Education and Learning

Postgraduate School BASED (SCHOOL direct)

Year of entry


School Based (School Direct) is a delivered in partnership with schools. The key feature of this course is that the majority of the year is spent on placement working alongside experienced colleagues in schools.

The course aims to harness the knowledge and experience of school colleagues in the delivery of courses, working in partnership with the experience of accredited ITT providers such as universities. schools, and the mentors within them, provide the vast majority of the training.

Schools benefit by being more directly involved in student recruitment and the delivery of the course.

This is a cross phase course, you can study within the primary or secondary phase. The course takes one academic year to complete.

There are two School Based courses, School Based (School Direct) (Salaried) and School Based (School Direct) (Training) (sometimes called non-salaried). It is important that you are clear which of these courses your school is offering as it will affect your funding for the course (see Fees and Finance below).
The course is for people who want to train to become teachers, spending the majority of their training time in school alongside qualified teachers.

There are essentially two pathways within the School Based (School Direct) course. All students are automatically on the Qualified Teacher Status (QTS) course but all students have the opportunity, in consultation with their school partner, to opt into the School Based (School Direct) PGCE pathway.

QTS Pathway – all students

The majority of your time on this course is spent in school. It is a requirement of all QTS courses that you get at least 60 days (or equivalent) training through the year. You will get at least 15 days taught sessions from the University and a course of professional development provided by the school. Your development in school will be supported by a mentor who will help you in your progress towards meeting the standards for QTS. You will be required to undertake a period of placement in a second school that provides a contrast to your base school.

School Based (School Direct) PGCE Pathway – an option for all students

The School Based (School Direct) PGCE pathway is a mixture of work based learning and academic assessments. All students on this pathway will study the aspects described above in the QTS pathway. In addition, Student Teachers who opt in to this pathway will be required to undertake academic study and write academic assignments. There are additional taught sessions and tutorial support to support students studying on this pathway.

Professional Policy & Practice in Education
Sessions in this module aim to inform you about aspects of professional practice which are central to your work, whatever your subject or phase, including how do we learn, how do we include all children, how is teaching a professional activity, how can education be organised and how can learning be assessed.

Subject Pedagogy
This module involves work in studying key concepts that underpin the various curricula and syllabi for your subject or phase. The sessions allow discussion of different pedagogies and allow reflection on differing school approaches to the subjects or phases.

Practitioner Research in Eduation
The module enables you to choose an area on your School Development Plan and study this in more depth through a research project based in your school.


There are two possible awards from your School Based (School Direct) course:

  • Qualified Teacher Status (QTS) Pathway, all successful student teachers will achieve the recommendation for QTS.
  • School Based (School Direct) PGCE Pathway, successful student teachers who (in consultation with their school partner) decide to opt in to the School Based (School Direct) PGCE (as described in “What will I study?”) will be awarded a PGCE.
Successful students on this course are able to become Qualified Teachers.

The majority of the learning on this course happens in schools. Student teachers will learn in a variety of ways in school, including from experienced mentors, through observing others and through experience.

There are 15 days taught in university at the Canterbury Campus. The teaching on these days will be a mixture of lecture and seminar and workshop activity.

There is a high level of individual support for learning offered in this course through the mentors in school and the university tutors.


2019/20 tuition fees for this course

Full-time QTS only £5,960
QTS & PGCE £9,250
QTS & PGCE £12,430
Part-time  N/A  N/A


Students may self-fund their course or a sponsor may fund or part-fund. Bursaries, scholarships and fee discounts may also be available.

Further information

Additional course costs

Although we aim to minimise any additional costs to students over and above the course tuition fee, there will be some additional costs which students are expected to meet.

Costs applicable to all students

Text books Own purchase text books
Travel to other sites Where travel to other sites is required, this will be payable by the student
Library Fees and Fines Where students fail to return loaned items within the required time they will be responsible for the cost of any library fees and fines applicable
Printing & Photocopying The cost of printing and photocopying undertaken by students to support their individual learning are payable by the student
Graduation ceremonies It is free for the student to attend the ceremony itself. Guest tickets and robe hire / photography are additional costs payable by the student

General principle policy

The University’s general principles policy for additional course fees are set out here

CategoryIncluded in the tuition feeAdditional cost to student
Field trips (including trips abroad and trips to museums, theatres, workshops etc) No, if the trip contributes to the course as an optional module. Yes if the trip is optional.
Travel and accommodation costs for placements  No

Travel and accommodation costs for professional placements within the Education and Health & Wellbeing Faculties.

Travel and accommodation costs for other work placements. 
Text books No Own purchase text books.
DBS / Health checks No Yes
Professional Body registration No Yes
Travel to other sites (e.g. travel to swimming pool for lessons) No Yes
Clothing / Kit Yes, where the clothing / kit is essential for Health & Safety reasons. Yes, where the clothing is kept by the student and not essential for health and safety reasons.
Learning materials Essential learning materials (excluding text books) in connection with the course. Additional materials beyond the standard provision essential for the course or where the costs are determined by the student’s area of interest and the outputs are retained by the student.
Library fees and fines No Yes
Printing and photocopying No Yes
Social events No, unless the event forms an essential part of the course. Yes, unless the event forms an essential part of the course.
Graduation ceremonies It is free for the student to attend the ceremony itself. Guest tickets and robe hire/ photography are additional costs payable by the student.

School Based (School Direct) (non-salaried)


Generous, tax-free funding is available to the best graduates training in a range of subjects. For instance, if you teach secondary maths, you could get £30,000 – a £20,000 tax-free bursary while you train and a further £10,000 after tax once in teaching.

You do not need to apply for a bursary – if you are accepted on to a non-salaried postgraduate course and meet the eligibility criteria you will receive information on the bursary prior to your enrolment on the course.


If you have the potential to be an inspirational teacher and are passionate about your subject you could apply for a scholarship to support your training. 

Scholarships of up to £28,000 are awarded to the most gifted trainees in a range of areas and in partnership with highly regarded professional subject associations. 

Subject scholarships are available in:

  • Physics
  • Computing
  • Chemistry
  • Geography
  • Languages
  • Maths.

View the Department of Education’s Get into Teaching pages to see details about the bursaries and scholarships available. 

School Based (School Direct) (salaried)

If you are studying on the School Based (School Direct) (salaried) programme you will be employed and paid a salary by your school. The salary rates will vary depending upon the location of your school and what you are training to teach. You will be paid on the unqualified teacher pay scale, students training in maths, physics and computing can earn up to £25,000.

For more information, please visit Get into Teaching.

Loans and other funding

With or without a bursary or scholarship, you could receive a tuition fee loan and maintenance loan to help fund your teacher training year. Alternatively, you could earn a salary while you train. 

Visit GOV.UK and use the student finance calculator to estimate student loans and extra funding that may be available, e.g. if you’re disabled or have children. 

20% PGCE Alumni Discount

Christ Church Alumni are being offered a 20% Alumni Discount on a range of PGCEs starting in 2019-20, if they are fully sef-funding their course and are not in receipt of a Department for Education busary or professional association scholarship.

Eligibility criteria

QTS Pathway – all students
Throughout the course you will be assessed by your mentors and tutors who will grade you at key points to help you understand how well you are meeting the standards for QTS. At the end of the course you will have a final assessment. This will take the form of a review meeting to formally assess whether you have met the standards for QTS.

School Based (School Direct) PGCE Pathway
In addition to the above assessment process for the recommendation for QTS students who have opted for the School Based (School Direct) PGCE Pathway will be required to submit three 4,000 word equivalent assignments, spread across the year, which will be assessed at Masters Level.

Applicants to School Based (School Direct) courses will need to apply, via UCAS, to a school partner for a School Based (School Direct) place. Canterbury Christ Church University is not able to offer these places directly.

For a list of school partners please click the heading below. For further details, please see the UCAS website.


All applications for School Direct are made via UCAS. Places are not listed under Canterbury Christ Church University (CCCU), but under the lead schools who have these places. The list below gives all the main partners working with CCCU in 2019/20. You may want to look at their webpages to see what they say about training to teach with them (and CCCU).

TSA = Teaching School Alliance

Alliance Lead School
Academies Enterprise Trust Bexleyheath Academy
Aquila Trust Kingsnorth Primary School
Ashford Teaching Alliance (ATA) Brockhill Park Performing Arts College
Bexley Teaching School Alliance Bedonwell Infant and Nursery School
CLASS: Collaborative Learning Alliance of Special Schools The Beacon School
Dover, Deal and Sandwich Partnership Sandwich Technology School
East Kent Learning Alliance (EKLA) King Ethelbert School
Furley Park Primary School Furley Park Primary School
Kent Catholic Schoos Partnership Alliance (KCSP) St Margaret Clitherow Catholic School
LEAF (Leading Education and Achievement for All) Five Acre Wood
Mascalls Training Partnership Mascalls Academy
Medway TSA (MTSA) Sir Joseph Williamson’s Mathematical School
Valley Invicta Teaching School Alliance (VISTA) Invicta Grammar School
Shepway Teaching Schools Sandgate Primary School
Spires Academy None
St George RC School St George RC School, Maida Vale
Swale Academies Trust Westlands School
Swale TSA (STSA) Fulston Manor School
Tandridge Teaching School Alliance St Mary's Oxted, Surrey
Thames Teaching Alliance Ifield Special School
The Langton Schools' Alliance Simon Langton Girls' Grammar School
The John Wallis Academy The John Wallis Academy

As the name suggests, training to teach on the School Direct route means that you will spend the vast majority of your time in school. Canterbury Christ Church University works with a number of school alliances. An Alliance is a group of schools working under a Lead School to deliver teacher training. Whilst there are some things that all schools/alliances must do there is a wide variety of practice among them as to how they do it.

The following questions may be useful for you to ask before you apply or at interview to help you navigate your way through what to expect.

  • Which schools does the Alliance work with?
  • What is the difference between a Salaried and Non-Salaried training place?
  • Can I apply for a number of schools within your Alliance through one interview? 
  • How will the Alliance support me with my application?
  • What opportunities does the school or Alliance offer to get to know the setting prior to starting the training programme?
  • How often will I see or be contacted by the Alliance Lead?
  • What kind of induction can I expect to have from my school and Alliance and when will the induction take place?
    Once you have been appointed, it is important you know how you will be eased into your role and to the life of your school. Ask what has been prepared for your induction and an indication of how much observation of good teaching you will be able to do. Check whether you will have regular timetabled mentoring slots each week during the school day.
  • What role would your Alliance play in my training?
  • How can the Alliance help me to get school experience before I start my training year?
  • What subject specific support can the Alliance offer?
  • What support is available to me if I encounter difficulties in the training year?
  • How will my professional studies programme be delivered?
    Professional Studies refers to your training in a range of generic areas such as Behaviour, Special Needs and Disabilities and Assessment. Ask how often you will have sessions, who will lead them and where they will take place.
  • Will I be expected to teach straight away and if so, what percentage of teaching can I expect?
    School Based (School Direct) is a training route into teaching. If you have taught already as an Unqualified Teacher or HLTA you may be asked to teach some lessons from the beginning, but it would be good to know if you will be and if so, how many lessons. If you are new to teaching but will be teaching early on in your training, what increased levels of support can you expect to receive? However, in many cases it is possible to be supernumerary. This means you work alongside existing teachers and build up your own teaching across the year. You will not be responsible solely for the class; this should particularly be the case if you are new to teaching.
  • How does the Alliance work with CCCU to assure the quality of my training programme?
    Alliances work closely with CCCU over the training programme. CCCU has a quality assurance role, but the majority of the training programme sits with the school/Alliance. You should be looking for an indication about how mentors are trained and supported.
  • What provision is in place for my alternative placement ? Will this be local to my base school? How long will this placement be?
    (some Alliances offer 6 weeks and some 4 weeks)
  • How likely is it that I will be employed at the end of the training year at my school or within the Alliance?
    Whilst there are no guarantees, schools/Alliances should be able to tell you rough percentages of employment from previous years.
  • How long has my school been working in the Alliance?
  • What would career progression look like within the Alliance? 
  • What are the completion rates for this Alliance, for my phase and/or subject and also for the school in which I will be working?
    It is worth checking how successful an Alliance is in supporting student teachers successfully through to Qualified Teacher Status (QTS)
  • If I choose to do School Based (School Direct) with PGCE how will the school/Alliance support me?
    School Based (School Direct) leads to Qualified Teacher Status (QTS), but there is opportunity to gain Masters credits via a PGCE available during the training year or the Newly Qualified Teacher (NQT) year. Ask if you might be supported either financially or with study time if you choose to do this.

Fact file

UCAS institution code

  • C10


  • 1 year full-time


  • September 2019

Entry requirements

  • A good honours degree of at least lower second class (2:2) standard with at least some of the degree modules related to the training subject.

    English and Maths at GCSE (grade C or above) or equivalent for Secondary (11-18). For the Primary route, candidates will also need Science GCSE at grade C or above.

    To have passed the government's skills tests in literacy and numeracy.


  • Other


Last edited 18/07/2019 14:05:00

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Last edited: 18/07/2019 14:05:00