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The University of Manchester offers university-led teacher training for graduates who want to become primary or secondary teachers. Its PGCE courses combine academic study at the Manchester Institute of Education with extensive experience in schools and colleges across Greater Manchester and the surrounding area.

Manchester’s reputation may attract applicants, but the course structure, placement arrangements, entry requirements, costs and training route should all be considered before applying.

Full details are available on the University of Manchester PGCE course page.

1. Manchester offers both Primary and Secondary PGCE courses

Unlike some universities, Manchester offers training for both primary and secondary teaching.

The Primary PGCE prepares trainees to teach children aged five to 11. The Secondary PGCE generally prepares trainees to teach pupils between the ages of 11 and 19, although the precise age range depends on the chosen subject.

This means applicants should begin by deciding whether they want to work across the primary curriculum or specialise in one secondary subject.

2. It is a full-time, intensive course

The Secondary PGCE is described as a full-time, ten-month programme, while individual course listings normally give the overall duration as one year.

Trainees must balance university sessions, school placements, lesson planning, teaching, assignments and professional development. It should not be viewed as another relatively flexible year of university study.

The timetable and placement commitments may make regular part-time employment difficult.

3. Manchester offers a wide range of secondary subjects

Secondary PGCE options currently include:

• Biology
• Business Education
• Chemistry
• Economics and Business Education
• Engineers Teach Physics
• English
• French
• Geography
• German
• History
• Mathematics
• Mathematics with Economics
• Physics
• Physics with Mathematics
• Spanish

The range includes some less common combinations, such as Mathematics with Economics and Physics with Mathematics.

Applicants should check the individual subject page because entry requirements, age ranges and course expectations vary.

4. There are two main training routes

Manchester offers a Core PGCE route and a Lead Programme Partner route.

The Core route involves applying directly for the university-led programme, with school placements organised through the university’s partnership network.

The Lead Programme Partner route involves training with a particular alliance of schools while still completing the University of Manchester PGCE. It follows the same university programme but provides an enhanced placement experience connected to a particular geographical area.

This can be useful for applicants who want stronger links with schools in a particular part of Greater Manchester.

5. Lead Programme Partners operate in several areas

For secondary trainees, Lead Programme Partners are currently connected to areas including Manchester, Bolton, Poynton and Altrincham.

Primary Lead Programme Partners are located in areas including Macclesfield, Cheadle Hulme and Boothstown.

Applicants should not assume that selecting this route guarantees a placement next to their home, but it may provide greater geographical focus than the standard Core route.

6. Secondary trainees spend 120 days in schools or colleges

Manchester’s Secondary PGCE includes 120 days of school or college experience.

This allows trainees to move beyond observation and gradually take responsibility for planning, teaching, assessment and classroom management.

The school-based element is central to the programme. University sessions introduce research, subject pedagogy and professional knowledge, but trainees must then apply these ideas in real classrooms.

7. Placements are supported by mentors and university tutors

Trainees receive support from school-based mentors and university tutors.

Mentors help trainees review lessons, identify areas for improvement and set weekly targets. University tutors also observe teaching and discuss progress with the trainee and mentor.

The quality of the relationship with a mentor can have a major effect on the PGCE experience. Trainees need to be willing to receive feedback, experiment with different approaches and improve after lessons that do not go well.

8. Manchester has a large school partnership network

The university reports links with more than 200 schools, academies and colleges.

This provides access to a wide range of settings, pupils and communities across Greater Manchester and neighbouring areas.

Training in a large and diverse urban region can expose trainees to different school structures, levels of disadvantage, languages, cultures and educational needs.

However, it may also mean travelling some distance to a placement.

9. The Primary PGCE covers the full curriculum

Primary trainees study all the main National Curriculum subjects, with particular emphasis on English, mathematics and science.

They also receive training in subjects including:

• Art
• Design and technology
• Geography
• History
• Music
• Physical education
• Religious education

This reflects the reality that primary teachers need to teach confidently across a broad curriculum rather than specialise in only one area.

Applicants should be prepared to develop areas in which they currently feel less confident.

10. Secondary training is strongly subject-specific

Secondary trainees learn how to turn their university-level subject knowledge into explanations, examples and activities that pupils can understand.

Depending on the subject, training may cover the National Curriculum, GCSE, A-level and other post-16 courses. For example, the English course includes areas such as drama, media and technology alongside language and literature.

Knowing a subject well does not automatically mean someone can teach it. Trainees must learn how to identify misconceptions, model thinking, assess understanding and adapt material for pupils with different starting points.

11. Successful completion leads to a PGCE and QTS

Trainees who successfully complete the programme receive a Postgraduate Certificate in Education and are recommended to the Department for Education for Qualified Teacher Status.

The PGCE is the academic qualification, while QTS is the professional status normally required to teach in maintained schools in England.

Some training routes elsewhere lead only to QTS. Manchester’s programme provides both the professional status and a postgraduate academic qualification.

12. The course can provide 60 master’s-level credits

Trainees complete written academic assignments alongside their school-based training.

Successful completion of the assignments can provide up to 60 master’s-level credits. A full master’s degree normally requires 180 credits, so these credits may potentially contribute towards further postgraduate study.

This may appeal to teachers who later want to complete a master’s degree in education, leadership, inclusion or another related field.

However, the assignments add to the workload during an already demanding training year.

13. Entry requirements differ between subjects

Manchester provides general guidance that Secondary PGCE applicants will normally require at least a 2:2 degree in a related subject.

Individual subjects may have more specific requirements relating to:

• The content of the degree
• A-level subjects and grades
• GCSE grades
• The proportion of the degree connected to the teaching subject
• English-language qualifications

For example, the English PGCE normally expects a relevant degree containing a substantial amount of English, as well as particular A-level and GCSE requirements.

Applicants should therefore read the entry requirements for their exact course rather than relying on the general PGCE information.

14. School experience will strengthen an application

The amount of school experience expected can differ between subjects, but observing lessons before applying or interviewing is strongly advisable.

The Secondary English course, for example, recommends spending at least two days observing teaching in a secondary school or sixth-form setting.

Applicants should reflect on what they observe rather than simply recording the number of days completed.

Useful points to consider include:

• How teachers establish routines
• How explanations are structured
• How understanding is checked
• How behaviour is managed
• How pupils with additional needs are supported
• How teachers respond when pupils make mistakes

These reflections can provide useful evidence during the application and interview process.

15. Applications are made through the government service

Applications must be made through the Department for Education’s postgraduate teacher-training application service.

The university does not consider CVs or applications sent directly to its admissions team. Manchester advises candidates to apply as early as possible because individual courses may fill before the national application service closes.

Applicants should explain:

• Why they want to teach
• Why they want to teach their chosen age group or subject
• What experience they have of working with young people
• What they have learnt from schools
• What personal qualities they would bring to teaching

A personal statement should provide evidence rather than relying on general claims about being passionate about education.

16. Interviews are currently conducted online

Successful applicants are invited to an online interview that normally lasts around one hour.

Candidates receive preparatory information and take part in a personal interview with a university tutor. Primary applicants are also normally asked to deliver a short presentation.

Applicants should be ready to discuss their subject knowledge, experience, reasons for entering teaching and understanding of the profession.

The interview is not only about what candidates already know. Tutors will also be looking for their ability to reflect, communicate clearly and respond constructively to questions or feedback.

17. Costs and funding need careful consideration

For courses beginning in September 2026, the university lists tuition fees of £9,790 for UK students and £24,700 for international students on the full-time PGCE.

Placement travel creates an additional expense. Manchester states that it tries to minimise travel costs and offers partial travel support to trainees who are not receiving a government teacher-training bursary.

Eligible UK trainees may be able to apply for:

• A tuition-fee loan
• A maintenance loan
• Additional support for parents, carers or disabled students
• A tax-free subject bursary
• A subject scholarship

For 2026–27, bursaries and scholarships of up to £31,000 are available for certain shortage subjects. Funding is not available for every subject, and trainees cannot receive both a bursary and a scholarship.

Applicants should calculate the full cost of the year, including accommodation, food, transport and reduced opportunities for paid employment.

How strong is Manchester’s teacher training?

The University of Manchester’s 2024 Ofsted inspection was highly positive about its initial teacher training. Inspectors highlighted the quality of the university and school-based training and the preparation trainees received for beginning their teaching careers.

The university also combines the resources of a large research institution with access to a substantial network of schools across a diverse region.

Nevertheless, applicants should look beyond university rankings and reputation. The everyday experience of a PGCE will depend heavily on the quality of the placements, mentoring, travel arrangements, workload and support available.

Is the University of Manchester PGCE right for you?

Manchester may be a strong option for applicants who want:

• A choice of Primary or Secondary training
• A university-led PGCE with QTS
• Extensive school-based experience
• Access to a large partnership network
• Strong subject-specific training
• Up to 60 master’s-level credits
• A choice between Core and Lead Programme Partner routes
• Experience of teaching in a large and diverse region

It may be less suitable for someone looking for a part-time course, a mainly online programme, a salaried route or complete control over their placement location.

The best teacher-training provider is not automatically the university with the most recognisable name. Applicants should compare course structures, placement areas, mentor support, entry requirements, funding and travel expectations before making a decision.

Find out more: PGCE courses at the University of Manchester

This article was written using publicly available information. Courses, entry requirements, fees, funding and placement arrangements can change. Applicants should check the official University of Manchester and Department for Education websites before applying.