PGCE - Primary with PE - University Of Worcester

What makes PGCE - Primary with PE at Worcester special?

Age phase: Later Years pathway (Ages 5-11)

Incorporate your passion for physical education with training to teach by studying a PGCE Primary with PE at Worcester. We are rated as an outstanding institution to train by OFSTED. Feedback from OFSTED reported that:

“The university is an exciting and inspiring place for trainee primary teachers to study. “

“Trainees are capable and confident practitioners by the time they complete their courses.”

“Subject leaders are experts in their fields. They have designed a programme of study that successfully deepens trainees’ knowledge of the national curriculum and, at the same time, develops trainees’ ability to teach. As a result, trainees build a secure understanding of each subject in the primary curriculum and know how to teach these subjects well.”

The postgraduate course is taught by academic staff whose active and extensive research enables you to encounter the importance of teaching physical education in the primary school setting. At Worcester, you will be provided the opportunity to experience the teaching industry through multiple placements in a variety of contrasting school environments throughout the year. While gaining a Qualified Teacher Status (QTS), you will develop your skills in becoming a skilled primary teacher with particular expertise in physical education, empowering you to carry forward the importance of PE into the lives of future learners.

Overview

Key features

The Primary PGCE with PE is an initial teacher training and education programme, designed to empower you to become a confident and competent qualified teacher
With 60 credits at Masters level a Primary PGCE with PE can take you anywhere, from Masters study to a job on the other side of the world
The Primary PGCE with PE explores pedagogy, practice and wider issues of education and society, enhancing your prospects as a practitioner and potentially a future leader in the profession
We have a strong partnership with our schools and organise placements for you in supportive environments, with access to expert colleagues and mentors to support you in completing your initial teacher training and gaining qualified teacher status through experiential learning
Take part in collaborative research with schools to develop practice and enhance children's learning of and love for Physical Education
Explore PE specific theory and pedagogy such as Motivational Climate, Games Based Approaches, Physical Literacy and Sport Education
Enhance your skills and knowledge as a PE leader by exploring approaches to leadership that aim to transform Primary PE
Peer teaching and feedback opportunities embedded across the course

You will take part in a Primary PGCE with PE course which is supported by innovative content, which aims to develop, enhance and deepen your subject knowledge of teaching and learning across the whole of the National Curriculum, whilst developing a specialism in Physical Education. The course enables you to explore and develop specialist skills to teach Physical Education across the primary key phase, as well as develop as a Primary teacher for all subjects.

You will be equipped to meet the Professional Standards for the award of Qualified Teacher Status (QTS) upon successful completion of the course.

This Primary PGCE with PE is ideal for aspiring primary practitioners with a particular interest in Physical Education, who wish to develop further knowledge and pedagogy in PE.

PE Specific

Throughout the course, you will be supported in developing a range of teaching strategies and approaches to learning. You will carefully consider the language and vocabulary related to Physical Education concepts and procedures, including use of language to target a deeper physical education understanding and encouraging cross- curricular learning through use of specific vocabulary.

Stages of learning will be identified along with common movement errors, and you will develop an awareness of how to intervene and address these to improve the quality of movement across the primary phase. You will consider how physical education can be applied in other areas of the primary curriculum and ways of planning to provide a balanced learning experience that incorporates exploration, acquisition, consolidation and application of knowledge and skills.

Entry requirements

Academic requirements

Honours degree normally (2:2) or higher from a United Kingdom higher education institution or equivalent qualification in Physical Education or a closely related area. Applicants with a 3rd class or non-Honours degree will be considered on an individual basis
All entrants have achieved a standard equivalent to a grade 4 (formerly grade C) in the GCSE examinations in English Language or English Literature, Mathematics and Science (applicants must have these qualifications by the start of the course). Alternatively, we offer an equivalency test if you don’t have the required GCSE grade to apply for our courses. Trainees who begin courses before providing evidence of the required GCSE standard (or equivalent) will not be eligible for financial incentives, such as bursaries or grants until they achieve the required standard

Qualifications not listed? Contact the Admissions Office for advice by email: AdmissionsB@worc.ac.uk

Additional requirements

An Enhanced DBS check. You will be sent details of how to apply for your DBS in the summer term. You will need to pay for this. You may already be part of the DBS update service. Find out about the update service here. As part of the DBS process you will be checked against the Children’s Barred List
A check against the Prohibition List
If you have lived, studied or worked overseas for three months or more in the last five years a Certificate of Good Conduct from the country of residence will be required. Further information and guidance associated with additional costs are available from the Home Office
An online occupational health check. All those on a teacher training programme must be certified as meeting national requirements for physical and mental fitness to teach, as set by the Department for Education
International students: IELTS 6.5 or equivalent

Other information

School experience is desirable, but not essential
Interviews will be conducted in person. Applicants will be contacted directly with more details

All applications for PGCE should be made via the Government's Find Postgraduate Teacher Training website.

Additional useful information is available on the Government's Get Into Teaching website.

To help you prepare for your interview, you can expect questions covering the following:

the role of being a teacher - both the positives and the challenges
your ability to identify the skills and qualities a teacher requires
your understanding of current issues in education and the wider role of a teacher
your knowledge of professionalism and how teachers demonstrate this
how schools and teachers keep children safe

In addition, we are looking for enthusiasm, commitment and potential. Clear communication skills are integral to this which you will have an opportunity to demonstrate throughout the interview.

The positive experiences that I have gained so far have already impacted on my teaching practices and provide me with a higher level thinking towards my own teaching pedagogy.

Joshua Loade, PGCE Primary PE specialist pathway student

Course content

School experience is a substantial and integral part of the course and you will have school experience visit days and block placements in terms 1, 2 and 3.

In total, of the 38 weeks of the course, 24 will be spent in schools.

Indicative themes explored through the course content are outlined below, although regular updates mean that exact content may differ.

The Developing Teacher (30 credits at Masters level)	Indicative overview of content This module looks at your development as a teacher. It will focus on creating your teacher identity through critically reflective models, experiences and analysis of relevant theories and research. There are three distinct strands. These are: Developing professional behaviours including reflective practice and professionalism Developing behaviour management including the learning environment and behaviour for learning Developing inclusive practice This is the first assessed module and will help develop your philosophy of teaching.
The Learning Child (30 credits at Masters Level)	Indicative overview of content This module looks at understanding how to support children to learn. It will focus on understanding how children develop and learn, subject specific pedagogies, adapting teaching to meet different needs of learners and the role of assessment. You will cover all of the core and foundation subjects from the National Curriculum in this module. There are three distinct strands. These are: Child Development and Learning Theories Pedagogy and Curriculum (including all core and foundation subjects) Professional Development This is the second assessed module and will help you research effective methods of teaching and learning to support all children.
Life in School: School Experience (Qualified Teacher Status)	Indicative overview of content This module is your School Experience (SE) module and will involve school placements. In order to pass this module, you need to demonstrate that you have met all of the Teachers’ Standards including Part 2 by the end of your initial teacher training. It will also provide you with experiences to aid your reflections and mentoring to support your progress. There are a series of professional development days within the module, designed to support your progress with meeting the Standards. This is the final module which will be assessed at the end of your placements.

The Developing Teacher (30 credits at Masters level)

Indicative overview of content

This module looks at your development as a teacher. It will focus on creating your teacher identity through critically reflective models, experiences and analysis of relevant theories and research. There are three distinct strands. These are:

Developing professional behaviours including reflective practice and professionalism
Developing behaviour management including the learning environment and behaviour for learning
Developing inclusive practice

This is the first assessed module and will help develop your philosophy of teaching.

The Learning Child (30 credits at Masters Level)

Indicative overview of content

This module looks at understanding how to support children to learn. It will focus on understanding how children develop and learn, subject specific pedagogies, adapting teaching to meet different needs of learners and the role of assessment. You will cover all of the core and foundation subjects from the National Curriculum in this module. There are three distinct strands. These are:

Child Development and Learning Theories
Pedagogy and Curriculum (including all core and foundation subjects)
Professional Development

This is the second assessed module and will help you research effective methods of teaching and learning to support all children.

Life in School: School Experience (Qualified Teacher Status)

Indicative overview of content

This module is your School Experience (SE) module and will involve school placements. In order to pass this module, you need to demonstrate that you have met all of the Teachers’ Standards including Part 2 by the end of your initial teacher training. It will also provide you with experiences to aid your reflections and mentoring to support your progress. There are a series of professional development days within the module, designed to support your progress with meeting the Standards. This is the final module which will be assessed at the end of your placements.

Teaching and assessment

You will learn how to:

Apply theoretical and practical knowledge and understanding of how children learn and develop in classroom settings
Manage different patterns of organisation and styles of teaching to best support effective learning and provide equality of opportunity for all children
Develop an understanding of Special Educational Needs and Disability through the application of inclusive teaching practices
Develop and demonstrate the knowledge, skills and teaching competence which will enable you to observe, plan, teach, organise and assess children's progress and learning across the full primary range
Develop a clear framework for your own professional values and demonstrate a critical and reflective attitude towards your practice

Teaching

School experience in a range of settings
Studying all areas of learning and teaching across all EYFS and Primary National Curriculum subjects
Tutor-led workshops, lectures, seminars, fieldwork and guest lectures , primarily to introduce underpinning knowledge, theoretical argument, practical skills, central issues, key texts and inter-professional fields of study
Study of key texts and supplementary reading to enable students to identify subject matter that will enhance their understanding and intellectual ability
Participation in high level professional discussion, peer presentations and debate, to encourage trainees to actively engage with and critically challenge the field
Directed studies, Professional Enquiry Tasks, case studies and problem solving tasks provide opportunities to develop approaches that will deepen levels of understanding and professional judgement; development of practice-based competence and skills of critical reflection through guided individual mentoring during placements
One-to-one academic and personal tutorial support including access to our first class Firstpoint services

Contact time

The Primary PGCE with PE combines placement and University based learning. There are 4 days that are planned to be delivered online to support you on your placements and to benefit from national expertise within certain fields. On placement, you will be expected to attend school during term time and on training days, as agreed by the school, to ensure you are compliant with the requirements of the QTS qualification.

For the full-time course, in a typical week you will have around 28 contact hours of teaching. The precise contact hours will depend on the optional modules selected. Typically contact time will be structured around:

12 hours of interactive workshops
14 hours of seminars in groups of around 20 students
2 hours of lectures

Independent self-study

In addition to the contact time, you are expected to undertake around 9 hours of personal study time per week. Typically, this will involve researching areas of teaching and learning related to areas of the National Curriculum, SENDI, EAL and other key areas of interest relating to the primary setting as well as working on individual and group projects and preparing assignments. Independent learning is supported by a range of excellent learning facilities, including the Hive and library resources, the virtual learning environment, and extensive electronic learning resources.

28 hours of contact time
9 hours of independent self study
37 hours in total each week

Teaching staff

Led by Dr Rhys Pritchard, you will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course. Teaching is informed by the research and consultancy, and all of the lecturers who teach on the course hold Qualified Teacher Status. The majority of lecturers have their Masters qualification or higher and the majority are Fellows of the Higher Education Academy. You can learn more about the staff by visiting our staff profiles.

Assessment

The course provides opportunities to test understanding and learning informally through the completion of subject audits, formative assessments, tasks completed during lectures and enhancement activities.

Assessment methods include an assignment for both Level 7 modules, the Developing Teacher and the Learning Child.

On school experience, you are formatively assessed against our University of Worcester Curriculum. You will work with school colleagues alongside University tutors to complete reflections and activities in school to support your formative assessment. This will build towards your assessment against the Teachers’ Standards at the end of your course.

Throughout your course, you will be supported to prepare for your transition into your early career teacher years through the Career Entry Profile, as part of your Continuing Professional Development.

Programme specification

For comprehensive details on the aims and intended learning outcomes of the course, and the means by which these are achieved through learning, teaching and assessment, please download the latest programme specification document.

Meet the team

You will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course.

You can learn more about the staff by visiting our staff profiles.

Catherine Clutterbuck

Catherine lectures in inclusive practice, Primary Computing and works closely with our Partnership schools. She also works as a school experience tutor and personal academic tutor as part of Primary ITTE.

Catherine’s background is in the development of teachers. She was the Head of Pupil and Staff Welfare and Development and mentor for trainee teachers and NQTs. She is passionate about the holistic development of teachers and the impact educationalists have on pupils.

Julie Sutton

Julie is the Primary Lead for School Based Provision and the PGCE Primary School Direct Strategic Lead. She works in close partnership with schools across the West Midlands and in the South West, supporting course development.

Julie lectures in music education across the postgraduate and undergraduate programmes and teaches pedagogy and professional practice within the PGCE ‘Developing Teacher’ module. She is a School Experience tutor and moderator for the PGCE Primary School Direct programme.

Prior to joining the University, Julie taught in Primary schools across Worcestershire and has experience of Early Years, Key Stage 1 and Key Stage 2. Alongside leading music, she was a Senior teacher and Deputy Head teacher. Throughout her career, Julie has always followed her passion for developing high-quality music education for all, working as a Vocal Force facilitator for schools across the county and delivering music CPD to class teachers. She is currently the Chair of the Worcestershire Music Hub Steering committee.

Julie is a Senior Fellow of the HEA.

Lorna Williams

With a passion for early years education, Lorna Williams has invested 20 years working in early years settings, prominently serving 17 of those years as a dedicated Reception teacher. During this time Lorna was an early years phase leader, supporting a team of committed early years professionals, the children and their families in a thriving and successful onsite pre-school. Lorna's focus on holistic child development, creating dynamic learning environments, and fostering effective relationships with children and their families has been a cornerstone of her career.

Now serving as a Principal Lecturer at the University of Worcester, Lorna guides aspiring early years teachers through various programs. Her emphasis lies in appreciating the distinctiveness of the Early Years Foundation Stage (EYFS), cultivating a robust early years teacher identity, and igniting a passion for early years pedagogy and practice among teachers. Lorna also co-coordinates the Reception Class Teacher Network (RCTN), a joyful community dedicated to positive and purposeful practices in Reception classes to influence early years education. Lorna's commitment to celebrating and championing the magic of early years persists through her writing, outreach efforts, and knowledge exchange.

Sharon Lannie

Sharon is module leader for PGCE English at the University of Worcester and teaches on all the post-graduate, undergraduate and School Direct English modules. She also supports the development of English in primary schools across the Midlands through leading English CPD, including a termly network meeting for primary and middle school English Subject Leaders in the area. Sharon is also the PGCE Later Years Cohort Leader.

Genea Alexander

Genea Alexander has worked in education for many years. Currently, Genea teaches on the Primary Initial Teacher Education (with QTS) BA (Hons) and PGCE - Primary (QTS) courses within the Department for Primary Education. Genea’s roles include ‘The Learning Child: Pedagogy and Practice - Teaching and Learning for All’ Module Leader on the PGCE - Primary (QTS) course and Primary Languages Subject Lead.

Genea is a Fellow of the Higher Education Academy, a committee member of the National Primary Teacher Education Council (NaPTEC) and co-author of several publications.

Andrew Taylor

Andy is a senior lecturer in primary education, teaching on both the PGCE and BA Primary Initial Teacher Education courses and he is the Regional Training Hub Co-ordinator. Mainly teaching on Professional Practice modules he also leads the Developing Teacher module on the PGCE course which supports trainees in developing their knowledge and understanding of the skills needed to develop into an effective teacher. He also leads the behaviour management provision in the primary department and has enjoyed developing the provision for this since taking on the role.

Previous to starting at the University of Worcester Andrew had taught in schools in Gloucestershire for 16 years as a class teacher, assistant head and Deputy head teacher. Over his time in schools Andrew has honed his coaching and mentoring skills to support NQTs, ECTs and trainee teachers in building their strengths to be the best teachers they can be.

He joined the university in 2018 to pursue his passion for supporting trainee teachers, ECTs and NQTs and works as part of the staff team developing the support and provision for the Early Career Teacher Community.

Kate Morley

Kate is a senior lecturer, teaching across the postgraduate and undergraduate modules for English at the University of Worcester. She jointly leads English and safeguarding within the Primary Department. Kate also works as a School Experience and Dissertation tutor as part of Primary ITT and is a Personal Academic Tutor for postgraduates.

Careers

Graduates from the Primary Department at the University of Worcester are extremely employable. Upon successful completion of the PGCE course, you take with you a Career Entry Profile to start the process of your continuing professional development as a teacher.

Fees and funding

Full-time tuition fees	UK The Government has announced that it will increase tuition fees and maintenance loans by 3.1% from the 2025/26 academic cycle. Subject to approval, the University intends to increase our tuition fees in line with this and as per our terms and conditions. This means that from September 2025 the standard tuition fee for full-time UK students enrolling on a PGCE will be £9,535 per year*. For more details on course fees, please visit our course fees page.	International and EU students The standard tuition fee for full-time international and EU students enrolling on a PGCE in the academic year 2025/26 will be £17,900 per year. Please note that for EU students who are not in receipt of a UK government bursary/scholarship package, the fee is £9,535 per year (subject to approval of the Government's announced fee increase). For more details on course fees, please visit our course fees page.
Teacher training funding	You may be able to get help with the costs of teacher training. A student finance package will include a Tuition Fee Loan and a Maintenance Loan. You may also be eligible for extra help if you have children or are disabled.
Additional costs	Every course has day-to-day costs for essential books, stationery, printing and photocopying. Travel costs for placements vary depending on the location of the schools in which you are placed. Typically, placement schools may be in Worcestershire, Gloucestershire, Herefordshire or Birmingham and the surrounding areas but are occasionally further from the University campus. We aim for placements to be within a 40-mile radius of the University of Worcester or about 1 hour’s travel time, although this cannot always be guaranteed. Travel to placement typically costs between £5 and £15 each day but this depends on the distance to each placement, the mode of transport and other variables such as the cost of public transport. Whilst we will provide as much assistance as we can, responsibility for arranging travel to and from the placement setting remains with the student. There is no entitlement to reimbursement or assistance with travel arrangements; any financial contribution is at the discretion of the University and is not intended to cover actual costs in full, although these costs may sometimes be reclaimed depending on your individual circumstances. For more information please refer to the Institute of Education Student Placement Travel Policy. For the PGCE PE Specialist Pathway, the cost of specialist PE clothing should also be considered and this is likely to be around £40. The DfE requires all trainee teachers to obtain an Enhanced Disclosure & Barring Service (DBS) check, which you will need to pay for. If you have lived overseas for three months or more in the last five years a Certificate of Good Conduct from the country of residence will be required. More information and guidance on costs are available from the Home Office. You will also be subject to the usual prohibition list and criminal record checks. You will need clothing suitable to be worn in a school setting and access to a laptop with reliable internet access.
Accommodation	Finding the right accommodation is paramount to your university experience. Our halls of residence are home to friendly student communities, making them great places to live and study. We have over 1,000 rooms across our range of student halls. With rooms to suit every budget and need, from our 'Traditional Halls' at £131 per week to 'Ensuite Premium Halls' at £228 per week (2025/26 prices). For full details visit our accommodation page.

How to apply

Apply now

Applications for PGCE courses, both Primary and Secondary, should be made online through the government's Find Postgraduate Teacher Training website.

Visit the Get Into Teaching website for detailed information on how to apply for a PGCE.

Read our How to apply pages for more information on applying and to find out what happens to your application.

Course code - 3DP6

Make an application

Get in touch

If you have any questions, please get in touch. We're here to help you every step of the way.

Admissions Office

admissions@worc.ac.uk

01905 855111

PGCE - Primary with PE

What makes PGCE - Primary with PE at Worcester special?

Age phase: Later Years pathway (Ages 5-11)

Overview

Key features

Ofsted has rated us as "Outstanding" in training Primary and Secondary Teachers 2023.

PE Specific

Entry requirements

Entry requirements

Academic requirements

Additional requirements

Other information

Book your place at an Open Day

Course content

The Developing Teacher (30 credits at Masters level)

Indicative overview of content

The Learning Child (30 credits at Masters Level)

Indicative overview of content

Life in School: School Experience (Qualified Teacher Status)

Indicative overview of content

Teaching and assessment

You will learn how to:

Teaching

Contact time

Independent self-study

Teaching staff

Assessment

Programme specification

PGCE Alumni Scholarship

Meet the team

Catherine Clutterbuck

Julie Sutton

Lorna Williams

Sharon Lannie

Genea Alexander

Andrew Taylor

Kate Morley

Careers

Careers and Employability

PGCE Alumni Scholarship

Fees and funding

Full-time tuition fees

UK

International and EU students

Teacher training funding

Additional costs

Accommodation

How to apply

Apply now

Course code - 3DP6

Get in touch

Admissions Office

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Education (Early Childhood) MA