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Writing a pgce personal statement.

If you’re applying to train as a teacher you’ll be required to write a personal statement as part of your application.

Take your time writing your personal statement. It’s your first chance to make a good impression so it's well worth investing time to develop a clear structure and style of writing.

It’s a good idea to proofread your statement thoroughly and get others to read through and check for typos, grammatical errors, style, and tone.

What's the personal statement for? 

The personal statement is crucial to your PGCE application; it is used primarily to decide whether to invite you for an interview. A poorly written personal statement could end your teaching career before it has started!

This is your chance to demonstrate what you have to offer as a teacher. You should also explain why you want to teach a particular subject or age range, and how your skills and experience will help you become a great teacher. It’s your chance to show your motivation, commitment and teaching potential and an opportunity to show your enthusiasm for teaching a particular subject or age group.

Remember, you only get one opportunity to write a personal statement for both cycles of applications, so it’s important to keep in mind that you should avoid creating tailored personal statements for each university.

How to write and structure your personal statement

The personal statement is split into two sections totalling a maximum of 1,000 words. It’s important to make sure you do not repeat yourself and to take time to ensure that each section is organised coherently. Divide your writing into paragraphs, each dealing with a particular aspect of the question.

Section 1: Why do you want to teach?

(Up to 600 words).

This is the place to talk about why you think you would make a great teacher. You can include:  

• what has led you to choose teacher training
• your understanding of the demands and rewards of the PGCE course and of the teaching profession
• the personal qualities that will make you a valuable asset to a school
• details of any paid or unpaid experience you have of working with young people and what you learnt
• details of any other experiences which you can bring to the teaching profession. Think about any ‘transferable skills’ or qualities which you have developed which may be relevant to teaching.
• If you are a career-changer, what have you been doing and what are your reasons for the switch to teaching?
• your thoughts on children’s wellbeing and the education system

Your personal statement should tell us why you want to teach, your skills and about any experience you might have of working with young people or in the education sector. If you are taking any exams or additional study before starting the course, particularly if this relates to your eligibility to join the course, we want to hear about it.

It should also show that you understand the education system, what challenges teachers face and that you’re engaged with issues around education.

If you’ve not taught before, think about any other things you’ve done that might demonstrate the skills you’ll need to be a teacher (your transferable skills).

Although it’s a good place to expand on your skills and experience, this shouldn’t be the main focus of your personal statement as the rest of the application will showcase this.

Section 2: Why are you suited to teach your subjects or age group?

Up to 400 words.

Remember to not repeat anything you have already said in section 1!

If you’re writing a personal statement for secondary teacher training, use this section to describe your knowledge and experience of the subjects you’ve chosen. Any work experience in the field will be of interest.

What universities are looking for

Universities want to see your passion for teaching and understand why you think teaching this subject or age group is the right career for you.

Your personal statement should be original and honest. Try and avoid clichés or writing what you think we want to hear. All we really want to hear are the real reasons you’re applying to study a PGCE and become a teacher.

If you’re writing a personal statement for primary teacher training, say why you’d like to teach this age group. If you are particularly interested in certain primary subjects or have relevant experience in them, you can talk about that here too.  

You could talk about:

• any relevant work or unpaid experience
• your degree and degree modules
• your other relevant qualifications, such as A levels
• any relevant skills, interests or achievements
• your understanding of the national curriculum

Questions your personal statement should answer

• Why do you want to be a teacher? 
• Why do you want to teach a particular subject, Key Stage or age group? 
• What are your strengths? 
• What experience do you have and how has this influenced your desire to teach? 
• What skills do you have that would be useful for teaching

The finer details

Your personal statement should be:

• no more than 1000 words
• written in the first-person 
• grammatically correct - we suggest writing in a document before adding to your application
• your own work, don’t copy from anywhere online 
• structured correctly with a clear introduction, evidenced paragraphs and a conclusion 
• proof-read before being submitted

And finally, be prepared to answer questions about what you’ve written in your personal statement at the interview stage!

Find out more about how to get into teaching .  

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What to Include in Your PGCE Personal Statement

How your pgce personal statement should be structured, example personal statement, final thoughts, pgce personal statement.

Updated November 24, 2021

A PGCE personal statement is written as part of the application process for teacher training and gives candidates an opportunity to showcase their skills and attributes.

PGCE candidates will only write one personal statement, which is used to apply for all of their preferred choices. Students upload their personal statement to the UCAS Teacher Training system, and it is submitted for all choices in both phases of the application process (‘Apply 1’ and ‘Apply 2’). No changes can be made once it is submitted.

The personal statement is often used as the deciding factor for choosing whom to invite to interview . This piece of writing should explain the experience you have and how this translates into your abilities in the classroom.

It should also present what you might be like as a teacher – how will your personality and interests help engage students and get them enthused about the subject?

A lot is riding on your personal statement and writing it can be a daunting task. This guide will outline what your PGCE personal statement should contain and how to structure it for the best chance of success.

The admissions team will want to know about the skills, experience and personal qualities you have that would make you perfect for a teaching career. They need to see you have the dedication and passion to complete your PGCE and have a successful future.

Simply saying, “I would be good at this role and am well suited to it” isn’t enough. The PGCE provider needs to read real examples that demonstrate your skills and abilities and meet their requirements.

Here are some details you may want to include in your personal statement:

1. About You

A teacher’s personality and personal experience will be highly influential, therefore your own experiences are relevant to your application.

Before you start writing, it’s a good idea to spend a few minutes jotting down some key facts that are relevant to teaching. These might include:

• Your interests
• Qualifications/achievements
• What motivates you
• Your upbringing
• Relevant skills

Remember to include examples in your list. Coaching a sports team in your spare time suggests you are experienced in motivating young people and getting the best out of them. Maybe you play an instrument and use music in class. Including qualities like these will make your application stand out.

2. Why You Want to Teach

A key element of your application is explaining why you have chosen teaching as your future career. Show an awareness of how teachers can inspire individuals and also the benefits you might see in yourself.

Try to broaden your answer further than simply saying you are passionate about teaching or children. Every applicant will say they are passionate.

Give details of experiences that moved you towards this career or, perhaps, even the moment you realised this was what you were born to do. By using genuine examples, your passion and excitement will shine through.

3. Why You Are the Best Candidate

Try not to pull out a cliché like “I am passionate, dedicated and reliable” – make your application stand out by using a paragraph that the provider won’t see in any other application that day.

Think about what makes you different from any other candidate. Other applicants may say they can take charge of a class and have experience dealing with challenging children, but will they sing an entire lesson just to get the pupils to engage with them, like you did in your work experience? Or will they bring in a structure made out of Lego to demonstrate osmosis, like you did on your degree placement? Think of what makes you, you.

4. Why a PGCE?

Include details of why you have chosen to go down the route of a PGCE rather than doing a full teaching degree. Perhaps you dipped your toe into teaching while travelling after your degree and realised how much you love it, or maybe you are passionate about biology and wanted to decide at a later date whether to go into teaching or industry.

Show that you have done your research and understand the structure of the PGCE and what will be required.

5. Teaching-Related Experience

Include details of any experience you have gained working in schools or with children in another environment. This might include:

• Work experience
• Visits to schools
• Teaching assistant roles
• Voluntary teaching/supervision roles (like helping out at a scout hut, etc.)
• Experience via the Get School Experience service
• Classroom observations

With every experience you discuss, note the skills you gained and how they will benefit you as a teacher and how they have improved your understanding of the education system.

6. Other Professional Experience

Teaching demands a range of different skills – it’s not simply a case of delivering information.

Talk about past positions you have held:

• Did you manage people?
• Did you work within a team?
• Did you negotiate?
• Have you trained or coached others?
• When have you communicated information to different audiences?

The skills you have gained throughout your education, work and personal life can be highly relevant to your application. Be sure to include details of why these skills will make you excel as a teacher.

7. What You Learnt During Your Degree

Whether your degree was in the subject you intend to teach or not, it’s important to talk about the skills you developed throughout your learning and how they will benefit you as a teacher.

If you’re struggling to find transferable skills , here are some ideas:

• Think about how you communicated (presentations, critiquing the work of your peers, etc.)
• Give examples of how you organised yourself
• Describe times you helped others with their learning

Remember to talk about the benefits your initial degree will bring when studying for your PGCE and how your interest in it has inspired your desire to teach.

8. Your Knowledge of What Training to Be/Being a Teacher Entails

It’s important to stress your commitment to your training. To do this, you should demonstrate that you have done your research and are fully aware of what is to come.

Although teaching is a highly rewarding career, no one applying for teacher training will do so without being aware of the challenging nature of the profession.

There is no need to ignore these challenges in your application; actually, it will work in your favour if you show that you have thought about these challenges and are sufficiently prepared.

Talk about the positives and negatives that you expect to experience in your training and within your career, and how your core strengths will help you deal with them.

9. Your Future Plans

Discuss your plans beyond the PGCE:

• Do you have the ambition to be a headteacher?
• Do you plan to take on pastoral responsibilities?

Show a keenness to immerse yourself in the school system and be open to opportunities that come your way.

10. Extenuating Circumstances 

Your personal statement is the place to openly discuss any extenuating circumstances, such as low grades or large gaps in employment/education. Make sure you show how you have overcome these challenges and what you learnt from them.

Write your personal statement in Word (or equivalent) and make sure you are happy with it before copying and pasting it into your application on the UCAS system.

You need to keep your personal statement to no more than 4,000 characters across a maximum of 47 lines of text . The UCAS Teacher Training system may differ slightly to your word processor, so be prepared to amend slightly once you have copied it into the UCAS page.

To keep to the character limit and cover all the suggested material above, you will need to be succinct. Make sure you only talk about topics that are relevant and delete any waffle.

Your opening statement should be strong and memorable – a good idea is to state why you have decided to get into teaching. Back up all details with examples and be sure to say what you learned from the experience or how you can bring the skills you developed into the classroom.

Split your statement into three sections:

• Introduction – Introduce yourself and talk about why you want to do a PGCE
• Middle – Use the notes above to cover the key details
• Conclusion – Tell the reader why you are the best person for the place they are offering

Avoid using bold, underlining or italics, and write in English (or Welsh if applying for Welsh PGCEs). The UCAS system will strip all special formatting out of the personal statement (except paragraph breaks) so ensure you keep it simple.

When you are happy with the content, make sure you ask someone to check your work . Spelling and grammar in personal statements should be accurate. Make sure you have not copied anyone else’s work at all – UCAS screens all applications for plagiarism.

Below is an example personal statement which covers all of the key points you should include in this piece of writing:

A teacher at my secondary school single-handedly transformed my passion and ability for maths; I was predicted an ‘F’ at GCSE and in a matter of months, she helped me achieve a ‘B’ and start to enjoy the subject. I can’t think of a more satisfying job than one in which you can inspire young people in the way my teacher inspired me. After achieving a ‘B’ in maths at A-Level, I went on to study the subject at University College London and graduated in 2018 with a 2.1. It was in the final year of my degree that I had my first taste of teaching the subject, as several of the modules involved presenting topics to large groups of first-year students. I was thrilled when students asked to see me afterwards to share their observations of what I had been discussing – it was clear my enthusiasm had rubbed off on them and they were excited by maths, which is exactly why I want to teach. I currently work as a teaching assistant at St Andrew’s School, where I have been for six months. This position has given me a great insight into the skills needed to be a fantastic teacher; the school has several SEN pupils and I have been exposed to the more challenging side of the profession. Being trusted to run activities with the entire class has helped me build confidence and learn how important it is to adapt lesson plans to engage students who have different abilities. I have gained valuable skills in implementing strategies such as gentle competitiveness between pupils, and tactical seating plans to get the best out of each student. Before working at St Andrew’s, I completed a work experience placement at Bell Lane Academy where I shadowed teachers working across the five different year groups. This experience helped hone my skills in addressing different age groups in different ways. My ability to get the best out of students is further strengthened by the experience I am currently gaining in the position of assistant coach at my local netball team. Having worked with the girls for the last 18 months, I have developed different ways of motivating individuals, helping push them outside of their comfort zones and encouraging them to take on new challenges. In my spare time, I enjoy playing netball and rugby and would be keen to take on extra responsibilities at a school in the form of after school clubs or teams. I also have a keen interest in management styles and personality types. The knowledge I gain from books on these topics helps me understand pupils and their differing learning styles – what works for them and what doesn’t. It also helps me look inwardly, analysing my own leadership style and methods of teaching. I have chosen to do a PGCE because I am passionate about maths, and I wanted to spend three years of a degree course exploring the subject further, rather than embarking on teacher training straight from school. My degree course has helped me with my confidence and my ability to speak in front of large groups of people. Teaching first-year students during my degree course helped me think about how to deliver the subject in an exciting and creative way. The experience I have had so far has clearly shown that teaching is an extremely challenging profession, but one which I believe is undeniably my calling in life. I adore maths and I want to bring the subject alive, helping children learn in an exciting, rewarding environment. A few weeks ago, I took it upon myself to ask the headteacher for permission to get the whole year group involved in a human percentages exercise – the children loved it. I believe I should be offered a place on your PGCE programme because I can commit to dedicating myself to a role in which I will strive to inspire and excite every pupil I teach.

The personal statement is your one opportunity to capture the attention of the PGCE provider and set yourself apart from other candidates. Teaching is about bringing your personality into the classroom and inspiring students, so avoid a formulaic application and speak from the heart, giving a full picture of who you are.

Your answers should convey enthusiasm for inspiring young people, a passion for teaching, creativity, excellent organisational skills and energy.

Demonstrate an awareness of this challenging profession but conclude with excitement and enthusiasm for your chosen career path.

You might also be interested in these other Wikijob articles:

Or explore the Postgraduate / Further Study sections.

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How to write a PGCE personal statement

29 th September 2021

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Advice on how to write a PGCE personal statement that shows you’d make a great addition to a teacher training course.

What is a teacher training personal statement?

What to write, pgce personal statement tips.

When applying for a PGCE or postgraduate teacher training, you’ll probably have to write a personal statement. This is your chance to say why you’d make a great teacher by highlighting your relevant experiences and passion for teaching.

If you’re applying directly to a university or school, you should tailor your statement precisely to the course you’re applying for.

If you’re applying through UCAS Teacher Training, you can send your application to more than one university. Therefore, your statement should be more generic so that it applies to each one you’re applying to.

In both cases, make sure that your personal statement reflects the nature of the course or courses you’re applying for. Think about, for example, is it school- or university-based training? What age of students will you be teaching? Will you be specialising in a particular subject?

Before you start writing, look at any information you can find about the course and what you must do to apply. Has the university provided any guidance or topics of what you need to cover?

If not, can you speak to one of the course tutors to discuss what they might want to see in your statement? Or can you talk to a current PGCE student and ask what they wrote in theirs?

When you have a good idea of what admissions tutors will be looking for, create a mind map or list:

• Your relevant academic and practical experiences
• Areas of the course that you’re most interested in
• Anything else the university wants you to include

When structuring your statement, you can use your mind map or list to plan what information to put where.

Your structure can look something like:

• Introduction – about yourself and why you want to do the PGCE
• Middle paragraphs – relevant information of your academic achievements and experiences of working within education
• Concluding paragraph – tying up the main points of why you’re the best candidate for the course

If you’re applying directly to the university, check what the word limit for your personal statement is.

If you’re submitting to UCAS Teacher Training, your personal statement can be up to 47 lines of text or 4,000 characters.

Expanding on your mind map or list from before, think in more depth about why you want to teach.

• What qualities do you have that would make you good at teaching?
• What do you think are the challenges and benefits of being a teacher?
• Why have you chosen this particular age group and/or subject?
• What have you learned from your previous experiences in education?
• Will you be completing any extra exams or relevant experiences before the course starts?

If you studied education at undergraduate level, your course was probably focused on the theoretical side of the subject. Your PGCE course, however, will be about applying those theories to real-life situations in schools. Your personal statement should reflect your understanding of this.

If you haven’t taught before, what other activities or events in your life suggest that you would make a good teacher? Have you worked with children in different environments?

Admissions tutors don’t just want to see why you think your experiences make you a good teacher. Instead, they want to know that you’re aware of the importance of teaching and the demands that come with it.

• Why is it important to reflect on your abilities as a teaching practitioner?
• How will you work on your own development to become a great teacher?
• What interests you about the education system and its challenges?
• Do you have any thoughts are on child welfare and social justice?

When writing, make sure to use evidence and examples to back up your points. Through your tone of voice, try to show that you are positive and passionate about the work.

To see more information on how to style your personal statement, see our postgraduate statements guide.

• Ask someone you know to check it through. Even better if you can get feedback from a teacher
• See if you can speak to other students applying for a PGCE to share thoughts and ideas of what to write
• Similarly, reach out to PGCE staff at your university – or a teacher you know – they have experience that might be valuable to you!
• Any time you can spend in a school will be a valuable addition to your application. If you haven’t already, see if you can arrange to volunteer with one locally
• If you’re invited to an interview, you’ll be asked about what you’ve written on your statement, so be prepared to talk about it in more detail

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Your teacher training personal statement

Your personal statement is your chance to make yourself memorable with teacher training providers and show them why you’ll make a great teacher.

You do not have to write it all at once – you can start it and come back to it. Successful candidates often take a few weeks to write their personal statements.

How long should my teacher training personal statement be?

Your personal statement can be up to 1000 words. 90% of successful candidates write 500 words or more.

You could include:

• skills you have that are relevant to teaching
• any experience of working with young people
• your understanding of why teaching is important
• your reasons for wanting to train to be a teacher
• any activities you’ve done that could be relevant to teaching (such as first aid courses, sports coaching or volunteering)

Teacher training providers want to see your passion and that you understand the bigger picture of teaching.

How to write your personal statement

When writing your personal statement you should make sure you check your spelling and grammar in your application. You want to make the best possible impression.

You can use ChatGPT or other artificial intelligence (AI) tools to help you write your personal statement. You should not rely on it to write your entire statement because:

AI tools use bland language and will not be able to give details about you as a person. Using them may result in your application being unsuccessful

your account to apply for teacher training may be blocked if you consistently submit personal statements that look like they have been written with AI tools

Do I use the same personal statement for each application?

You can use the same personal statement for every course you apply to.

However, there may be some instances where you’d like to tailor it to different courses.

For example, if you want to apply to train to teach maths and also to train to teach physics. In this case, you might want to change your personal statement to talk more specifically about the subject you’re applying to train to teach.

Should my personal statement be different if I’m training to teach primary or secondary?

You should use your personal statement to explain why you feel passionate about teaching a specific age range or subject.

If you’re applying for a primary course with a subject specialism, or you’re particularly interested in certain primary subjects, you can talk about that, too.

If you’re not sure if you want to teach primary or secondary, you can find out more about teaching different age groups .

Do I need school experience?

You do not need school experience to apply for teacher training, but it can help strengthen your personal statement.

Teacher training providers like to see that you have a good understanding of teaching, how the school system works and what your transferable skills are. You need more than just good subject knowledge and school experience can be a great way to get this.

Getting some school experience can also be a good way to make sure teaching is right for you before you apply for a course.

Find out how you could get school experience .

Get help with your personal statement

You can get help with your personal statement from our teacher training advisers . They have years of teaching experience and can give you free, one-to-one support by phone, text, or email.

Advisers can also help you understand more about what teaching is really like, which can help improve your application.

Having a teacher training adviser was really beneficial when editing my personal statement and preparing for interviews. My top tips for the application process would be to get an adviser, and to think about what transferrable skills you have when writing your personal statement and answering interview questions. Felix, former teacher trainee

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Primary PGCE

​​​​​​​​​​​​​If you are a graduate with a passion for learning and an interest in a career in primary ​teaching, this course is for you. The PGCE Primary Education degree is a one year course that leads to the award of qualified teacher status. The course aims to prepare student teachers to be highly-skilled, confident, critically reflective and innovative practitioners who are committed to life-long professional learning and the education of young people. 

The Primary PGCE is also available to study through the medium of Welsh,  TAR Cynradd. 

Please note: ITE courses in Wales have recently undergone an accreditation process by the Education Workforce Council (EWC). Cardiff Metropolitan University will provide PGCE Primary and PGCE Secondary ITE courses as part of the Cardiff Partnership for Initial Teacher Education .

This degree will undergo a periodic review in 2023/4 to ensure the course content is and remains current. Should any changes to course content be made as a result of the review, all applicants will be informed once changes are confirmed.

​Distinctive Features of the Degree

60 credits at Masters’ level that can be ‘traded in’ towards an MA in Education 

University and school experiences that train student teachers to teach the Curriculum for Wales across the 3-11 age range 

Students are prepared for a PGCE qualification widely recognised throughout the United Kingdom and the rest of the world

Research-informed clinical practice where structured opportunities enable student teachers to use theory to interrogate practice and vice versa 

A supportive and collaborative culture of learning 

School-led training days led by schools identified as leading providers of education and professional development 

A ‘return day’ to university and/or lead partnership schools every week to consolidate and cohere learning 

Opportunities for cross-phase learning with our PGCE Secondary programme 

Person-centred enrichment opportunities to build on strengths and develop innovative, collaborative, professional learning and leadership skills. 

A commitment to the development of Welsh language skills of all student teachers based on their individual experience and needs 

​The Cardiff Partnership for Initial Teacher Education​​

To train to teach at Cardiff Metropolitan University is an exciting opportunity to learn within the Cardiff Partnership for Initial Teacher Education , the only provider of PGCE training in South East Wales to be accredited by the Education Workforce Council. 

The Cardiff Partnership for Initial Teacher Education comprises Cardiff Metropolitan University and its associated schools, working in collaboration with University of Oxford, Cardiff University, Central South Consortium (CSC), Education Achievement Service (EAS), and City of Cardiff Council. Together, the Cardiff Partnership collaborates to ensure that our student teachers not only achieve, but seek to surpass the professional standards for QTS through high-quality professional education that is rigorously practical and intellectually challenging.

Find out more about the Cardiff Partnership .

​Course Content​​

​A total of 120 days will be undertaken in school during the PGCE Primary year with at least one school placement being in a lead partner school/alliance (LPS/A).

15 of the days will take place in lead partner schools/alliances (LPS/A) where student teachers will be able to focus on key aspects of pedagogy delivered by leading providers of education and professional development in the primary sector. Work-based and University-based learning experiences will be closely integrated and the structure of the programme (one day per week at university/LPS/A and four days per week on clinical practice) will facilitate this.

The PGCE Primary programme consists of three modules:

Clinical Practice and Professional Accountability 1 (30 credits at level 6)

This module is mainly school-based and takes place during the first half of the academic year. Student teachers will be expected to team teach and independently teach for approximately 45% of the time. The rest of the time provides opportunities for observation, research and enquiry, planning, preparation, and assessment. This module is available through the medium of English or Welsh.

Clinical Practice and Professional Accountability 2 (30 credits at level 6)

This module is mainly school-based and takes place during the second half of the academic year. Student teachers will be expected to mainly teach independently for approximately 65% of the time. The rest of the time provides further opportunities for observation, research and enquiry, planning, preparation, and assessment. For most student teachers, there will be an opportunity to undertake 15 days at the end of the module where they will be able to engage in enrichment activities to build on their strengths/areas for development normally linked to innovation and leadership.  The focus will be negotiated with their Mentors and University Tutors, will be bespoke to their needs, and will support them in achieving beyond the Standards for QTS as well as contributing towards their Career Entry Profile. This module is available through the medium of English or Welsh.

Perspectives in Learning and Teaching (60 credits at level 7)

This year-long module contains 8 major aspects:

• Core Studies 
• Professional and Pedagogical Studies 
• Areas of Learning and Experience 
• Cross-curricular Responsibilities 
• Subject Studies 
• Welsh Language Development 
• Wellbeing, including Personal Development and Planning Clinical Practice 
• Research and Enquiry Support

This large module will draw explicitly on a range of theories, research and other intellectual resources as well as student teachers’ direct experience in schools to develop their knowledge, skills and understanding about learning and teaching. This includes aspects such as human development; the curriculum and education system; additional learning needs; use of data and assessment; classroom management and organisation; as well as the development of student teachers’ personal subject knowledge. At least half of this module is available through the medium of Welsh as well as English.

Welsh development

All student teachers will be allocated 25 hours of direct teaching in relation to Welsh development.

Welsh medium students will receive Gloywi Iaith sessions that will address grammatical elements of the Welsh language and student teachers will be instructed on methods linked to developing pupils’ personal literacy skills and understanding of the socio-linguistic backgrounds of learners.

Welsh learners and emerging Welsh speakers will follow a recognised language scheme: ‘Cynllun Colegau Cymru’/ Welsh Colleges Scheme. This course addresses the needs of student teachers who intend teaching Welsh Second Language (WSL) in English medium primary schools in Wales. The course ensures that, on completion, student teachers receive a sound introduction to the Welsh language and develop at least a basic level of Oracy. Student teachers will be taught in streamed groups according to prior experience and qualification.

Time commitment required

This is a full-time programme and the school-based element requires student teachers to be in school for the normal working school day as well as additional time before and after school for preparation and meetings.  A similar professional commitment is required of student teachers when undertaking the university-based element of the course.

Learning and Teaching

The university and school-based teaching and learning opportunities have been designed to complement one another in order to maximise student progress. The methods used emphasise and facilitate student teachers’ critical development skills, and cohere around the integration of research and enquiry, practice and theory. In both University and school settings, student teachers will normally experience both tutor-led learning and self-directed methods of learning, developing increasing independence and reflection as they progress through the course. There will be regular opportunities throughout the course for student teachers to review their personal progress with their tutors and take responsibility for planning and executing their own learning.

In university, the learning and teaching methods used within modules may include lectures, seminars, workshops and tutorials, all supported via use of Cardiff Metropolitan’s virtual learning environment. In many of the modules, the learning and teaching strategies that will be used will be those with the strongest research evidence of impact on student teacher learning and pupil attainment e.g. microteaching, clinical practice and feedback, metacognition and self-regulation, direct teaching and flipped learning. Where possible, workshops will be delivered in a range of cross-phase, cross-curricular and same subject domains providing plenty of opportunities for student teachers to learn from each other’s varied experiences.

During school-based learning, student teachers will be scaffolded by team teaching approaches as well as engaging in independent teaching and they will be required to take increasing responsibility for teaching a class, or classes, independently over a sustained and substantial period. Clinical Practice will include directed time for Research and Enquiry; independent and team teaching; and planning, preparation and assessment. In addition, student teachers will receive fifteen training days led by Lead Partnership Schools/Alliances. During these days, a variety of teaching and learning approaches will be employed including examination of school documentation, learning rounds, video-stimulated reflective dialogue, learning walks, learning conversations with pupils or teachers and book scrutiny.

Please note: This is a professional Initial Teacher Education course and successful PGCE applicants should not book holidays during the programme. The programme typically begins in the first week in September and concludes in July.

The course includes two written assignments at level 7 that are staggered throughout the year. Both university assignments build the capacity of student teachers to critically reflect on and evaluate pedagogy and practice whilst enhancing their ability to meet elements of the QTS Standards. In addition, the assignments are designed to develop student teachers’ research knowledge and skills, affording them the opportunity to link theory to practice in a way that will impact positively on pupils, school improvement and their own professional practice. Both Mentors in school and University Tutors will support student teachers through the completion of these assignments. Collaboration with other student teachers will be an integral feature of one of the assignments.

All student teachers will be assessed against the Standards for QTS and must pass all Standards to attain qualified teacher status. During the clinical practice, student teachers will receive ongoing verbal and written formative feedback as well as summative reports. As part of the course, student teachers will gather evidence in demonstrating their attainment and achievement and this will be made available to Personal Tutors so that they can monitor progress at regular intervals.

Given the centrality of literacy, numeracy and digital competence within the curriculum in Wales, all student teachers will complete audits in literacy, numeracy and digital competence at the start and at the end of the programmes. Primarily, this will be to help pinpoint strengths and areas for development and to engage in study to fill the gaps in knowledge and skills. Student teachers who might benefit from further support will receive additional support sessions.

Employability & Careers​

Successful completion of the programme will lead to recommendation to the Education Workforce Council for Qualified Teacher Status (QTS) and provides opportunities for employment at the primary level. Graduates can obtain work in schools across Wales, the UK and abroad.

The course is designed to provide a wide range of experiences that will provide our graduates with the knowledge, skills and confidence to prepare them well for the world of work. Cardiff Partnership’s Lead Partnership Schools have been identified as leading providers of education and professional development in Wales and so the opportunity to learn from them and within their own environments means that career progression from student teacher to Newly Qualified Teacher should be seamless. For further information, visit the Discover Teaching website. 

What can I expect to earn when I start teaching? Information can be obtained from the Training and Development Agency for Schools website.

Professional Development:

The programme also offers an advantage towards continuous professional development by affording 60 credits at Master’s level.  These credits may be carried forward towards a full Master’s qualification studied on a full or part time basis.​

Entry Requirements​

Essential criteria:.

All applicants will be required to apply through UCAS by completing an online application form. Applications will then be assessed against the entry criteria for the relevant programme and applicants invited to attend an interview on the basis of this information. 

All applicants should:  

• Have a sound academic profile; 
• have the aptitude, capability, and resilience to meet the required QTS outcomes by the end of their ITE programme; 
• possess the appropriate personal and intellectual qualities to become excellent practitioners; 
• read effectively and be able to communicate clearly and accurately in spoken and written English and/or Welsh;  
• not have a criminal background which might prevent them working with children or vulnerable young people, or as an education practitioner; and have not previously been barred or excluded from teaching or working with learners (student teachers are required to arrange for an Enhanced Disclosure from the Disclosure and Barring Service (DBS)); 
• demonstrate at the interview stage as having the appropriate personal functional skills in literacy, numeracy and digital competence applicable in a professional teaching and learning context; 
• demonstrate their suitability to become excellent teachers;  
• meet the requirements of the Welsh Government's Education Health Standards (2004)*, confirming their health and physical capacity to undertake a teacher's responsibilities.  

GCSE Requirements: 

GCSE Grade C/grade 4 or above in English Language/Welsh Language (First Language) and Mathematics or Mathematics - Numeracy and a grade C/grade 4 or above in Science (or a standard equivalent).

Students studying to teach in Welsh medium schools will also need a GCSE grade C or above in Welsh (First language)

Please note that applicants will need Grade C/ grade 4 or above in English Language and Mathematics or Mathematics - Numeracy (or equivalent) in order to be considered for interview.

GCSE Equivalents: 

We also accept equivalent qualifications for the GCSE requirements, which include examinations undertaken with  Equivalency Testing ,   University of South Wales  the  National Extension College  and A Star equivalency .  From Aberystwyth University w e also accept the Mathematics equivalency module ( Introduction to Mathematics 1 & 2)   and the English equivalency m odule ( English Language Skills) .

Please  click here  to view Cardiff Met's guidelines on C grade equivalents.  

Initial Degree Requirements:

Honours degree in an area related to primary education, of at least 2:2 classification; or any honours degree of at least 2:2 classification where an A level grade C or above (or equivalent) has been obtained in a primary curriculum subject area.  Access to HE programmes are considered as an equivalent to A level within a relevant subject where 15 Merits have been achieved at Level 3. CACHE Level 3 Diplomas at grade C are also considered as well as Pearson BTEC (QCF)/OCR/NQF Level 3 Diplomas within Childcare at Merit Profile.  Applications may be considered from those who have achieved below a 2:2 Honours degree, but where higher qualifications have been attained, e.g. Masters, PhD. 

Work Experience:

Applicants are asked to ideally evidence at least 10 days work experience in a mainstream school across the primary age range within the 12 months prior to application. At least 5 days experience needs to be place prior to your interview and evidenced within the personal statement of the UCAS application.

Personal Statement:

A strong personal statement indicating the applicant's potential to undertake the PGCE Primary Programme. The statement should demonstrate the breadth of knowledge and personal experience gained in primary education to date and how this has equipped the applicant to potentially be an effective primary teacher. Reference to personal experiences/extra curricular interests that could contribute to enriching children's learning should also be included. A high standard of written English/Welsh is essential. 

Academic reference:

The principal referee must be an academic who is most able to comment on the applicant's academic and vocational abilities. An academic reference for those applicants who have undertaken their degree more than 5 years in not required although one is preferred if this can be obtained. For those applicants whose HEI reference is more than 8 years old, a reference from a more recent educational professional such as a head teacher is required. It is important that this referee can make objective and informed judgements based on significant knowledge of the applicant in an educational context. Should you have any queries regarding your reference, please contact Admissions. 

Criminal Records/DBS Check: 

Entry is also subject to a satisfactory criminal records check. More details about criminal records procedures can be found at  www.cardiffmet.ac.uk/dbs .  

International Applicants:

For international applicants, whose first language is not English, a  minimum  IELTS score of 7.5 overall with no sub score lower than 7.0 (or equivalent qualification) will be required for admission to the programme. For full details about how to apply and English Language qualifications please visit the  International pages  on the website. 

How to Apply

Applications for PGCE Primary are no longer being considered for September 2023 entry, please contact Admissions with any queries. We are still accepting applications for Welsh medium TAR Cynradd .

Applications for this course should be made via UCAS Undergraduate .  

We advise applicants not to use more than one choice for the pathways listed below. We are only able to offer on one pathway, dependent on applicant choice and assessment at interview. 

Unfortunately, due to limited numbers, applicants who choose the university as an Insurance choice may not be guaranteed a place.

UCAS Application Codes: 

PGCE Primary (3-11): X178 (Welsh medium) PGCE Primary (3-11): X171

Information for Interview

Your interview will be held online via MS Teams. You will receive notification of your interview date via UCAS and via email from Cardiff Met. You will then receive a MS Teams invitation, with your specific interview time, from the programme team. Interviews will last approximately 30 minutes.  

Applicants are required to indicate within their personal statement, and inform Admissions as soon as possible if they wish for their interview to be conducted through the medium of Welsh.

Tests - Literacy, Numeracy & Digital Competency

The Skills Tests that have previously been undertaken as part of the interview day, will now be undertaken during the start of your course as an audit of where you may need additional support. These tests no longer form a part of your selection criteria however, you are still recommended to undertake the appropriate revision from the information on the links provided below:

Literacy Tests:

There will be two tests :

1. The first test will focus on spelling, punctuation, grammar and comprehension. This test will be completed electronically on the day of interview but a printable, sample copy of the paper is available  here . 

This test will be 30 minutes long.  

Preparation:

• work through the sample paper provided 
• look at the current literacy skills test in England, as found on the DfE website as the tests are similar, and may serve as a useful reference tool 
• Another useful resource is: Johnson, J. (2012) Passing the Literacy Skills Test (Achieving QTS) 3rd edn. Exeter: Learning Matters, ISBN 9780857258793 .

2.  The second test will focus on reading and writing skills. It will be focussed on a journal article sent to you prior to your interview. 

This test will be 30 minutes long.

• Read the journal article carefully, a number of times
• Look up unfamiliar words
• Aim to understand the meaning of the article
• Consider what message(s) the writer intends to give
• Think about whether you agree with the writer

At interview, you will be given a fresh copy of the article and given two questions to answer. You will be expected to write approximately 300 words.  

The task will assess the ability to:

• locate information and refer appropriately to the reading material
• demonstrate a sound understanding and interpretation of the reading material
• communicate your ideas clearly in an appropriate style
• present well-structured, coherent writing
• use spelling, punctuation and grammar with a good level of accuracy

Numeracy Test:

• there will be  one numeracy test , which focuses on the functional mathematics which teachers need in their professional role. 
• The test will be completed electronically on the day of interview but a printable, sample copy of the paper is available in English  or Welsh  . 
• Calculators will not be allowed but candidates will be provided with paper for jottings and notes. 
• The test will be 30 minutes long. 
• To prepare for the numeracy test, applicants should work through the sample paper provided.
• Another useful resource is  Tyreman, C. (2011) How to Pass the QTS Numeracy and Literacy Skills Tests: Essential Practice for the Qualified Teacher Status Skills Tests. London: Kogan Page 

Digital Competency Test:  

Applicants will complete a 30 minute task designed to evidence their personal digital skills at a basic level. This is because all teachers in Wales need to be able to consolidate and develop the digital skills of the pupils they teach, as well as using digital technology in carrying out their own professional duties.

The test will involve using basic skills in Microsoft Office, including manipulating education-related content in Word, Excel and PowerPoint.

Applicants would be advised to ensure they have the basic abilities required to, for example, alter font sizes, apply themes to PowerPoint presentations, and using simple Excel formulas such as SUM and AVERAGE.

Extra information for Welsh medium applicants:  

Applicants who apply to train for the Welsh medium sector will be placed in Welsh medium schools and some of the university provision is through the medium of Welsh.

During the interview procedure you will be assessed on your ability in both English and Welsh. 

Literacy Tests 

All applicants will complete the first literacy test in English (see above for further details) Welsh medium applicants will also complete a literacy skills test in Welsh (15 minutes.), which requires applicants to demonstrate their understanding of Welsh grammar. In preparation for this test we recommend that you look at the sample paper provided here  and refer to the following useful text: Breese, N., Clement, B. (2011) Seren Iaith. Ceredigion: Atebol Cyfyngedig. ISBN 978-1-907004-85-8 (£5.99). The following sections will be most useful: Chwilio'r gwallau 1 pp.6-105 and pp.166-197.

All Welsh medium applicants will complete the second literacy test as above (English and Welsh versions provided) and will be asked to demonstrate their written Welsh and English in this test.  

Numeracy Test 

English and Welsh versions of the question paper will be provided. Applicants can choose to answer in either language. 

Qualifications

I don’t have GCSE grade C/grade 4 or above in English Language and Mathematics – can I still apply for the PGCE?   Applicants will need a grade C/grade 4 or above in English Language and Mathematics or Mathematics - Numeracy (or equivalent) to be considered for interview. 

Are my qualifications acceptable? The equivalency of overseas qualifications is determined by UK NARIC . If you are an International student you should contact UK NARIC. If you are a Home/EU applicant please contact our Admissions team who will be able to offer further advice on your qualifications. 

Application

Do you hold Open Days? We hold a number of online events including PGCE information throughout the year. Please check our Open Days and Events page for further information. Also, to ensure accessibility for everybody we include all relevant PGCE information on the website and you are always welcome to contact us by phone or email. 

When is the closing date for applications? The initial deadline for applications will be January 25th 2023. The programme will then close when the course becomes full. Competition for places is extremely high for PGCE Primary so we recommend that applications are made early in the academic year to avoid disappointment. 

Do I apply directly to Cardiff Met? No - all applications for PGCE Primary and Secondary must be made via UCAS Undergraduate . Information in relation to the application procedure and applying can be obtained at: www.ucas.com . 

Will I have to complete a Criminal Records Check? Entry is subject to a satisfactory criminal records check. More details about criminal records procedures can be found at www.cardiffmet.ac.uk/dbs . 

What should I do if I am a Welsh Medium applicant? Applicants who wish to train for the Welsh Medium sector should indicate this choice clearly on their applications. You will be placed in Welsh medium schools and some of the university provision is through the medium of Welsh. During the interview procedure you will be assessed on your ability in both English and Welsh. 

Interviews 

How will I receive information about the interview? The date of your interview can be viewed on your UCAS Hub. Information will also be sent via email from Cardiff Met. 

How often are interviews held? Are there specific dates? There are no specific dates. However you will be given sufficient notice for your interview. 

Finance 

How much does the PGCE course cost? See our Fees and Finance page for further details. 

Do I get a bursary? Financial incentives and training grants may be available for PGCE Primary students depending on your undergraduate degree classification. Please visit the Welsh Government website for further details.

Is there any other funding available?  Welsh domiciled PGCE students who choose to stay and study in Wales are also eligible to receive support from the Welsh Government in terms of the Tuition Fee Grant. For further information about the grant and to access the relevant PN1 form please visit: www.studentfinancewales.co.uk. 

Course Information 

When will I find out about school based placements?  Where will they be? Can I arrange my own?

The School based placement component is undertaken in our excellent range of Cardiff Partnership schools and is an integral part of the programme. At least one school placement will be in a Lead Partner School/Alliance (LPS/A). Although every effort is made to take a student’s personal circumstances into consideration, please be aware that student teachers may be required to travel up to a maximum of 90 minutes from their place of residence to school placement. You will be notified at the beginning of your programme. You cannot arrange your own placement. 

Can I book any holidays during my studies? Due to the professional nature of the Initial Teacher Education course, successful PGCE applicants should not book holidays during the programme. The programme typically begins in the first week in September and concludes in July.

Fees and Financial Support

Tuition Fees and Financial Support:

For up to date information on tuition fees and the financial support that may be available. Please refer to www.cardiffmet.ac.uk/fees .

Financial incentives and training grants may be available for PGCE Primary students.

The The Ethnic Minority Initial Teacher Education (ITE) incentive is a grant available to Black, Asian and Minority Ethnic students studying an accredited postgraduate ITE programme leading to Qualified Teacher Status (QTS).

For general enqui​ries please contact the Admissions Team on 029 2041 6044 or email  [email protected] ​.

​If you are a graduate with a passion for learning and an interest in a career in primary teaching, this course is for you. The PGCE Primary Education degre​e is a one year course that leads to the award of qualified teacher status. The course aims to prepare student teachers to be highly-skilled, confident, critically reflective and innovative practitioners who are committed to life-long professional learning and the education of young people. 

Cardiff Met has successfully undergone a re-accreditation process by the Education Workforce Council (EWC). Cardiff Met is accredited to deliver BA (Hons) Primary Education with QTS, PGCE Primary and PGCE Secondary ITE courses as part of the  Cardiff Partnership for Initial Teacher Education  for September 2024 entry and for the next five years.​ ​

GCSE Grade C / Grade 4 or above in either English Language or Welsh Language (First Language), Mathematics or Mathematics - Numeracy and Science (or a standard equivalent)

Please note that Grade C / Grade 4 or above in GCSE English Language or Welsh First Language, Mathematics or Mathematics - Numeracy and Science (or a standard equivalent) should already have been achieved in order to be considered for interview.​

Cardiff Met accepts equivalency qualifications for the GCSE requirements from an accredited course via a reputable institution. From Aberystwyth University, we also accept the Mathematics equivalency module (Introduction to Mathematics 1 & 2) and the English equivalency module (English Language Skills).​

Honours degree in an area related to primary education, of at least 2:2 classification; or any honours degree of at least 2:2 classification where an A level grade C or above (or equivalent) has been obtained in a primary curriculum subject area.  Access to HE programmes are considered as an equivalent to A level within a relevant subject where 15 Merits have been achieved at Level 3. CACHE Level 3 Diplomas at grade C are also considered as well as Pearson BTEC (QCF)/OCR/NQF Level 3 Diplomas within Childcare at Merit Profile.  Applications may be considered from those who have achieved below a 2:2 Honours degree, but where higher qualifications and/or substantial relevant experience have been attained, e.g. Masters, PhD. 

​Applications for this course should be made via UCAS Undergraduate .  

Applicants are required to indicate within their personal statement, and inform Admissions as soon as possible if they wish for their interview to be conducted through the medium of Welsh. ​​

I don’t have GCSE grade C/grade 4 or above in English/Welsh Language, Mathematics and Science – can I still apply for the PGCE?   Applicants will need a grade C/grade 4 or above in English/Welsh Language, Mathematics or Mathematics - Numeracy (or equivalent) and Science to be considered for interview. 

When is the closing date for applications? The initial deadline for applications will be January 31st 2024. The programme will then close when the course becomes full. Competition for places is extremely high for PGCE Primary so we recommend that applications are made early in the academic year to avoid disappointment. 

We endeavour to deliver courses as described and will not normally make changes to courses, such as course title, content, delivery, and teaching provision. However, it may be necessary for the university to make changes in the course provision before or after enrolment. It reserves the right to make variations to content or delivery methods, including discontinuation or merging courses if such action is considered necessary. Please read our Terms and Conditions for the full information.

Key Course Information

Place of Study:  Cyncoed Campus

School: Cardiff School of Education & Social Policy

Course Length: One year full-time.

Start date: 9 September 2024

Are you looking for a career in Secondary or Primary teaching? Are you a Welsh speaker? Find out more about teaching as a career at our recruitment evening. You will have the opportunity to hear from teachers and lecturers about the teaching profession. There will be a Q&A panel, where you can ask questions to students, teachers and Cardiff Met tutors. 19 March 2024, 6pm-7.30pm: Find out more Book your place

If you are a Welsh speaking graduate looking for a career in Primary teaching, find out more about our short course where you can experience the school environment and explore a career teaching in Welsh schools. Taste of Learning short course: Find out more Course 2: June 3-7, 2024

Hear from graduate Hari about her exeriences on the Primary PGCE and why she loves teaching so much.

Find out more about the Cardiff Partnership and studying Intial Teacher Education at Cardiff Met.

Christina blogs about her journey to the Primary PGCE as a Canadian student and everything she has gained from her studies and school experiences. Read more

Emma and Tom Talk Teaching is our podcast, presented by Cardiff Met lecturers Emma Thayer and Tom Breeze, who bring you deep discussions, in-depth interviews and reviews of the latest books and articles about education. You can also listen to our ‘So you want to become a teacher’ episode to hear the inside track about what it’s like to study with us, and how to make sure you’re ready for the interview. Read more

"Ysbrydoli’r genhedlaeth nesaf gyda TAR Cynradd ym Met Caerdydd." Maria Horler Darllen mwy | Cynradd - TAR

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PERSONAL STATEMENT EXAMPLE Primary Education Personal Statement

Submitted by Lily

Do you want to inspire young people and help change lives?

Choose to study Education at Roehampton, one of the UK's leading providers of teacher education.

Primary Education Personal Statement

“Let’s play teachers, I’ll be Miss Lily”: the words that led me to realise I wanted to be a primary school teacher . It was ‘Miss Lily’ as somehow Miss ‘surname’ seemed too formal as well as being a little too complicated for 4 year olds to call you on work experience. During this period, I worked with children from reception through to year 6 and met many different children. I mainly worked with children one on one, helping those who found the work more challenging as well as listening to KS1 children read, helping to prepare class materials and helping with sports day. Some children I worked with were very challenging and I was asked to take some them out of the class and work with them one on one in the library, I soon realised how difficult it must be for teacher’s to help children who are particularly struggling (or troublesome!) as well as teaching and supporting the whole class. I did find it challenging myself trying to get unwilling children to do their work but I loved the sense of achievement when I finally got through to them, helping them to learn and understand things and realised that perhaps I was in fact cut out to teach. On a separate occasion I also helped out at an after school photography club at a primary school, I loved how I could combine something I enjoyed doing whilst working in a school environment with the children.

As I have interest in a wide range of subject areas and activities such as religious studies, history and geography I believe this would benefit me, and the students, as I will be passionate and enthusiastic when I teach them. I believe I possess many of the skills required to be a good teacher, many that were developed further during my work experience; my organisation, patience and positive energy being just a few examples. I love the idea that I will somehow be able to shape the future of young children and play an important role in their development. I also understand just how challenging and demanding the role of a primary school teacher is but I think it is a very rewarding career that I would be very suited to.

I am a very caring person making me well-suited to working with children and I believe I have a positive personality and cheerful disposition that can engage children effectively as well as being able to maintain a good rapport with the students. At college I study classical civilisation, modern history and BTEC law. As well as this I decided to do an EPQ which further demonstrates my diligent attitude.

I am confident that all the transferable skills I have acquired during my EPQ such as time management and research skills will be incredibly beneficial to me and will prepare me for my time at university. I also work part-time at The Card Factory which has really developed my confidence in recent months.

My communication skills have also improved and I have gained a sense of responsibility I didn’t have before, knowing people rely on me and depend on my hard work and commitment to providing good customer service. I believe I am incredibly well suited to being a primary school teacher possessing many important qualities and I am sure that it will certainly prove to be a rewarding and fulfilling, albeit certainly challenging career.

I hope that studying primary education at university will equip me with the skills that will allow me to be a successful teacher and that my enthusiasm stands out allowing me to proceed on the pathway to becoming a qualified teacher.

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• PGCE Primary Education (5-11) with Qualified Teacher Status
• Teaching, education and childhood studies

Primary Education (5-11) with Qualified Teacher Status

Start a rewarding career where you shape children’s lives – gain Qualified Teacher Status on our ‘Outstanding’ PGCE in Primary Education (5-11).  International applicants must apply before the 12th of April to start this course in September 2024.

Everything you need to know...

What is the fee.

Home: See fees section below International/EU: £17,725 for the course

How long will I study?

Where will i study, city campus, what is the ucas code, when do i start.

September 2025

Employability

95% of our graduates are in work or further study fifteen months after graduating, with 81% in highly skilled employment or further study (2020/21 Graduate Outcomes Survey).

Course summary

• Train to become a teacher in just one or two years.
• Qualify to work in a wide range of primary school settings.
• Develop the creative and practical skills you need for Key Stages 1 and 2.
• Study the core subjects of English, mathematics and science alongside other foundational topics.
• Complete a diverse range of placements to gain experience, and potentially employment.

This PGCE Primary Education course is for those who want to make a difference to 5-11 year-olds with a creative and explorative approach to teaching. Because we’re rated ‘Outstanding’ for our primary teacher status (Ofsted, 2017), you’ll get the highest standard of teaching. You’ll also gain 60 credits towards a Masters qualification.

Come to an open day

Find out more at our postgraduate open days. Book now for your place.

How you learn

What it's like to study a pgce course.

What it's like to study a PGCE course at the Sheffield Hallam University

All our courses are designed around a set of key principles based on engaging you with the world, collaborating with others, challenging you to think in new ways, and providing you with a supportive environment in which you can thrive. 

We have been rated outstanding by Ofsted across all initial teacher education courses (March 2024). We offer sector leading initial teacher training in early years, primary, secondary and post-16 and we are rated outstanding in all four areas by Ofsted. Inspectors said that ‘trainees across all phases experience an exemplary quality of education and training’ and that our ‘work with partner schools is exceptional’.

You’ll join our dynamic community of students, researchers and academics at the Sheffield Institute of Education. We’re one of the UK’s largest providers of teacher training, supporting 1,000 new teachers every year. 

Because we partner with more than 600 schools and colleges in the region, you’ll have every opportunity to gain experience and network with leading educational providers.

You learn through: 

• School-based learning 
• A blended approach to teaching  
• Collaboration with other students 
• Research-informed practice 
• Innovative teaching approaches

Our course is designed to provide you with a rich training and teaching experience in the full range of subjects that make up the national curriculum. 

You’ll study the core subjects of English, mathematics and science – plus the full range of foundation subjects for Key Stages 1 and 2. Particular emphasis is placed on creative and explorative approaches to teaching.  

A large proportion of your studies will be spent in school-based placements where you’ll benefit from working alongside skilled practitioners who value collaboration, creativity and inclusive practice. 

Course support

We’re a dedicated, qualified and highly experienced teaching team – with world-leading research and recognised professional creative reputations – who take the time to get to know you. 

Throughout your time, you’ll receive personalised support, such as:

• Specialist Hallam tutors and school-based mentors
• Access to our unique student support triangle to help with your personal, academic and career development
• Access to our Skills Centre with one-to-ones, webinars and online resources, where you can get help with planning and structuring your assignments
• Career support for up to five years after qualifying

Course leaders and tutors

Edwyn Anderton

Edwyn sits on the Royal Society of Chemistry's 'Primary Teachers Advisory Group'. He is also involved in their production of teaching resources for Primary Teachers … Read more

Student View

'I love the range of subjects that we can teach in primary school. English is my specialism but I really enjoy PE, art and geography too. I think it's really exciting. If you put your mind to it and if you're creative with how you teach all the different subject areas, it's so enjoyable.' Janefia Khan, PGCE Primary Education (5-11) With QTS

Student view

Applied learning

We champion applied learning and have partnered with over 600 schools and colleges so that you can put your learning into practice.

A large proportion of your studies will be spent in school-based placements where you’ll benefit from working alongside skilled practitioners – who place value on collaboration, creativity and inclusive practice. 

You’ll gain experience in a number of settings across Key Stage 1 and Key Stage 2 environments. To make sure you gain classroom confidence, you’ll get to spend at least 120 days in school over the course of your PGCE year.

Future careers

This course prepares you for a career in: 

• Teaching in primary schools and settings  
• Teaching in International settings 

You could also progress to further study at Masters level.

You study at City Campus through a structured mix of lectures, seminars and practical sessions as well as access to digital and online resources to support your learning.

City Campus is located in the heart of Sheffield, within minutes of the train and bus stations.

City Campus map | City Campus tour  

Howard Street Sheffield S1 1WB

Adsetts library

Adsetts Library is located on our City Campus. It's open 24 hours a day, every day.

Equipment and facilities

Most of your teaching will take place at our City Campus with access to excellent facilities and learning resources. You’ll also be supported by a range of blended learning experiences to further support your studies. 

We’ve investing £250 million in new facilities over the next five years. This means students have access to new, innovative, and flexible spaces to study and relax in, making their student experience even better.

Entry requirements

All students, additional information for eu/international students.

Normally you need:

• GCSE grade C or Grade 4 in English Language and mathematics and science, or equivalent. Where applicants have achieved a GCSE grade 4 or above in English literature only, we will look for further evidence of a breadth of achievement in English.

• A 2.2 degree or above.

• Complete a declaration of criminal convictions and health check forms.

Candidates who are successful will demonstrate a sound understanding of teaching and how children learn, where possible within a school setting. We encourage all candidates to evidence their understanding by drawing on related examples or experiences, such as time spent in schools or other learning settings. Demonstrating an ability to make links between experience and knowledge, and their proposed career would be desirable.

If you are shortlisted, we will invite you to a selection event and you should present a passport or photo driving license. You can present other forms of photo ID for the selection event, but if you do, you will still need to present valid identity documents required by the Disclosure and Barring Service (DBS) prior to starting your course.

If English is not your first language, you must have an IELTS score of 7.0 with a minimum of 6.5 in all skills or equivalent. For equivalents see our English language entry requirements .

We welcome applications from people seeking a career change into primary teaching. We actively encourage applications from those groups under-represented in teacher education to ensure the teaching profession represents the diverse nature of present-day UK society.

Selection event If you are shortlisted, we will invite you to a  selection event  and you should present a passport or photo driving license. You can present other forms of photo ID for the selection event, but if you do, you will still need to present valid identity documents required by the Disclosure and Barring Service (DBS) prior to starting your course. See our selection event guidance for this course.

If English is not your first language, you must have an IELTS score of 7.0 with a minimum of 6.5 in all skills or equivalent. For equivalents see our  English language entry requirements .

Course enrolment - professional requirements Before enrolling you must complete all the professional checks that are required as part of entry for the course:

Suitability Declaration You must fully declare the following information on the pre-admission suitability declaration form provided during the admissions process:

• Unfiltered criminal convictions, cautions, reprimands or warnings. For further information on unfiltered offences please see the Disclosure and Barring Service website.
• Involvement in disciplinary proceedings during paid or voluntary employment or education establishments.
• Involvement with safeguarding proceedings, social services or related organisations.
• If you have ever been removed from a teacher training programme as a result of your behaviour, or would have been removed if you had not left the programme.

Enhanced Disclosure and Barring Service Criminal Record Check

• You will be required to undertake an Enhanced Disclosure and Barring Service (DBS) criminal record check prior to or during the enrolment week of your course. This will be provided by the University free of charge.
• You will need to present valid identity documents (PDF) as part of the DBS application process.
• If you have lived outside of the UK for more than six consecutive months in the last five years you must provide an overseas criminal record check. Further information on obtaining an overseas criminal record check.
• Where your DBS Enhanced Disclosure certificate contains any recorded information you must present this to the Academic Administration Team within ten working days of receipt of the certificate.
• In addition to this all those who are made an offer of a place will be checked against the DfE children’s barred list.

Occupational Health Screening

You will need to undertake occupational health screening to determine your suitability to undertake the course. This will be provided by the University free of charge. As part of this assessment you are expected to provide all relevant, truthful and accurate information to ensure a safe environment for yourself and service users.

Other background checks All applicants that have accepted an offer will also be checked against the prohibition list to ensure you are not:

• Subject to a prohibition order issued by the Secretary of State.
• Prohibited to teach in another country of the European Economic Area (EEA).

If your personal circumstances change in relation to any of the professional requirements, from when you apply to the end of your course, please notify the Academic Administration team immediately by emailing [email protected].

If you are an International or non-UK European student, you can find out more about the country specific qualifications we accept on our international qualifications page.

For details of English language entry requirements (IELTS), please see the information for 'All students'.

Important notice: The structure of this course is periodically reviewed and enhanced to provide the best possible learning experience for our students and ensure ongoing compliance with any professional, statutory and regulatory body standards. Module structure, content, delivery and assessment may change, but we expect the focus of the course and the learning outcomes to remain as described above. Following any changes, updated module information will be published on this page.

Compulsory modules

Exploring and developing pedagogical practice in early years and/or primary education, professional practice in early years and/or primary education, reflecting on professional practice and development in early years and/or primary education, fees and funding, home students, international students.

Our tuition fees for UK students starting full-time study in 2025/26 are regulated by the UK government and are yet to be confirmed. For an indication, our tuition fee for UK students starting this course in 2024/25 is £9,250 for the course.

If you are studying an undergraduate course, postgraduate pre-registration course or postgraduate research course over more than one academic year then your tuition fees may increase in subsequent years in line with Government regulations or UK Research and Innovation (UKRI) published fees. More information can be found in our terms and conditions  under student fees regulations.

Our tuition fee for International/EU students starting full-time study in 2025/26 is £17,725 for the course.

Scholarships and bursaries

If you are starting a PGCE you may be entitled to financial support.

Additional course costs

This link allows you to view estimated costs associated with the main activities on specific courses. These are estimates and, as such, are only an indication of additional course costs. Actual costs can vary greatly depending on the choices you make during your course.

Legal information

Any offer of a place to study is subject to your acceptance of the University’s Terms and Conditions and Student Regulations .

How do I apply?

To apply for this course visit GOV.UK Postgraduate Teacher Training

Not ready to apply just yet?

Why not come to our next open day? Open days are the perfect place to talk to staff and students, visit our campuses and get all the information you need. Alternatively, feel free to ask us a question.

Why choose us?

We are Gold rated in the Teaching Excellence Framework (TEF) for the outstanding quality of our teaching and student outcomes

Study at Sheffield Institute of Education (SIoE), one of the country's largest providers of teacher training

Outstanding

We are rated Ofsted outstanding for all initial teacher training courses, across all age phases (March 2024).

Where next?

Want to know more about Sheffield Hallam? Get your questions answered with our tips, guides and information.

Want to teach?

Find out more about the courses we offer, forthcoming events and read our student stories.

Routes into teaching

Watch our videos and find out more about the different routes you could take.

Find out what it's like to study a PGCE in Modern Foreign Languages at Sheffield Hallam

You might also like

Other courses relating to this PGCE Primary Education (5-11) with Qualified Teacher Status course.

Early Years and Primary Education (3-7) with Qualified Teacher Status

Gain the skills and confidence needed to achieve Qualified Teacher Status and teach children aged 3-7 on this highly-rated postgraduate course. Currently applications for the September start of this course are only open to home students.

Primary Education (5-11) Physical Education Specialist with Qualified Teacher Status

Become a classroom primary teacher with a specialism in physical education on this professionally focused PGCE course.

Post 16 and Further Education

Qualify as a Post-16 and Further Education teacher on this professionally endorsed PGCE.  Currently applications for the September start of this course are only open to home students.

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You are here

Teacher training personal statement example (primary pgce) 2.

I am one of ten, so you may see why I would like to work with children. I wasn't always sure as to what profession I would like to join but for the past couple of years it has became apparent that I want to work with children. This was mainly influenced by a new addition to my family, my nephew.

For the past year I have helped develop his skills and encouraged him to learn new things. I truly value the sense of achievement gained in teaching new skills to children and I wish to continue to do so, and this is therefore one of the main reasons for wanting to join a teaching course for key stages 1 and 2.

Discovering my love for helping and supporting others I chose to broaden my knowledge of the teaching experience by completing two work experience placements within a primary school environment. For two weeks I shadowed various teaching staff, observing their teaching techniques and the ways in which they support the children.

I found each day a new challenge as new faces, new personalities were emerging which brought various obstacles my way as different methods of teaching were needed. The most enjoyable aspect of this work environment is that no day is ever the same. -New lessons, new people. It was exciting to know I had the opportunity to assist in someone's learning, gaining satisfaction from seeing the new skill acquired.

This particular experience, working within a primary school environment, allowed me to acquire a number of skills and also help enhance my weaker ones. I have always acknowledged the fact that I can be a very good listener and a good communicator which is an important quality needed. I found that my communication ability improved as I got to know students which encouraged my confidence to escalate.

I am able to work well independently and can also work very well as part as a team, which became obvious to me during my stay at my placement. I have also demonstrated this throughout the majority of my school experience, for example, when playing team sports, such as Netball, Rounders, Badminton, Athletics, etc.

During my school experience I have embarked on a number of activities which exhibit my more positive qualities that I have thoroughly developed within the past few years. Such activities include helping out at events such as Open Days, Parents' Evenings, Welcome Club, etc. In doing so, I have shown I am a polite, mature, organized and committed young adult.

I am currently a School Prefect and buddy, working closely with the years 7, 8 and 9 students. My role is to represent the school in a positive and professional manner. I believe I do this well as I portray an enthusiastic, responsible and reliable image. In order for me to have been considered to be a Prefect or a buddy I needed to have the essential qualities for that particular role.

Such qualities needed are congruence, resilience and assertiveness. These specific qualities, I believe, have been made evident to my teaching staff as a result of the community work in school I have taken part in. I have accomplished my British Red Cross basic First Aid certificate which I completed at school. I have also achieved my Food Hygiene, Business Dynamics and Junior Sports Leadership Certificates.

I am very much looking forward to expanding my practical and theoretical knowledge by attending university. In pursuing a degree in teaching, I seek to advance my knowledge of educational studies and improve my personal skills. I ask you to give me the opportunity to further my education as I know I have the commitment, the patience and the persistence to succeed.

Profile info

This personal statement was written by esther for application in 2007.

esther's Comments

constructive criticism please =] and thankyou very much for your comments and thankyou in advance =] =] I am applying for the following universities: Gloustershire, Manchester Metropollian, Wocester, Winchester and Wolverhampton

Related Personal Statements

Wed, 03/10/2007 - 11:58

i think this statement is amazing :D i'd definatley use this as mine whoever did this deserves to get a place at their university of their choice

very good!! im very proud of

Wed, 03/10/2007 - 12:34

very good!! im very proud of you even though i dont know you!! lmao

yh this is a good personal

Wed, 03/10/2007 - 12:44

yh this is a good personal statement. well done =]

Wed, 03/10/2007 - 19:41

Thought it was great I hope

Fri, 05/10/2007 - 13:32

Thought it was great I hope thawt you achieve your goal you deserve to

slightly too repetitive with

Sat, 06/10/2007 - 09:28

slightly too repetitive with grammar mistakes. i felt you needed to push on and tell us your interests outside of education. Its what they want also, depite the positive critism, overall a decently constructed statement, good luck.

very very good - only thing

Mon, 08/10/2007 - 19:52

very very good - only thing missing is personal info well done!!!

I like the sentence structure

Tue, 09/10/2007 - 18:55

I like the sentence structure, it is very well done, and good use of vocabularies, however, spelling errors, and grammar needs work.

this statement has really

Tue, 23/10/2007 - 17:43

this statement has really helped me in writing mine - thank you

i think that this statement

Tue, 30/10/2007 - 14:47

i think that this statement is amzing! i think you have done a very good job at writting it and im jealous! im trying to write mine just now but i seem to have writters block :( any tips? xx

This statement is very boring

Tue, 20/11/2007 - 14:09

This statement is very boring and also very long fix it up

Sun, 06/01/2008 - 13:37

I am applying for a place on a Graduate Teacher Programme... your statment has helped me with ideas on how to 'sell myself'!

Firstly, I would like to

Fri, 18/01/2008 - 12:20

Firstly, I would like to congratulate this person for the amazing Personal Statement that has written. I think that it sounds very honest and realiable. Although it is a bit too long. CONGRATULATIONS

Mon, 21/01/2008 - 04:39

i think it's very good and interesting :)))

Tue, 04/03/2008 - 14:58

dis personal statment help me to find out why i would like to do teaching as well.fanx xx

not brilliant. dont get me

Thu, 27/03/2008 - 18:28

not brilliant. dont get me wrong its good. but its dodgy gramatically. and looooong

Really good

Sun, 20/04/2008 - 16:39

I'd be interested to know if you ogt the placement after sending this in?

Wed, 30/04/2008 - 20:19

what an outstanding statement

This statement has really

Thu, 01/05/2008 - 10:39

This statement has really helped me with some ideas for mine. Thank you.

Fantastic!!!

Sun, 29/06/2008 - 20:06

This is really good with the right length of information. Well done wish you all the best! :)

this personal statement

Wed, 02/07/2008 - 16:54

this personal statement helped me soooo much - i just did not know where to start and i thought that this one was way better than the example that my tutor gave me. it gave me so many ideas. thank-you so much!

This helped me alot although

Tue, 08/07/2008 - 11:36

This helped me alot although it is quite long and you need to check through your grammar.

Sun, 21/09/2008 - 14:05

posted by Rummana

Tue, 23/09/2008 - 12:45

i believe that very gud yes yes very gud! me like long words and full stops used very well, gud job! and i want to say thank you fo lettin me read dis it very nice of you to give me guidence thank you bye bye

i think this is a good

Wed, 01/10/2008 - 20:07

i think this is a good statement. it has helped me with my personal statement, as i didnt have a clue where to even start!!

this a really gud statment,

Tue, 14/10/2008 - 13:32

this a really gud statment, all the best wishes, gud luk you deserve it. well done

You made some good points,

Wed, 05/11/2008 - 14:08

You made some good points, but obvioulsy thought they were so good you needed to repeat them, two or times over. Otherwise impressive :]

interesting and good but

Thu, 06/11/2008 - 18:06

interesting and good but should have mentioned your out of education skills. in otherwards what interests you apart from teaching.

Wed, 19/11/2008 - 17:35

This personal statement is very analytical and you have covered crucial points to enable you a place on a teaching course..well done and good luck!

Helped thank you

Fri, 21/11/2008 - 19:18

Helped me to write my personal statement as my shool did very little to show me what i was actually meant to do!! Thank you!! =]

This is the best statement i

Thu, 26/03/2009 - 16:37

This is the best statement i have read and have used this to help me. thanks.

this is good but like some

Wed, 13/05/2009 - 14:37

this is good but like some others said a little repetitive but go you for trying!!

Thu, 15/10/2009 - 07:22

This personal statement is really good and maybe i'll use some of the things in it that i applies to me

why is it so hard to write a

Fri, 22/01/2010 - 12:04

why is it so hard to write a personal statement??

very long, repetitive, and

Thu, 18/02/2010 - 17:39

very long, repetitive, and grammer and spelling needs checking. otherwise okay

I wouldn't give you a place

Fri, 17/09/2010 - 09:44

I wouldn't give you a place if it was upto me, sorry but how far up yourself can you be? Do you only go to school? There is nothing about outside of school.

Thu, 23/09/2010 - 11:24

i think this is very good thanks dudealicous

thanks babe

this is an excellent personal

Thu, 14/10/2010 - 21:39

this is an excellent personal statement you realy know what you are talking about, I am applying for the same thing so i hope alongside you i get a place in the uni's i am opting for. x

People are saying this is too

Thu, 21/10/2010 - 17:53

People are saying this is too long, but its not! you are actually under! its 4000 characters and this is one 3 and half. Its a given me a good insight to how it has been done! Thanks!

very good and helpful

Wed, 17/11/2010 - 12:44

very good and helpful just 1 question 1 0f 10 wtf? r ur parents rabbits

Thu, 29/09/2011 - 11:55

this is such a good personal statement and really helped me with mine- thankyou! :)

Did Wolverhampton give you a

Thu, 13/10/2011 - 14:38

Did Wolverhampton give you a place?

wow! what an amazing

Tue, 10/01/2012 - 18:58

wow! what an amazing statement! definitely given me inspiration to re-write mine x

Very good! I'm currently

Sat, 22/09/2012 - 15:45

Very good! I'm currently writing mine (well, trying to write it) so yours helped me A LOT! Thanks!x

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Teaching personal statement examples

Giving you the chance to show why you'd be a great teacher, your personal statement is an important part of your application and worth taking the time over

What is a teaching personal statement?

Your personal statement is used to explain why you want to become a teacher and your suitability for the role. While your application form briefly outlines your qualifications, skills and work experience, your teaching personal statement is where your personality shines through.

Take your time with it. Many candidates often spend a few weeks on this part of the application as you don't have to write it all at once. You should get someone to read over it and be prepared to receive constructive feedback and write a few drafts before you send it off.

It's important to:

• use examples based on your recent teaching experience
• tailor your personal statement according to the school/age group
• use good, clear, written English, using first person terms such as 'my' and 'I'
• be original and honest
• avoid clichés and general statements, such as 'I've always wanted to teach'
• demonstrate a passion for teaching.

While it's crucial to get it right, your teaching personal statement is only a small part of the application process. Find out how else you'll need to prepare to  get a teaching job .

How to write a personal statement for teaching

Your personal statement should be between 500 and 1,000 words. It's crucial that you  don't copy  and that the statement you provide is  your own work .

This is your opportunity to:

• write about any relevant skills and experience you have
• explain your understanding of why teaching is important
• detail why you want to become a teacher
• list any extra skills or experience you have, such as volunteering or first aid.

See  personal statements for postgraduate applications  for more guidance.

The nature of your personal statement will vary, depending on the type of teaching you'd like to pursue. Take a look at some of our example personal statements to get an idea of how they differ.

Personal statement for PGCE primary

As well as focusing on roles in which you've gained experience with primary-age children, a PGCE primary personal statement should demonstrate your well-rounded personality and any skills that could be useful for the range of extra-curricular activities primary schools provide (such as the ability to read music for recorder lessons, or drama experience to help with school plays).

Personal statement for PGCE secondary

Many good PGCE secondary personal statements acknowledge the challenges involved in teaching older pupils and provide examples of where the candidate has worked to overcome these problems. As secondary teaching roles are geared towards teaching a specific subject, training providers are looking for more evidence of your subject and degree knowledge.

Personal statement for School Direct

If you're applying for the salaried School Direct route, you should discuss the experience you've gained in the classroom prior to your application. One of your references will need to be from an employer, or someone who can comment on your work ethic and suitability for teaching. Don't worry if your degree is unrelated to the subject you'd like to teach - you may still be able to apply by completing a subject knowledge enhancement (SKE) course .

Find out more

• Discover how to structure a teaching CV .
• Find out what it's really like to be a primary or secondary school teacher .
• Search postgraduate courses in teaching .

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