Education - Primary (School Direct Route)

Entry requirements

You must possess or expect to achieve a degree; please see department web pages for subject-specific requirements. You must also hold GCSE grade 4 (or C) or above in English and Mathematics; Primary applicants require a science subject at grade 4 (or C) or above as well.

Applicants must also pass professional QTS Skills Tests by the first day of the course.

Successful candidates will receive an offer from their School Direct lead conditional upon successful medical and criminal record checks.

Months of entry

September

Course content

The PGCE Primary provides a course in Initial Teacher Training which is accredited by the DfE. Successful completion of the course will provide you with a recommendation for Qualified Teacher Status (QTS), awarded by DfE and a PGCE (awarded by Durham University). Credits achieved during the PGCE year can also equate to the first year of Durham's MA in Education.

In addressing the government's standards for QTS, the School of Education seeks to promote the notion of primary school teachers as reflective practitioners who are confident in their ability to teach all subjects in the primary curriculum, and able to articulate their beliefs about what constitutes effective pedagogy. PGCE should be viewed as the first phase of a career-long process of personal and professional development.

The course aims to provide you with professional and academic training in preparation for your role as a primary teacher. Underpinning the course is a belief that successful teachers need to understand how children learn and that this is best achieved through a combination of theory, practice and reflection.

The Durham PGCE Primary Course has been developed in partnership with schools, and offers a strong practical element, with student teachers spending a substantial part of the year (around 120 days minimum) in school. On the course, you will have opportunities to develop an understanding of the values and issues which underpin education and are encouraged to develop and articulate your own beliefs. The responsibility for training is shared between schools and the University, which together provide a supportive professional environment in which you can develop your knowledge, skills, understanding and expertise.