…with Exeter the door is never closed. It continues to be on hand to give advice and take an active interest in the career development of its students. This makes Exeter a very special place, putting students and ultimately the pupils they will teach, first.
Richard Bridgewater, Primary Humanities
PGCE Primary with Humanities
Our Primary Humanities PGCE is run by a team of committed, passionate and experienced staff who offer a diverse range of expertise and a genuine conviction that our approach to teacher education is the best way to develop outstanding teachers. Staff have extensive school and university teaching experience, and are active in researching in and working with schools to push forward the frontiers of Primary Geography and Primary History teaching. We train you to be critical and creative, and to become educational leaders in your own right!
Trainees following the Primary Humanities pathway will learn to teach across the primary curriculum and will take an additional specialist module in primary humanities
A practical and interactive course, the humanities pathway focuses on the methods, skills and processes distinct to teaching history and geography. It will prepare you to teach creatively through experiencing fieldwork, active learning and relating theory to practice. You will consider links to other curriculum areas and education for citizenship.
Taught through seminars and workshops, there is an emphasis on collaborative group work as well as self-study and the programme aims to prepare you to take on the role of humanities coordinator as your career develops.
We provide unrivalled opportunities for trainees to achieve through our highly original Exeter Teaching Model. The programme runs over three terms with each term providing progressively more school-based work training.
By learning on campus for most of the first term you access the tools to rapidly build professional knowledge to underpin your work in school placements. The taught element is made up of timetabled seminars, lectures and self-directed study. You will be asked to work individually and as part of small and larger groups.
Our unique approach gives you opportunities to learn and become part of a community of trainees and teachers who are passionate about education, and will support you during your course and beyond. We carry out a detailed skills audit with every trainee so we understand your particular development needs and can personalise elements of training to strengthen the skills you need to excel as a teacher.
During placements Exeter trainees benefit from the focused support of two School-based Tutors: a Principle Tutor who works as an expert partner, and a Mentor who develops and challenges your thinking about teaching in ways that can be used to enhance performance.
You will be supported in developing the full range of teaching skills and effective reflection that you will need in your first teaching post as a Newly Qualified Teacher (NQT).
The PGCE is a Masters level programme and once you have achieved QTS, you can continue your studies during your first year of teaching and work towards achieving a Masters in Education.
The programmes have 4 main components:
What are we looking for in an applicant?
We are looking for graduates with a good, well-rounded academic profile, usually a 2:1 degree (or above) with at least an A level in history and/or geography and prior relevant experience of working with primary age children.
Passes at GCSE in English, Mathematics and Science at Grade C. Please note that although the NCTL requirement is a grade C, we will generally only consider applicants with a grade B or above in Mathematics and English and a grade C in Science.
All applications for entry to our PGCE programmes must be made through UCAS Teacher Training and application forms are available online through the UCAS website. Applications for 2018 – 2019 can be made once UCAS opens, usually in late October and you are encouraged to apply early as many courses are filling up quickly.
An academic reference is required from any institution of Higher Education that you have attended within the last five years. Please note: if an academic reference is not submitted then this will cause a delay in the processing of your application.
For further details on the application process, please see our Interview Policy.
We recommend you:
- apply as early as possible;
- choose your referees early and explain to them that a promptly returned UCAS Teacher Training reference could make all the difference;
- practice the Professional Skills Tests early (see sta.education.gov.uk); use support materials if you need to improve your performance and use one of your three chances to take each test early, to strengthen your candidacy. You can access the practice tests before you apply, but you can’t take the actual tests until you have applied.
We do not consider requests for deferred entry either at application stage or after an offer has been made. Any applicant who can no longer take up a place offered to them will need to reapply in the following year and will need to go through the full interview process again.
Applicants who will be overseas during the recruitment cycle
If you will be outside the UK during the recruitment cycle for your proposed year of entry, you should make contact with the Admissions Office to discuss this.
- All our tutors have real-world experience as teachers, senior managers or OFSTED inspectors. They also lead and innovate, developing the latest ideas in teacher education, leading research, writing textbooks, leading subject networks and advising the government.
- Our unique approach gives you opportunities to learn and become part of a community of trainees and teachers who are passionate about education, and will support you during your course and beyond.
Ruth Flanagan has over 26 years experience in teaching at Primary, Secondary, Adult Education and, more recently, at University level. She teaches on the Primary Humanities and Primary Maths courses and the MA in SEN. She is currently conducting research into worldview identification and the possible beneficial impact of this on the teaching of RE.