible for the finance support package available to full-time undergraduates. You may also receive a Teacher Training Bursary for most Secondary teacher training courses and Primary Mathematics.
In order to complete this course a student must successfully complete all the following CORE modules (totalling 40 credits)
The PGCE Primary and Early Years programme provides high quality initial teacher training for those wishing to teach in primary schools and early years settings. This module provides opportunities for trainee teachers to explore the nature of the core subjects (Mathematics, English and Science) and prime and specific areas of the EYFS in the context of learning and teaching in the primary school and early years settings. The module provides substantial support for trainees’ professional practice in such settings, assessed through the School Experience modules. This module provides a strong philosophical underpinning to the importance of trainees’ subject knowledge in the primary school and EYFS curricula. By undertaking this module trainees will be shaping their own rationale for their approach to the teaching of the above subjects/areas and to meet the needs of all learners.
The PGCE Primary and Early Years programme provides high quality initial teacher training for those wishing to teach in primary schools and early years settings. This module provides opportunities for trainee teachers to explore the nature of the foundation subjects for key stages 1 & 2 (History, Geography, Art, Music, Computing, Design & Technology, Physical Education, Foreign Languages and Religious Education) and certain prime and specific areas of the EYFS including Physical Development, Understanding the world (not ‘science’ elements) and Expressive Arts and Design. The module provides substantial support for trainees’ professional practice in such settings, assessed through the School Experience modules. This module provides a strong philosophical underpinning to the importance of trainees’ subject knowledge in the primary school and EYFS curricula. By undertaking this module trainees will be shaping their own rationale for their approach to the teaching of the above subjects/areas and to meet the needs of all learners. Trainees will develop an understanding of cross-curricular approaches and how they support the development of knowledge, understanding and skills in the foundation subjects /areas of learning.
School Based Training 1
This module belongs to the School Based Training strand of the programme. Working in partnership with schools over a sustained period of time in school, this module, School Based Training 1, provides opportunities for you as a trainee teacher to meet the professional standards and expectations of teaching through practical experience. You will have the opportunity to work alongside experienced teachers and other education professionals to develop your knowledge, understanding and skill in the classroom and the wider school environment. Schools will undertake to provide trainees with a variety of opportunities to observe best practice which addresses the trainees’ development needs. You will be able to implement theory and evidence-based understanding on an on-going and development basis into your teaching into the classroom.
School Based Training 2
Working in partnership with schools over a sustained period of time in school, this module, School Based Training 2, enables you to build on and demonstrate your mastery and achievement of the professional standards and expectations of teaching through practical, school-based experience. You will have the opportunity to work alongside experienced teachers and other education professionals to develop your knowledge, understanding and skill in the classroom and the wider school environment. You will be able to implement theory and evidence-based understanding into your teaching into the classroom and within a professional, safe and supportive community of practice become a confident, creative and committed teacher demonstrating a working understanding of and progress towards, the professional standards that underpin learning and teaching in a primary or early years settings. You will be assessed against the current professional competences for teaching through a learning, teaching and assessment strategy that describes the stages of development as emerging, establishing, embedding, and enhancing.
Professional Studies and Leadership - SEN Specialism
This module provides opportunities for trainee teachers to explore the nature of teaching and leadership in the context of primary school and early years settings. The module provides substantial support for trainees’ professional practice in such settings, assessed through the School Experience modules. This module provides a strong practical understanding of the importance of trainees’ wider professional awareness and responsibilities in the primary school and EYFS settings. By undertaking this module trainees will be shaping their own rationale for their approach to teaching and meeting the needs of all learners.
Although this one-year PGCE course offers you a valuable academic qualification, one of its major attractions is the fact that you will spend two-thirds of your time –120 days – working in schools and gaining valuable real-life experience.
You’ll work towards your qualification by attending workshops and group discussions, but this course is essentially very practical and hands-on.
This is a full-time, one-year course, which will train you to teach young people between the ages of five and 11. All trainees learn to teach across the range of subjects in the Primary National Curriculum, but there is a strong focus on SEN.
Approximately two thirds of this well-structured, supervised programme includes blocked time in schools/settings where you will gain direct teaching experience and work with experienced practitioners in the classroom. School based sessions are undertaken predominately in West Midland primary schools. Placements will include schools recognised for their strengths in SEN or a special school.
Teaching is graded as pass or fail and by the end of the second practice trainees will have gained experience of teaching approximately 80 per cent of the timetable in a supportive and guided context.
There are assessments on course work, teaching practice and the achievement of The Department for Education for the award of QTS. You will also undertake written assessments and some presentations derived from both faculty-based modules and school experiences. Academic work will need to be of the high standard required of postgraduate level 7 study.
Standards for the award of QTS are assessed in a number of ways, including course work, school experience assessments and evidence portfolios.
Modules are often workshop-based, covering professional subject and age-range methodology, as well as general pedagogical skills and all other major educational issues.
As successful completion of a PGCE provides you with the same credits as Master’s level, you may wish to use these towards studying for a Master’s in Teaching and Learning with Birmingham City University in the future.
You may go on a variety of different visits, which will give you ideas and inspiration for projects you can use in the classroom.
Examples include tours of Warwick Castle or a visit to Birmingham Museum and Art Gallery, which will give you an opportunity to find out about ways in which you can bring subjects, such as history and art, to life for your pupils.
Approximately two thirds of this well-structured and supervised programme includes blocked time in schools/settings where trainees will gain direct teaching experience and work with experienced practitioners in the classroom. School based sessions are undertaken predominately in West Midland primary schools. Placements will be with schools recognised for their strengths in SEN or an SEN school.
OpportUNIty: Student Jobs on Campus ensures that our students are given a first opportunity to fill many part-time temporary positions within the University. This allows you to work while you study with us, fitting the job around your course commitments. By taking part in the scheme, you will gain valuable experiences and employability skills, enhancing your prospects in the job market.
It will also allow you to become more involved in University life by delivering, leading and supporting many aspects of the learning experience, from administration to research and mentoring roles.
Our students have gone on to fulfil such roles as:
Birmingham City University is a vibrant and multicultural university in the heart of a modern and diverse city. We welcome many international students every year – there are currently students from more than 80 countries among our student community.
The University is conveniently placed, with Birmingham International Airport nearby and first-rate transport connections to London and the rest of the UK.
Our international pages contain a wealth of information for international students who are considering applying to study here, including:
International students who have a serious interest in studying with us but who perhaps cannot meet the direct entry requirements, academic or English, or who have been out of education for some time, can enter Birmingham City University International College (BCUIC) and begin their degree studies.
BCUIC is part of the global Navitas Group, an internationally recognised education provider, and the partnership allows students to access the University’s facilities and services and move seamlessly through to achieving a Bachelor’s degree from Birmingham City University.
We are constantly investing in our estate and are currently in the process of spending £340 million on new learning facilities.
As part of these plans, the University's Education provision will join the rest of the Faculty of Health, Education and Life Sciences at our City South Campus in Edgbaston during 2018.
This is the third phase of the University's project to move all teaching and learning to two campuses, City Centre and City South. By moving our Education provision, we are creating a hub for the provision of public service contracts and professional development at City South Campus and improving the student experience with a stronger sense of community and more consistent support services and facilities.
In addition to classrooms, a lecture theatre, social learning spaces, an open access IT suite and cafe facilities, the new £41 million extension to our City South Campus offers a range of specialist teaching and learning facilities for specific subjects including science, design and technology, drama and physical education.
All our departmental facilities replicate the school learning environment.
Not only are we investing £41 million in a new building to house the laboratories and teaching spaces needed, but we also plan to open up these facilities to benefit all students and the wider community. This will complement our existing sports facilities, which already provide a base for students to compete in activities ranging from rugby to.
The Seacole library, based at City South Campus, is one of the UK's largest specialist health education libraries. The facility offers an extensive range of range of information and reference materials set out in a relaxing environment, conducive to studying. There are comfortable seating areas, group study areas, a silent study area and private study rooms.
The Seacole building houses a large open access IT Suite which comprises of 96 PCs, printers, photocopiers and scanners. Our PCs utilise the latest Intel i5 core technology, all with:
Our PCs are also designed to support students who may have difficulties with reading and writing, featuring specialised software with zooming/magnification and screen reading capabilities, which may also be customised for individual student needs.
The IT Suite offers extended opening hours and is supported by a specialist Open Access Assistant during term time. In addition to the open access PCs within the IT Suite, there are 12 networked student PCs available within Seacole library.
Having completed a Science degree, Paul undertook a PGCE and qualified in 1990. He has always led Science within school in addition to his teaching and leadership commitments. Alongside this he developed his skills in whole school leadership, leading year groups and phases within school.
This range of experience enabled Paul to become deputy head of a large three form entry primary school and children's centre. He gained the NPQH while deputy head teacher.
Paul's last post was as a head teacher in Walsall, before joining the the Science team at Birmingham City University in September 2012.