A professional course leading to qualified teacher status.
Applications for PGCE Primary: now open for August 2025 start date.
Closing date for applications: Friday 22nd November 2024.
Please note deadline for storytelling interview: Those who meet requirements for the storytelling interview must submit their storytelling interview by 5pm on 1st December 2024. No extenstions will be permitted.
This course leads to qualified teaching status within the primary school and the Religious Certificate is recognised by all four churches within Northern Ireland.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
In this section
The course prepares you to teach a full range of pupils in primary school.
Full time.
The central purpose of the course is to help develop teaching competence and this is reflected in the teaching and learning methods employed. In the university-based work these often take the form of workshop activities, although a variety of lectures, tutorials peer tutoring and computer assisted learning will also be used. Assessment is through satisfactory performance in course work and school experience.
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:
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, 20, or 40 credit modules (more usually 20) and postgraduate courses 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. Teaching and learning activities will be in-person and/or online depending on the nature of the course. 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 assessments. This feedback may be issued individually and/or issued to the group and you will be encouraged to act on this feedback for your own development.
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, the assessment timetable and the assessment brief. 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. The module pass mark for undergraduate courses is 40%. The module pass mark for postgraduate courses is 50%.
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 Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures from the academic year 2022-2023.
The University employs over 1,000 suitably qualified and experienced academic staff - 60% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (19%), Readers, Senior Lecturers (22%) 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 and learning support staff (85%) are recognised as fellows of the Higher Education Academy (HEA) by Advance HE - 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 from the academic year 2022-2023.
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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.
Year: 1
Status: C
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.
Year: 1
Status: C
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.
Year: 1
Status: C
This module provides an orientation to the place and purpose of RE in the primary classroom. It explores the skills, strategies and pedagogies required for effective learning and teaching to take place.
Year: 1
Status: C
This module explores the theory and pedagogy of creating effective Religious Education learning environments for young children in Foundation Stage and Key Stage 1.
Year: 1
Status: C
The module 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. Feedback will be provided for all assessments in line with university policy.
Year: 1
Status: C
The module 'Developing effective Learning and Teaching' will provide an academically challenging programme which will give students an opportunity to critique the theory and practice of education. The module gives students the opportunity to extend their knowledge and understanding of the Foundation stage curriculum. They will be able to work collaboratively in subject specialist groups to produce lesson plans and prepare teaching and learning resources for a foundation stage classroom. The design of the group work presentation is aligned to the Assessment Handbook guidance document (2021: p.37) which stresses the importance of equal contributions of every group member (Moore and Exley, 1993). The module allows students to develop and deepen their critical analysis and reflection skills. Feedback will be provided for all assessments in line with university policy
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.
Applicants must strictly meet all the criteria listed 1 GCSE passes at grade C in mathematics and science. GCSE pass at grade C in English 2. An honours degree. Priority will be given to students with a 2.1 degree but students holding a 2.2 degree are welcome to apply. The degree must be appropriate to a primary education subject area. Primary curriculum subjects include Mathematics, Science, Geography, History, Languages/Literature, Art, Music, Drama, Personal Development, Physical Education and Religion. 3. knowledge, interest and experience in the education of primary aged children in a formal classroom setting gained within the last three years. (Classroom practice should exceed at least 2 weeks). 4. Medical certificate of satisfactory health. 5. Evidence of good quality presentation and basic literacy skills are required throughout the application process. 6. Applications will be scrutinised to ensure that they do not have a criminal record which would inhibit their ability to work safely with children. 7. Two acceptable references must be provided - one character and one academic.
More details on the degree subjects that are suitable for PGCE Primary can be found here:
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.
Not applicable.
In this section
Teaching and related professions.
19 weeks in a primary school.
Accreditations reflect the excellence of our teaching, research, and knowledge exchange and ensure our programmes realise the highest expectations. By studying at Ulster University you’ll gain insight and be at the forefront of current industry practices, while our many accredited degree programmes open doors to the world’s top professional organisations, making you more attractive to future employers and giving you a competitive edge in the job market.
Initial teacher education programmes in Northern Ireland B.Ed. degrees and post- graduate PGCEs for the purposes of registration with the Council all of which must be compliant with DE Circular 2007/22.
Students domiciled in Northern Ireland, Republic of Ireland and UK students can apply to Student Finance NI for a Tuition Fee loan of up to £6,500 (subject to eligibility).
For PGCE courses commenced in the academic year 2025/26, the following fees apply:
| NI Cost | ROI/GB Cost |
|---|---|
| £4,855 | £9,535 |
Fees illustrated are based on academic year 25/26 entry and are subject to an annual increase.
If your study continues into future academic years your fees are subject to an annual increase. Please take this into consideration when you estimate your total fees for a degree.
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.
Correct at the time of publishing. Terms and conditions apply.
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Successful applicants must apply for AccessNI clearance (£33) and complete an Occupational Health Check (£35) and are responsible for costs associated with these applications.
Additionally, students will be expected to have access to an iPad/laptop for the duration of the course and be prepared to purchase teaching and learning resources required for teaching placements.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. 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 Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
Ulster continues to develop and support sustainability initiatives with our staff, students, and external partners across various aspects of teaching, research, professional services operations, and governance.
At Ulster every person, course, research project, and professional service area on every campus either does or can contribute in some way towards the global sustainability and climate change agenda.
We are guided by both our University Strategy People, Place and Partnerships: Delivering Sustainable Futures for All and the UN Sustainable Development Goals.
Our work in this area is already being recognised globally. Most recently by the 2024 Times Higher Education Impact rating where we were recognised as Joint 5th Globally for Outreach Activities and Joint Top 20 Globally for Sustainable Development Goal 17: Partnership for the Goals.
Visit our Sustainability at Ulster destination to learn more about how the University strategy and the activities of Ulster University support each of the Sustainable Development Goals.
