The post primary PGCE is a one year, full-time programme that prepares students for a career in teaching.
The closing date for this course is 31 January 2019.
On successful completion of initial teacher education student teachers will be able to evidence their competence and be awarded the Post Graduate Certificate in Education allowing them to register with the General Teaching Council of Northern Ireland. They will also accrue 60 CATS points (level 7) towards a Master’s degree in Education.
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About this course
In this section
The overall aim of our PGCE programme at Ulster is to foster the development of pedagogical competences in the following three areas: - Professional Values and Practice; Professional Knowledge and Understanding and Professional Skills and Application.
Specifically, the course offers graduates wishing to progress into post-primary education the opportunity to develop the knowledge and skills to become effective teachers of history. You are introduced to the most recent research-informed developments in history curriculum and pedagogy, relevant to teaching the revised Northern Ireland Curriculum. History's place in the curriculum is established along with its links to other subject areas. Throughout the course history teaching is related to wider educational themes including learning theory, the improvement of literacy and numeracy, classroom and behaviour management, assessment and to developing students' skills in Information and Communication Technology.
While the initial motivation for wishing to enter this course may be to teach a specialist subject it is important to recognise that there is much that is covered that is generic to teaching and learning in all subjects. In addition to academic achievement, teachers are prepared for contributing to young people's development as individuals, and as contributors to society, the economy and the environment.
In Northern Ireland history teaching has an important role in helping young people understand past conflict so that they can better contribute to a more just and peaceful society. The PGCE programme is committed to education contributing to the vision of Northern Irish society as embraced within the Shared Future agenda. Those enrolling can expect to be challenged to reflect on the impact education can have on a society emerging from conflict.
This is a programme for the professional training of teachers. Attendance, therefore, is compulsory for all activities, modules and components of the course. Students are required to attend all classes and course activities including placement in school.
The course duration is 36 weeks. Teaching, other activities or school placements are organised on a Monday to Friday schedule.
- September 2019
Teaching, Learning and Assessment
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
- the relevant generic national Qualification Descriptor
- the applicable Subject Benchmark Statement
- the requirements of any professional, regulatory, statutory and accrediting bodies.
Attendance and Independent Study
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
Calculation of the Final Award
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2019-2020.
Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
In this section
School Experience 1
This module School Experience 1 is designed to provide an academically and practically challenging programme which will give students an opportunity to put into practice the professional knowledge, skills and values related to qualifying as a classroom teacher which they have acquired in Foundation for Learning and Teaching. The module will focus on laying a foundation of competence in the pedagogy of Learning and Teaching in a school situation.
School Experience 2
This module builds on the professional, knowledge, skills and values that were introduced in Modules 1, 2 and 3 and is designed to provide students with the opportunity to develop and demonstrate their skills and understanding of effective learning and teaching in schools and to show competence that will allow them to be awarded the PGCE. The module gives them the theoretical background that provides the context for their teaching. The module will focus on development of competence in the pedagogy of Learning and Teaching in school situations; using ICT in pedagogy and, for post primary students, to complete their subsidiary study and teach it in tandem with their main subject.
Foundation for Learning and Teaching
The module 'Foundation for Learning and Teaching' will provide an academically challenging programme which will give students an opportunity to study the theory and practice of education. The module gives them the theoretical background that provides the context for their teaching and which will be applied during the student's practical teaching experience in Module 2 encouraging reflection and analysis on the ways in which theory informs practice.
Developing Effective Learning and Teaching
This module builds on the progessional, knowledge, skills and values that were introduced in the module Foundation for Learning and Teaching and is designed to provide students with the opportunity to develop their skills and understanding of effective learning and teaching in school and to show competence that will allow them to be awarded the PGCE and Newly Qualified Teacher Status.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
In this section
a. English and Mathematics (GCSE Grade C or equivalent).
Please note that for the purposes of entry to this course that the Level 2 Certificate in Essential Skills - Application of Number is NOT regarded as an acceptable alternative to GCSE Maths.
b. An Honours normally in the specialist subject (History). In the case of a combined Honours degree at least 50% shall be in the specialist subject.
(N.B. The minimum offer standard is a 2:2 Honours).
c. All applicants need to provide evidence of knowledge, interest and experience in working with young people of post-primary age.
Applicants for the post-primary pathway also require:
1. Two supportive references.
2. Medical certificate of satisfactory health.
3. Applicants will be scrutinised by Access NI and must also satisfy the University and the Department of Education that nothing would prohibit them from working with children.
4. The application form will be examined for spelling, punctuation and use of English and general quality of presentation.
5. Evidence of knowledge, interest and experience in working with young people of post-primary age normally in a formal/informal education setting.
6. Applicants appearing to fulfil the above requirements will be shortlisted. In the event that the programme is oversubscribed, enhanced criteria (e.g. degree classification) will then be applied and candidates fulfilling these criteria will be interviewed to ascertain their suitability for the course.
7. Applicants who are deemed suitable but for whom an immediate place is not available will be placed on a waiting list and offered a place if another applicant declines his/her place.
English Language Requirements
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Exemptions and transferability
There are no exemptions recognised for entry to this course and it is not possible to transfer from other courses. Access to the PGCE is by the successful completion of the application and interview process.
Careers & opportunities
In this section
The PGCE is an internationally recognised programme for Initial Teacher Education leading directly to a career in teaching. The post primary PGCE is for those who wish to teach the 11-19 age range. However, it may also provide opportunities to work in education related posts with non government organisations and museums.
Work placement / study abroad
Twennty four weeks of the programme are school based. This includes one week in a primary school and two 11-12 week placements in post primary schools.
ApplyHow to apply Request a prospectus
The closing date for this course is 31st January 2019.
Applications to our postgraduate courses are made through the University’s online application system.
PLEASE NOTE: As the University has gone paper-light, all correspondence with regard to the Selection process will be sent to the email address which you supply on your application form, it is therefore imperative that this is an up to date address.
If you’re studying towards a Post Graduate Certificate in Education (PGCE) or Professional Graduate Diploma in Education (PGDE) course you’ll be eligible to apply for the full financial supportincluding Maintenance Loan, Maintenance/Special Support Grant and Tuition Fee Loan. This is regardless of whether you already have another degree.
- September 2019
Fees and funding
In this section
Fees (total cost)
Important notice - fees information
Fees illustrated are based on 19/20 entry and are subject to an annual increase. Correct at the time of publishing. Terms and conditions apply. Additional mandatory costs are highlighted where they are known in advance. There are other costs associated with university study.
Visit our Fees pages for full details of fees
- Northern Ireland & EU:
Scholarships, awards and prizes
There are a range of subject based prizes and awards associated with the PGCE. We also have two student prizes awarded by The General Teaching Council of Northern Ireland.
Additional mandatory costs
Successful applicants must apply for AccessNI clearance (£33) and complete an Occupational Health Check (£35) and are responsible for costs associated with these applications. Students must also attend an Induction Field Trip, with a cost of £75 per student.
Tuition fees and costs associated with accommodation, travel (including car parking charges), and normal living are a part of university life.
Where a course has additional mandatory expenses we make every effort to highlight them. These may include residential visits, field trips, materials (e.g. art, design, engineering) inoculations, security checks, computer equipment, uniforms, professional memberships etc.
We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. Computer suites and free wifi is also available on each of the campuses.
There will be some additional costs to being a student which cannot be itemised and these will be different for each student. You may choose to purchase your own textbooks and course materials or prefer your own computer and software. Printing and binding may also be required. There are additional fees for graduation ceremonies, examination resits and library fines. Additional costs vary from course to course.
Students choosing a period of paid work placement or study abroad as part of their course should be aware that there may be additional travel and living costs as well as tuition fees.
Please contact the course team for more information.
- The University endeavours to deliver courses and programmes of study in accordance with the description set out in this prospectus. The University’s prospectus is produced at the earliest possible date in order to provide maximum assistance to individuals considering applying for a course of study offered by the University. The University makes every effort to ensure that the information contained in the prospectus is accurate but it is possible that some changes will occur between the date of printing and the start of the academic year to which it relates. Please note that the University’s website is the most up-to-date source of information regarding courses and facilities and we strongly recommend that you always visit the website before making any commitments.
- Although reasonable steps are taken to provide the programmes and services described, the University cannot guarantee the provision of any course or facility and the University may make variations to the contents or methods of delivery of courses, discontinue, merge or combine courses and introduce new courses if such action is reasonably considered to be necessary by the University. Such circumstances include (but are not limited to) industrial action, lack of demand, departure of key staff, changes in legislation or government policy including changes, if any, resulting from the UK departing the European Union, withdrawal or reduction of funding or other circumstances beyond the University’s reasonable control.
- If the University discontinues any courses, it will use its best endeavours to provide a suitable alternative course. In addition, courses may change during the course of study and in such circumstances the University will normally undertake a consultation process prior to any such changes being introduced and seek to ensure that no student is unreasonably prejudiced as a consequence of any such change.
- The University does not accept responsibility (other than through the negligence of the University, its staff or agents), for the consequences of any modification or cancellation of any course, or part of a course, offered by the University but will take into consideration the effects on individual students and seek to minimise the impact of such effects where reasonably practicable.
- The University cannot accept any liability for disruption to its provision of educational or other services caused by circumstances beyond its control, but the University will take all reasonable steps to minimise the resultant disruption to such services.