Our Partnership Vision
London Metropolitan University’s PGCE and ITT Partnership are united in their mission to develop exceptional, critically aware teachers, who are equipped to thrive in diverse and urban school settings in London and beyond. Through strong school partnerships, shared best practices, and a focus on equity, we aim to raise aspirations, empower future educators, and improve outcomes for all learners.
London Metropolitan University’s PGCE programme is grounded in a commitment to inclusivity, equity, and social justice, guided by the university’s Education for Social Justice Framework and the UN Convention on the Rights of the Child (UNCRC) 2022. Trainees are encouraged to reflect critically on their practice, linking evidence-based research with real-world experience to build a strong teaching identity. It aims to empower trainees to become confident, engaged, and effective teachers, capable of making a positive impact on the lives of their students. Through the Initial Teacher Training and Early Career Framework (ITTECF) 2025, trainees develop the full range of skills and attitudes needed for Qualified Teacher Status (QTS), with an enduring emphasis on fairness, inclusion, and learner diversity.
London Metropolitan University’s curriculum
The PGCE curriculum at London Metropolitan University is designed to equip trainees with the knowledge, skills, and experience necessary to become effective teachers. The programme combines university-based study with extensive school placements, allowing trainees to develop both theoretical understanding and practical teaching skills. The specific curriculum modules and placements vary depending on the subject and phase being taught (e.g., primary, secondary, specific subject areas).
Our programme is based on the new ITTECF Initial Teacher Training and Early Careers Framework
The ITTECF sets out the entitlement of every trainee and early career teacher (ECT) to the core body of knowledge, skills and behaviours that define great teaching, and to the mentoring and support from expert colleagues they should receive both in the university and in schools. Whilst not a curriculum in itself, it underpins the training we provide. It defines a minimum entitlement – mapped to the Teachers’ Standards and it encourages a broader outlook on aspects of teaching beyond the minimum entitlement.
Key Features of the London Metropolitan PGCE Curriculum
- University-Based Study: Trainees engage in lectures, seminars, workshops, and online interactions to explore teaching methodologies, pedagogy, and subject-specific knowledge.
- School Placements: The curriculum includes two or more school placements where trainees gain practical experience in different school settings, including opportunities to develop lesson plans, contribute to the development of pupils' skills, and observe experienced teachers.
- Programme Structure: Modules include Curriculum Studies, Professional and Inclusive Practice, and School Experience modules.
- Curriculum Studies: This module explores the curriculum requirements and teaching methods for the specific subjects being taught.
- Professional and Inclusive Practice: This module focuses on broader teaching principles, inclusive practices, and the importance of meeting the needs of all learners.
- School Experience: Trainees gain practical experience in schools (for at least 120 days), developing their teaching skills and observing experienced teachers.
- Professional Practice Portfolio: A portfolio documenting the trainee's experiences and reflections on their development as a teacher.
- Educational Research Assignment: An opportunity for trainees to explore a key educational issue of their choice.
In addition to the above trainees are required to complete 20 days of ITAPs (Intensive Training and Practice). These days are incorporated into Initial Teacher Training (ITT) programmes to strengthen the link between theory and practice, providing trainees with a focused and intensive experience to develop key pedagogical skills and strategies. This approach aims to equip trainees with the confidence and practical competence needed to be effective educators.
Assessment methods include synoptic essays, research projects, and assessments based on the Teacher Standards.
