The post primary PGCE is a one year, full-time programme that prepares students for a career in teaching English, Drama and Media Studies.
The closing date for applications is 8th January 2025.
Applications received after the closing date may be considered at the discretion of the selection panel if all places have not been filled by on-time applicants.
The course
The aim of a PGCE is to prepare the student to become a competent teacher. This is achieved through a variety of teaching and learning methods which are summarised below:
Lectures
• Tutorials: group or individually designed to advise in the preparation for school experience, curriculum projects and/or school based investigations.
• Practicals: involving simulations, role-play, practical activities and school experience.
• Workshops: designed primarily to allow students to examine the relationship between theoretical perspectives introduced in lectures and their main subject specialism.
Assessment
Performance on the course will be assessed through coursework and school experience.
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 Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives.” The overall aim of our PGCE programme at Ulster is to support this aim and 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. To achieve these aims the PGCE post-primary programme at Ulster University prepares student teachers to be competent in the following: - the ability to plan, teach and assess worthwhile learning activities in their subject area(s) in post-primary schools in Northern Ireland for the 11-18 age group; - the acquisition of the knowledge, understanding and skills that are essential for the promotion of learning among pupils; - to assume responsibility for developing as competent reflective practitioners, able to monitor and evaluate their teaching performance; - to realise a commitment to on-going personal and professional development in pursuit of sustained pupil learning and school improvement.
The aim of the PGCE English with Drama and Media Studies course is to prepare students to be a Teacher of English with Drama and Media Studies. Student teachers will learn how to teach English with a particular focus on the additional subject areas of Drama and Media Studies. A range of relevant educational issues such as Classroom Management, Special Educational Needs, Assessment, Information Communication Technology and Learning theory will be explored through subject sessions, lectures, and workshops. Students will also take part in mixed seminar groups in order to have opportunities to discuss these issues with other PGCE students from a range of different subject areas.
The English with Drama and Media Studies PGCE course is designed to enable student teachers to apply the principles and procedures of effective teaching in a variety of contexts related to their specialist subject areas.
The statutory curriculum and programmes of study for English in the Northern Ireland curriculum will be reviewed and analysed, with particular reference to KS3 and KS4, GCSE and AS/ A2. English literature and English Language, Media Studies, Moving Image, Drama and Theatre Studies will also be reviewed and time will be spent considering the development of vocational courses at KS4 and post-16.
A lot of independent study will follow on from subject sessions to ensure all students are aware of the multifaceted nature of the subject ‘English’ and its many embedded micro subjects.
Attendance
PGCE is a full time course. It is 36 weeks in length with the exception of PGCE Technology and Design which is 42 weeks and includes a six week workshop practice in Belfast.
Monday to Friday 9.30 to 17.00
a) Formal lectures are a core activity in teaching the Professional Studies generic component of all modules being the most effective way of teaching large classes. Interactive delivery of lectures is promoted through the use of presentation software. Videos, tape recordings and the use of emerging technologies are also used to illustrate lectures. Access is provided to lecture notes which are posted on the PGCE's Virtual Learning Environment site.
b) Practical classes are fundamental to the study of pedagogy and the delivery of taught material in the main subject area. As outlined in the module descriptors, students engage in a diverse range of practical classes including work done in ICT labs. All practical classes are designed to develop core teaching skills and to link subject pedagogy to research and professional development. Health and Safety procedures in the classroom are emphasised in practical classes.
c) Seminars are used not only to extend the lecture topics but also equip students with the skills to seek relevant research material and to present the material as a lucid exposition and argument within a given time frame. With the increasing amount of information available on the internet, the knowledge and skills to select appropriate, educationally sound material are vital to all potential teachers. Students are also afforded the opportunity to make both individual and group presentations.
d) Tutorials are used to support students who need help with their studies. Tutorial time is built into the weekly university programme and the post lesson discussion led by the university tutor and class teacher are in the nature of tutorials.
e) Group work is an important element of the learning regimen in the School. It is used to help students integrate learning from a variety of sources, to provide opportunities to apply knowledge or case studies for class and seminar work. Role-playing and micro-teaching has also been used to stimulate student participation in classroom discussion.
f) Problem based learning. In order to gain experience of integrating the professional themes covered in each semester in the general lectures, towards the end of each university based teaching phase students are asked to engage in a problem-based learning activity. These take place in mixed seminar groupings and each group is given time to work collaboratively without direct supervision.
g) Course work assignments are an essential part of the teaching and learning strategy as it encourages students to be independent learners. Assignments take a variety of forms and are used to encourage students to read the education literature underpinning lectures, integrate and apply knowledge and improve writing skills. Assignments include structured essays, literature reviews, case studies, word-limited reports, poster presentations and the practical ICT Portfolio. It is expected that all students should be able to write a fully referenced educational/curriculum studies paper as evidenced by the School- Based Projects at Master’s level. Evidence of achievement at Level 7 is sought through the quality of students’ written assignments, designated at that level. In preparation, in subject sessions, seminars and through group problem-based learning activities students are encouraged to engage with, and evaluate, professional discourse on key educational issues. They are also introduced to the tools of enquiry necessary to collect appropriate evidence to evaluate their practice.
Within assignments there must be evidence of an investigative approach informed by a critical review of literature with the framing of appropriate questions related to educational issues. Students are expected to take cognisance of educational research, synthesise its outcomes and use it both to present higher order thinking and to inform and improve their practice. Assignments should reflect the professional discourse encountered in taught sessions and in literature. They should also critique aspects of their practice in a systematic and critical way in the light of this literature. Thus, the course fosters an understanding of the role of the critically reflective practitioner. The PGCE requires the successful student to demonstrate a high level of application of theory within all written assignments.
For all level 7 assignments, extended reading lists are provided that require students to underpin their writing by drawing on refereed journal articles and research data. The assignments all require the student to evidence a sophisticated level of critical reflection and the ability to synthesise a broad range of research literature and to link it appropriately to their own practice.
To support the student the PGCE course offers a range of lectures and seminars in developing academic writing skills at master’s level. The PGCE is a competency based model and as such the award is based on evidence of holistic student competence and in accordance of the professional standards for teachers ( GTCNI, 2007). The PGCE course is fully cognisant of the Ulster University Qualifications and Credit Framework and successful completion of the PGCE the student will be awarded 120 credit points ( 60 at level 7 and 60 at level 6).
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
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 teaching their specialist subject during school experience 1. Students develop their pedagogical content knowledge and application within their subject specialism. The module encourages students to reflect and analyse on the ways in which theory informs practice.
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 them the theoretical background that provides the context for teaching their specialist subject during school experience 2. Students develop their pedagogical content knowledge and application within their specialist subject area. The module allows students to develop and deepen their reflective skills.
Status: O
Year: 1
This module is optional
Through the study of this module, students will gain the fundamental knowledge, skills and pedagogical competency to facilitate effective Religious Education learning experiences at Key stage 3.
Status: O
Year: 1
This module is optional
Through the study of this module, students will continue to develop greater competency in their knowledge, skills and pedagogical practice in facilitating effective Religious Education learning experiences at Key stage 3.
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.
Entry requirements
a. English and Mathematics (GCSE grade C or a qualification that is equivalent in breadth and depth to a GCSE e.g. Irish Leaving Certificate. Please note that Essential/Key Skills is not accepted).
b. An Honours degree normally in the specialist subject (Art and Design, English with Drama and Media Studies, Geography, History, Home Economics, Music Education, Physical Education, Technology and Design) in an appropriate NI curriculum subject. In the case of a combined Honours degree at least 50% shall be in the specialist subject. (N.B. The normal 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.An offer of a place will be conditional upon satisfying the Selection Committee on all of the above criteria.
8. 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 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
The PGCE is a complete programme and the student cannot be exempted from any part of the programme. Given the unique structure of the PGCE course in Ulster University, it is not possible to transfer with exemption from another course or institution.
In this section
Career options
The course prepares the student to teach their chosen subject in a post-primary school or college. Successful completion of this course qualifies the graduate to seek registration with the General Teaching Council of Northern Ireland.
24 weeks of school-based placement. There is initially a one week primary placement that takes places in September, which the student teachers are to arrange. There are then a further two post primary school placements during the year, both in Northern Ireland schools. The first is generally in a non-selective Post-Primary school, beginning towards the end of October and lasting for around 11 weeks. A second placement, also of around 11 weeks, is generally in a selective Post-Primary (Grammar) School, beginning around late March. Placements are arranged by the University from a list provided by student teachers, as far as possible, and may be close to their home rather than the University if that is more convenient. Post primary school placements cannot be in a school that student teachers have attended, nor one with which they have close contact, perhaps by having a relative on the teaching staff.
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.
Postgraduate fees are subject to annual review, 2025/26 fees will be announced in due course.
See our tuition fees page for the current fees for 2024/25 entry.
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.
Successful applicants must apply for Access NI clearance (£32) and complete an Occupational Health Check (£35) and are responsible for costs associated with these applications. Students must also attend an Induction Field Trip, we will endeavour to keep these costs to an absolute minimum, however, they will not exceed £75 per student.
Additionally, we offer students opportunities to engage in a range of employment enhancement opportunities. These may include, for example, sports coaching and first aid qualifications. Participation in these enrichment opportunities is not compulsory and may incur a nominal fee for those wishing to attend.
Students are expected to have their own laptop/iPad or equivalent for use on this course.
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.
