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STUDY
Postgraduate Certificate in Education - PGCE (Norfolk Essex Suffolk Primary NESTT)
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| Institution code: | S82 |
|---|---|
| UCAS code: | NA |
| Start date: | September 2025 |
| Duration: | One year full-time |
| Location: | School-based |
| Typical Offer: | Qualifications and management experience will be considered on an individual basis. Please see Entry Requirements below. |
| Institution code: | S82 |
|---|---|
| UCAS code: | NA |
| Start date: | September 2025 |
| Duration: | One year full-time |
|---|---|
| Location: | School-based |
| Typical Offer: | Qualifications and management experience will be considered on an individual basis. Please see Entry Requirements below. |
Overview
The Norfolk Essex Suffolk School Centred Initial Teaching Training programmes for Primary teachers aim to bring together the very best of school centred and academic training to produce competent and confident Newly Qualified Teachers who consider and reflect upon the purposes of education, as well as having high levels of knowledge, understanding and skills in the learning and teaching of children.
The Norfolk Essex Suffolk Primary NESTT offers both Salaried and Tuition training routes. Both Primary NESTT programmes are designed to facilitate maximum experiential learning. Trainees on the courses specialise in either early years education 3-7 years or primary education 5-11 years. In addition, both the Tuition and Salaried routes offer the opportunity to undertake an SEN specialism. On successful completion of the course, all Tuition trainees will gain QTS and a Postgraduate Certificate in Education and be qualified to teach across the primary range. Salaried trainees all gain QTS and have the choice of gaining a Postgraduate Certificate in Education.
Teaching, Learning and Assessment
A range of assessment techniques is used, including the trainee’s continuing professional development record, practice files, assignments, portfolio of evidence and lesson observations
Good practice is shared and discussed, particularly the need for tutors to model the expected future styles of the trainees. Tutors employ a range of learning and teaching strategies. The trainees encounter a range of approaches that appeal to differing learning styles with opportunities for individual guided discovery, collaborative and group learning. The course meets the professional standards for Qualified Teacher Status (QTS).
Course Modules
Trainees are asked to attend induction days in the summer term prior to the course start date in early September.
The course follows the primary school year and consists of 190 days. It is delivered in two parts.
- Centre-based Training - held at venues in Norwich, Ipswich and Bury St Edmunds
- School-based Training - Trainees are placed in partnership schools with the majority of trainees placed within 40 minutes travelling distance of their home address
Placements
Trainees are in school for at least two thirds of the course. During this time, they are provided with opportunities to observe good teachers at work and to work alongside them.
- Early Years trainees will have sustained experience in Reception and Yr1 or Yr 2
- Primary trainees will have sustained experience in KS1 and KS2
All trainees will have experience of at least two different schools; some may have experience of three
Trainees have substantial teaching opportunities, including individual, group and whole-class teaching. Levels of responsibility are incremental, leading to the point where the trainee takes on the planning and teaching of a class in full in the final teaching block.
Mentor Training and Quality Assurance
All mentors are invited to attend termly mentor training with additional support visits according to need. School Mentors and Professional Tutors receive visits at least termly from a member of the NESTT team. Partnership Head teachers play a strong role in assuring the quality of the school-based training, alongside the programme leader and NESTT team.
Full downloadable information regarding all University of Suffolk courses, including Key Facts, Course Aims, Course Structure and Assessment, is available in the Definitive Course Record.
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Consisting of: Classroom Practice including observation of, and working alongside, an experienced teacher; Teaching Practice including taking a leading role in planning, organisation of and teaching a class
Course Modules 2024
Timetable
Trainees are asked to attend induction days in the summer term prior to the course start date in early September.
The course follows the primary school year and consists of 190 days. It is delivered in two parts.
- Centre-based Training - held at venues in Norwich, Ipswich and Bury St Edmunds
- School-based Training - Trainees are placed in partnership schools with the majority of trainees placed within 40 minutes travelling distance of their home address
Placements
Trainees are in school for at least two thirds of the course. During this time, they are provided with opportunities to observe good teachers at work and to work alongside them.
- Early Years trainees will have sustained experience in Reception and Yr1 or Yr 2
- Primary trainees will have sustained experience in KS1 and KS2
All trainees will have experience of at least two different schools; some may have experience of three
Trainees have substantial teaching opportunities, including individual, group and whole-class teaching. Levels of responsibility are incremental, leading to the point where the trainee takes on the planning and teaching of a class in full in the final teaching block.
Mentor Training and Quality Assurance
All mentors are invited to attend termly mentor training with additional support visits according to need. School Mentors and Professional Tutors receive visits at least termly from a member of the SCITT team. Partnership Head teachers play a strong role in assuring the quality of the school-based training, alongside the programme leader and SCITT team.
Full downloadable information regarding all University of Suffolk courses, including Key Facts, Course Aims, Course Structure and Assessment, is available in the Definitive Course Record.
Consisting of: Classroom Practice including observation of, and working alongside, an experienced teacher; Teaching Practice including taking a leading role in planning, organisation of and teaching a class