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Northumbria University is a centre of excellence for initial teacher education, the BA (Hons) Primary Education course gives you the opportunity to work with the whole primary age range of 3–11, with the opportunity to specialise in either the 3-7 or 7-11 age range. The degree is underpinned by a philosophy that has at its heart the right of every child to have the opportunity to the best education possible.

As a teacher you will be in the position of influencing the learning and development of the next generation. These children will need to be able to meet the changing environment of this century and become creative, innovative and flexible life-long learners.

We believe that to enable children to thrive, you, as a teacher in charge of the learning environment, must be creative, motivated, flexible, sensitive to and eager to learn from and with the children in your care.

On this fast-paced degree course, school-based placements form a significant part of your learning. From day one, we will equip you with the skills to inspire and educate young children, combining theory with professional practice that will enhance your critical and reflective abilities.

Your time at Northumbria will enable you to develop your own thinking, learning and creativity, and in just three years you will achieve Qualified Teacher Status (QTS) as accredited by the Department for Education.

Northumbria University is ranked 9th in Education in the UK (Guardian University League Tables 2020).

92% of students say that the course has provided them with opportunities to apply what they have learnt (NSS, 2018).

Northumbria University is a centre of excellence for initial teacher education, the BA (Hons) Primary Education course gives you the opportunity to work with the whole primary age range of 3–11, with the opportunity to specialise in either the 3-7 or 7-11 age range. The degree is underpinned by a philosophy that has at its heart the right of every child to have the opportunity to the best education possible.

As a teacher you will be in the position of influencing the learning and development of the next generation. These children will need to be able to meet the changing environment of this century and become creative, innovative and flexible life-long learners.

We believe that to enable children to thrive, you, as a teacher in charge of the learning environment, must be creative, motivated, flexible, sensitive to and eager to learn from and with the children in your care.

On this fast-paced degree course, school-based placements form a significant part of your learning. From day one, we will equip you with the skills to inspire and educate young children, combining theory with professional practice that will enhance your critical and reflective abilities.

Your time at Northumbria will enable you to develop your own thinking, learning and creativity, and in just three years you will achieve Qualified Teacher Status (QTS) as accredited by the Department for Education.

Northumbria University is ranked 9th in Education in the UK (Guardian University League Tables 2020).

92% of students say that the course has provided them with opportunities to apply what they have learnt (NSS, 2018).

Course Information

UCAS Code
X120

Level of Study
Undergraduate

Mode of Study
3 years full-time

Department
Social Work, Education & Community Wellbeing, Primary Education

Location
Coach Lane Campus, Northumbria University

City
Newcastle

Start
September 2019 or September 2020

Fee Information

Module Information

Department / Social Work, Education

The Hub / By Students, For Students

Read our student blog and find out what student life is like at Northumbria from real students, tips and advice and much more

Book an Open Day / Experience Primary Education BA (Hons)

Visit an Open Day to get an insight into what it's like to study Primary Education. Speak to staff and students from the course and get a tour of the facilities.

With a broad consideration of the Primary National Curriculum, you will learn through a combination of university-based and primary school classroom experience that aim to underpin professional learning with academic knowledge and critical understanding.

Learning through lectures, seminars, workshops and school placements, you will gain a wealth of practical, hands-on experience in real classroom environments teaching primary school children.

The assessment processes are both formative and summative and are designed to motivate you and stimulate your interests. They will challenge you to develop your skills, and enable you to reflect on feedback on your progress.

You will be assessed through methods which have been carefully selected to suit your needs as a student on this course and as a developing teacher. These include written assignments, presentations, reflective professional portfolios and school-based expectations related to professional conduct, as well as the planning and teaching of lessons.

Book an Open Day / Experience Primary Education BA (Hons)

Visit an Open Day to get an insight into what it's like to study Primary Education. Speak to staff and students from the course and get a tour of the facilities.

Our Education courses have been consistently rated highly by OFSTED for the quality of teaching and have helped develop many similarly outstanding teachers over the years.

You will learn from inspirational academic staff with a genuine passion for their subject, specialising in areas such as Initial Teacher Education, English in Education and Primary Science and Mathematics. Our staff have a wealth of research and knowledge which enhances your learning experience at the University.

You will be supported by a team of specialist tutors that have extensive experience in schools and academic areas of expertise and who work collaboratively with other students who share your passion for learning and teaching.

Book an Open Day / Experience Primary Education BA (Hons)

Visit an Open Day to get an insight into what it's like to study Primary Education. Speak to staff and students from the course and get a tour of the facilities.

You will be given the opportunity to develop and demonstrate your knowledge through the use of Technology Enhanced Learning which will enable you to inspire learners in schools and establish yourself in the professional networks that will be important to your own career development.

Your experience on this course will be enhanced through the use of Northumbria’s own technology platforms that deliver module content, collaborative learning and peer assessment. You will be able to use Blackboard, Pebble+, social media applications (where appropriate) and electronic reading lists.

Through this, you will develop a clear understanding of how technology and innovation has the potential to enhance learning; not only from the perspective of your own learning but also your teaching and children’s learning.

Virtual Tour

Come and explore our outstanding facilities in this interactive virtual tour.

University Library

At the heart of each Northumbria campus, our libraries provide a range of study space and technology to suit every learning style.

Book an Open Day / Experience Primary Education BA (Hons)

Visit an Open Day to get an insight into what it's like to study Primary Education. Speak to staff and students from the course and get a tour of the facilities.

The Department of Education and Lifelong Learning has a range of research experience and interests. Its academic staff have extensive experience of leading, conducting and managing research in all areas of education, from early years and schools to post-compulsory and higher education.

The academic staff teaching on this course boast extensive research strengths within educational settings including school-to-school networking and collaboration, educational leadership, curriculum innovation, and the impact of educational initiatives on marginalised and vulnerable groups.

Book an Open Day / Experience Primary Education BA (Hons)

Visit an Open Day to get an insight into what it's like to study Primary Education. Speak to staff and students from the course and get a tour of the facilities.

This course is nationally recognised by Ofsted as part of the Initial Teacher Training (ITT) provision at Northumbria and will give you confidence as you engage with a course designed to challenge your thinking and develop your effectiveness as a teacher.

With 96% of students who graduate from this course going on to work and/or study within six months of graduating, our Primary Education course boasts excellent employability rates. This, as well as the outstanding quality of our Newly Qualified Teachers (NQTs), are just two indications of the value that potential employers place on the training you will receive from Northumbria University.

School-based placements make up a core part of the course and will allow you to develop and evolve your theoretical and practical teaching skills. Successful completion of these placements and the university-based academic learning will enable you to be recommended for Qualified Teaching Status (QTS) upon completion.

Student Life

A great social scene can be found at the heart of our campuses, featuring award-winning bars and a huge range of clubs and societies to join you'll be sure to meet people who share your enthusiasms.

Book an Open Day / Experience Primary Education BA (Hons)

Visit an Open Day to get an insight into what it's like to study Primary Education. Speak to staff and students from the course and get a tour of the facilities.

As a graduate of this course, you will be inspired and prepared to meet the demands of being a Newly Qualified Teacher (NQT), making a significant contribution to a rapidly changing complex work and social environment. You will be ready to influence the learning and development of the next generation, encouraging children to become creative, innovative and flexible life-long learners.

We place a real emphasis on developing the transferable skills that will be directly relatable to a career in teaching. These include communication, analytical and problem solving skills and research skills, all of which boost employability and your ability to play a pivotal role in the learning of the next generation.

96% of students who graduate from this course go on to work and/or study within six months of graduation. (Source, Unistats 2018)

Book an Open Day / Experience Primary Education BA (Hons)

Visit an Open Day to get an insight into what it's like to study Primary Education. Speak to staff and students from the course and get a tour of the facilities.

Who would this Course suit?

Keen to kick start a career in teaching? Committed and passionate about educating and inspiring young people? Then this is the course for you.

Entry Requirements 2019/20

Standard Entry

GCSE Requirements:

A good GCSE profile is expected including Maths, English Language and a Science at minimum grade C or equivalent.  If you have studied for a new GCSE for which you will be awarded a numerical grade then you will need to achieve a minimum grade 4.

UCAS Tariff Points:

120-128 UCAS Tariff points 

GCE and VCE Advanced Level:

120 - 128 UCAS Tariff points. 

Edexcel/BTEC National Extended Diploma:

Distinction, Distinction, Merit 

Scottish Highers:

BBBBC at Higher level, BBC at Advanced Higher.

Irish Highers: ABBBB.

IB Diploma:

120-128 UCAS Tariff points including minimum score of 4 in at least three subjects at Higher level.

Access to HE Diploma:

Award of full Access to HE Diploma including 18 level 3 credits at Distinction and 27 at Merit. Applicants without the required GCSEs must ensure these subjects are covered in the Access course. 

Qualification combinations:

The University welcomes applications from students studying qualifications from different qualification types - for example A level and a BTEC qualification in combination, and if you are made an offer you will be asked to achieve UCAS Tariff points from all of the qualifications you are studying at level 3.  Should the course you wish to study have a subject specific requirement then you must also meet this requirement, usually from GCE A level or equivalent.

Plus one of the following:

  • International/English Language Requirements:

    Additional:

    A suitable DBS Enhanced Certificate and satisfactory health checks are required. All candidates must pass the National Skills Tests in Maths and English prior to commencing the programme. You must meet the DfE's suitability for registration requirements.

    The selection process for this course includes an interview. 

    Applicants from the EU:

    Applicants from the EU are welcome to apply and if the qualification you are studying is not listed here then please contact the Admissions Team for advice or see our EU Applicants pages here www.northumbria.ac.uk/international/european-union/eu-applications/

    International Qualifications:

    If you have studied a non UK qualification, you can see how your qualifications compare to the standard entry criteria, by selecting the country that you received the qualification in, from our country pages. Visit www.northumbria.ac.uk/yourcountry

    English Language Requirements:

    International applicants are required to have a minimum overall IELTS (Academic) score of 6.0 with 5.5 in each component (or approved equivalent*).

    *The university accepts a large number of UK and International Qualifications in place of IELTS. You can find details of acceptable tests and the required grades you will need in our English Language section. Visit www.northumbria.ac.uk/englishqualifications

Entry Requirements 2020/21

Standard Entry

120 UCAS Tariff points
From a combination of acceptable Level 3 qualifications which may include: A level, BTEC Diplomas/Extended Diplomas, Scottish and Irish Highers, Access to HE Diplomas or the International Baccalaureate

Find out how many points your qualifications are worth using the UCAS Tariff calculator: www.ucas.com/ucas/tariff-calculator

Subject Requirements:
There are no specific subject requirements for this course

GCSE Requirements:
Students will need Maths, English Language and Science at minimum grade 4 or C, or the equivalent.

Additional Requirements:
A suitable DBS Enhanced Certificate and satisfactory health checks are required. All candidates must pass the National Skills Tests in Maths and English prior to commencing the programme. You must meet the DfE's suitability for registration requirements.

International Qualifications:
We welcome applicants with a range of qualifications from the UK and worldwide which may not exactly match those shown above. If you have taken qualifications outside the UK you can find out how your qualifications compare by visiting our country page www.northumbria.ac.uk/yourcountry

English Language Requirements:
International applicants are required to have a minimum overall IELTS (Academic) score of 6.0 with 5.5 in each component (or approved equivalent*).

*The university accepts a large number of UK and International Qualifications in place of IELTS. You can find details of acceptable tests and the required grades you will need in our English Language section. Visit www.northumbria.ac.uk/englishqualifications

Fees and Funding 2019/20 Entry

UK/EU Fee in Year 1: £9,250

International Fee in Year 1: £15,000

ADDITIONAL COSTS

There will be travel costs to placement areas that will be approximately £300-£400 annually. Other optional modules incur mandatory costs for field trips of approximately £30.

Scholarships and Discounts

Click here for UK and EU undergraduate funding and scholarships information.

Click here for International undergraduate funding and scholarships information.

Fees and Funding 2020/21 Entry

UK/EU Fee in Year 1**: TBC

Undergraduate fees are set by Government and are subject to annual review. Once these have been approved we will update fees/funding information for UK and EU students.


International Fee in Year 1: £15,500

Scholarships for 2020/2021 entry have not been announced. Please visit the 2019/2020 international scholarship page for the 2019/2020 scholarship offer.


ADDITIONAL COSTS

TBC


Scholarships and Discounts

20/21 fees and funding information has not been confirmed. 19/20 information is listed below.

Click here for UK and EU undergraduate funding and scholarships information.

Click here for International undergraduate funding and scholarships information.

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* By submitting your information you are consenting to your data being processed by Northumbria University (as Data Controller) and Campus Management Corp. (acting as Data Processor). To see the University's privacy policy please click here

How to Apply

Applications via UCAS

Most full-time and sandwich first degrees, extended degrees, DipHE and HND courses require that application is made through the Universities and Colleges Admissions Service (UCAS) Clearing House.

If you are at school or college, staff there will advise you on how to apply. If you are not at school or college, you can apply using the UCAS secure, web-based online application system ucasapply.

Applicants apply via UCAS apply wherever there is access to the internet, and full instructions and an online help facility is available. Application details can be checked and printed at any time, text for personal statements and references can be copied and pasted into applications from a word processing package, and applications can normally be processed by the relevant Clearing House within one working day once submitted. More details on apply can be found on the UCAS website at www.ucas.com.

  • The UCAS institution code for Northumbria University is NORTH N77

If you wish to defer your entry, you should ensure you indicate this in section 3i of the application form. Full details of application deadlines and the application fee can be found on the UCAS website. Please note, however, we are unable to consider applications for deferred entry to our Teacher Training, Nursing, Midwifery and Operating Department Practice programmes.

Application Deadlines

Equal consideration is given to all applications received at UCAS by 6.00pm on 15 January. Details of all UCAS deadlines can be found on the UCAS website www.ucas.com.

UCAS will accept applications up to 30 June, but we can only consider these if there are still vacancies in relevant subjects. You are advised to check with the University before applying for popular courses which may already be full. Candidates applying for any courses after early September must follow the UCAS Late Registration Procedure, and we will provide the appropriate form.

Decision Making Process

When we receive your application it will be forwarded to the Admissions Tutor who will consider your application in accordance with the University’s Admissions Policy.

Most subject areas do not require applicants to attend an interview as part of the selection procedure. However, if the standard procedure is to interview candidates, this is specified in the degree programme entrance requirements. Some courses, such as Health, Social Work and Teacher Training, require specific checks or requirements to be put in place during the normal selection process. These are detailed on the individual course details pages.

Fairness and Transparency

The University is committed to a system of admissions that ensures fairness, transparency and equal opportunities within the legal framework of the UK and best practice. All reasonable effort will be made to ensure that no prospective or existing student is unreasonably treated less favourably on the grounds of age, race, colour, nationality, ethnic origin, creed, disability, sexual orientation, gender, marital or parental/carer status, political belief or social or economic class, or any other type of discrimination.

What Happens Next

You will receive one of the following from UCAS or our Admissions Office:

  • Conditional offer which depends on you achieving certain grades from forthcoming examinations, completing relevant checks, or other requirements prior to entry. You may be asked to send us a copy of your certificates/qualifications once these have been received to enable us to confirm your offer. Not all examination results are sent to Universities via UCAS.
  • Unconditional offer if you have already satisfied entry requirements.
  • Reject your application.

Tuition Fee Assessment

Tuition fees are set at different levels for Home/EU and International Students. Before you begin your course the University must establish your tuition fee status. In many cases, the University will be able to make this assessment without requiring any additional information.

Guidance can be found on the UK Council for International Student Affairs (UKCISA) website www.ukcisa.org.uk to help you understand how Higher Education Institutions (HEI’s) make an assessment on your fee status.

Selection Process

Interviews

Applicants who may not have the standard entry qualifications are welcome to apply and may be interviewed. Some courses will interview as part of the selection process. This applies particularly to courses in art and design, teaching and health.

Health Screening

Applicants for Nursing, Midwifery, Physiotherapy, Occupational Therapy, Primary (Early Years) and Social Work will be required to complete a health questionnaire, and you may be required to attend a doctor or nurse assessment at the University Health Centre.

Prior to beginning your programme, all applicants to Nursing, Midwifery, Physiotherapy and Occupational Therapy are advised to start a course of Hepatitis B vaccinations, available from your own GP. In addition, Midwifery applicants must provide evidence before they commence training that they are immune to Hepatitis B or have Hepatitis B non-carried status.

Applicants to these courses who have had contact with MRSA in the previous 6 months may be asked to provide evidence that they are not colonised by submitting negative swabs results prior to commencement of training. Alternatively, you may be screened on commencement of the programme.

All applicants will receive vaccination screening at the University Health Centre on commencement of their programme.

Disclosure of Criminal Background

To help the University reduce the risk of harm or injury to any member of its community caused by the criminal behaviour of other students, it must know about any relevant criminal convictions an applicant has.

Relevant criminal convictions are only those convictions for offences against the person, whether of a violent or sexual nature, and convictions for offences involving unlawfully supplying controlled drugs or substances where the conviction concerns commercial drug dealing or trafficking. Convictions that are spent (as defined by the Rehabilitation of Offenders Act 1974) are not considered to be relevant and you should not reveal them - unless you are applying for one of the courses outlined within the following paragraph.

If you are applying for courses in teaching, health, social work and courses involving work with children or vulnerable adults, you must complete the section of your UCAS application form entitled ‘Criminal Convictions’. You must disclose anycriminal convictions, including spent sentences and cautions (including verbal cautions) and bindover orders. Further information on how to complete this section is available from the UCAS booklet ‘How to Apply’. For these courses, applicants are required to undergo police clearance for entry and will need to complete a Disclosure and Barring Service (DBS) enhanced disclosure form. 

The Disclosure and Barring Service (DBS) helps employers make safer recruitment decisions and prevent unsuitable people from working with vulnerable groups, including children. It replaces the Criminal Records Bureau (CRB) and Independent Safeguarding Authority (ISA). Access to the DBS checking service is only available to registered employers who are entitled by law to ask an individual to reveal their full criminal history, including spent convictions - also known as asking 'an exempted question'. The University is such a 'registered employer' and will send you the appropriate documents to fill in if you are offered a place in the course.

If you are convicted of a relevant criminal offence after you have applied, you must tell UCAS and the University. Do not send details of the offence; simply tell UCAS and the University that you have a relevant criminal conviction. You may then be asked to supply more details.

Anti-fraud Checks

Please note that both UCAS and the University follow anti-fraud procedures to detect and prevent fraudulent applications. If it is found that an applicant supplies a fraudulent application then it will be withdrawn.

Plagiarism

Applicants suspected of providing, or found to have provided, false information will be referred to UCAS if their application was made via UCAS. The same is true for applicants who are suspected of omitting, or found to have omitted, information that they are required to disclose according to UCAS regulations. Applications identified by UCAS’s Similarity Detection software to contain plagiarised material will be considered on an individual basis by Admissions Staff, taking into account the nature, relevance and importance of the plagiarism. The University reserves the right to cancel an application or withdraw any offer made if it is found that an application contains false, plagiarised or misleading information.

Extra

The Extra process enables applicants who have not been offered a place, or have declined all offers received, can use EXTRA to apply for other courses that still have vacancies before Clearing starts. The Extra process normally operates from late February until the end of June and Applicants should use the Course Search facility at UCAS to find which courses have vacancies.

Clearing

If you have not succeeded in gaining a place at your firm or insurance university, UCAS will send you details about Clearing, the procedure which matches course vacancies with students who do not have a university place. Information about degree vacancies at Northumbria is published in the national press; and you can also find information on our dedicated Clearing web pages during this period. We operate a Helpline - 0191 40 60 901 - throughout the Clearing period for enquiries about course vacancies.

Adjustment
If an applicant has both met and exceeded the conditions of their firmly accepted offer, they will have up to five calendar days from the time their place was confirmed (or A level results day, whichever is the later) to research places more appropriate to their performance. Applicants will have to nominate themselves for this system, and their eligibility will be confirmed by the institution they apply to adjust to.

Going to University from Care
Northumbria University is proud of its work in widening participation of young people and adults to university. We have recently been successful in being awarded the Frank Buttle Trust Quality Mark for Care Leavers in Higher Education. This mark was created to recognise institutions who go that extra mile to support students who have been in public care. To find out more, visit our Going to University from Care web page.

Disabled Students

Northumbria welcomes enquiries and applications from disabled students whether disability is due to mobility or sensory impairment, specific learning difficulties, mental health issues or a medical condition. Applications from disabled students are processed in the usual way, but applicants should declare their disability at the application stage so that the University can contact them to assess how to meet any support needs they may have. Disabled applicants may be invited to visit the University so that this can be done in person.

To find out more contact:
Disability Support Team
Tel +44 (0)191 227 3849 or
Minicom +44 (0)191 222 1051

International Students

The University has a thriving overseas community and applications from International students are welcome. Advice on the suitability of overseas qualifications is available from:

International Office
Northumbria University
Newcastle upon Tyne
NE1 8ST
UK
Email: international@northumbria.ac.uk
Tel +44 (0)191 227 4274
Fax +44 (0)191 261 1264

(However, if you have already applied to Northumbria and have a query, please contact internationaladmissions@northumbria.ac.uk or telephone 00 44 191 243 7906)

Provision of Information

The University reserves the right at any stage to request applicants and enrolling students to provide additional information about any aspect of their application or enrolment. In the event of any student providing false or inaccurate information at any stage, and/or failing to provide additional information when requested to do so, the University further reserves the right to refuse to consider an application, to withdraw registration, rescind home fees status where applicable, and/or demand payment of any fees or monies due to the University.

Modules

Module information is indicative and is reviewed annually therefore may be subject to change. Applicants will be informed if there are any changes.

RV5001 -

Academic Language Skills for Nursing, Midwifery and Health; Social Work, Education and Community Wellbeing (Core – for International and EU students only,0 Credits)

Academic skills when studying away from your home country can differ due to cultural and language differences in teaching and assessment practices. This module is designed to support your transition in the use and practice of technical language and subject specific skills around assessments and teaching provision in your chosen subject. The overall aim of this module is to develop your abilities to read and study effectively for academic purposes; to develop your skills in analysing and using source material in seminars and academic writing and to develop your use and application of language and communications skills to a higher level.

The topics you will cover on the module include:

• Understanding assignment briefs and exam questions.
• Developing academic writing skills, including citation, paraphrasing, and summarising.
• Practising ‘critical reading’ and ‘critical writing’
• Planning and structuring academic assignments (e.g. essays, reports and presentations).
• Avoiding academic misconduct and gaining credit by using academic sources and referencing effectively.
• Listening skills for lectures.
• Speaking in seminar presentations.
• Presenting your ideas
• Giving discipline-related academic presentations, experiencing peer observation, and receiving formative feedback.
• Speed reading techniques.
• Developing self-reflection skills.

More information

TE0487 -

Curriculum Studies 1 (40 Credits)

In the first year of your degree you will be introduced to subject knowledge for planning, teaching and learning across the core and non-core curriculum subjects, as set out in the National Curriculum and prime and specific areas of learning, as set out by the Early Years Foundation Stage.

You will be able to study each subject; gaining knowledge and understanding of the teaching and learning relating to these subjects with young children across the 3-7 and 7-11 age phases. You will be introduced to the curriculum and approaches in; English, Mathematics, Science, Computing, Physical Education, Art and Design, Music, History, Geography, Design and Technology and Religious Education as well as aspects of Personal, Social and Emotional Development. You will study each of the subjects as a discrete subject, which supports you in developing insights into the uniqueness of each of the subjects and the contribution each makes to the education of the whole child. You will also develop some insights into subject specific applications, pedagogy and integrated learning, which is explored further in Curriculum Studies 2, throughout year 2 of your programme.

You will carry out a personal skills audit in each subject area (including Early Reading and Early Mathematics) to ensure that your individual needs are catered for and throughout the module you will be required to engage with the use of e-based and other learning resources to support your subject knowledge development. You will be required to utilise this subject knowledge across your placement opportunities throughout the year in Educational Placements 1, and in University via a poster presentation, a ‘learning mind-map’ which explores the potential learning opportunities drawn from a children’s book in either age phase (3-7 or 7-11). This is inclusive of subject specific learning opportunities and theoretical underpinning, and acts as the final summative assessment for this module. All of which in turn will help to provide you with a framework of experiences and training, which will help your development along your journey to becoming a confident, enthusiastic and successful teacher.

More information

TE0488 -

Educational Placements 1 (20 Credits)

In this module you will begin to apply your theoretical, pedagogical and subject knowledge, gained through engagement in university based lectures, seminars and workshops, in school based settings. This will take the form of a non-assessed serial placement of one or two days a week across the whole year. You will focus on the development of specific skills and interventions, with individual children, small groups and on occasions with whole classes. During these placement days you will have the opportunity to apply your knowledge and understanding and develop your ability to work autonomously and as part of a team in professional school contexts for the relevant age phases of the Early Years Foundation Stage, Key Stages 1 and 2. You will begin to plan, teach and manage children’s learning across the appropriate curriculum for the relevant age phases of the Early Years Foundation Stage, Key Stages 1 and 2, with appropriate support from experienced professionals. You will develop valuable skills including the ability to reflect upon your practice and make links between the theoretical aspects of the programme practice in early years and primary educational settings. Through this reflection you will begin to set yourself appropriate professional targets. You will begin to develop a sound knowledge of curriculum pedagogy in core and foundation subjects, for the relevant age phases, through supporting experienced teachers and carrying out set tasks independently. This module is designed to enable you to begin to gain an understanding of, and begin to gather evidence towards the standards and requirements for qualified teacher status.

More information

TE0489 -

Educational Research & Enquiry 1 (20 Credits)

You will:
• Be introduced to a range of theories, philosophies and ideologies about early primary and primary education and also literature in the field.
• Examine child development theories and the implications for early primary and primary practice.
• Consider progression across the early primary and primary age range taking into account developmental theories and issues related to special educational needs and equal opportunities for young children.
• Consider national documents for curriculum with particular reference to the Early Years Foundation Stage and the National Curriculum.
• Consider pedagogic approaches and strategies which involve; integrated approaches, planned adult intervention, play and creating learning environments including the use of ICT.
• Consider roles and responsibilities of other agencies involved in the care of young children.
• Consider the enhancement of learning opportunities for young children through the planned management and partnership with parents/carers and other adults in early years and primary settings.

More information

TE0490 -

Enhanced Curriculum Studies 1 (20 Credits)

In the first year of your degree you will be introduced to the core concepts and principles relating to all of the subject enhancement areas. The main focus in Year 1 is on developing your broad subject and pedagogical knowledge across all of the subject enhancement areas and to develop the qualities and transferrable skills to engae effectively in collaborative group work. The module offers a range of supported experiences of education beyond the classroom primarily in the form of a week of collaborative learning within the Tyne and Wear Archives and Museums. You will be supported to research and evaluate your experiences in the light of researching literature, including current government documentation and Ofsted reports and consideration of the curricular requirements within the Early Years Foundation Stage and the National Curriculum at Key Stages 1 and 2. The module will provide you with collaborative peer-led opportunities to develop skills and understanding to inform your wider teaching. However its primary aim is to provide you with a broad and balanced experience of subjects beyond the ‘core’ to enable you to make an informed decision about the subject you will chose as your enhancement subject for Years 2 and 3 of this module.

More information

TE0491 -

Professional Studies (20 Credits)

You will learn about the key issues, policies, agendas and legislation that impact upon the roles and responsibilities of the reflective teacher as you work towards your employment in education. You will explore professional practice in the following themes:
• Your professional expectations and responsibilities within the Teacher’s Standards (DfE, 2012)
• The needs of children with Special Educational Needs and Disabilities
• How to successfully manage behaviour
• The needs of children with English as an Additional Language
• Examine issues related to diversity and inclusion
• Examine issues of ensuring Safeguarding procedures with young children

More information

RV5001 -

Academic Language Skills for Nursing, Midwifery and Health; Social Work, Education and Community Wellbeing (Core – for International and EU students only,0 Credits)

Academic skills when studying away from your home country can differ due to cultural and language differences in teaching and assessment practices. This module is designed to support your transition in the use and practice of technical language and subject specific skills around assessments and teaching provision in your chosen subject. The overall aim of this module is to develop your abilities to read and study effectively for academic purposes; to develop your skills in analysing and using source material in seminars and academic writing and to develop your use and application of language and communications skills to a higher level.

The topics you will cover on the module include:

• Understanding assignment briefs and exam questions.
• Developing academic writing skills, including citation, paraphrasing, and summarising.
• Practising ‘critical reading’ and ‘critical writing’
• Planning and structuring academic assignments (e.g. essays, reports and presentations).
• Avoiding academic misconduct and gaining credit by using academic sources and referencing effectively.
• Listening skills for lectures.
• Speaking in seminar presentations.
• Presenting your ideas
• Giving discipline-related academic presentations, experiencing peer observation, and receiving formative feedback.
• Speed reading techniques.
• Developing self-reflection skills.

More information

TE5508 -

Curriculum Studies 2 (3-7 years) (40 Credits)

In the second year of your degree you will be building upon the work covered through this strand (in Curriculum Studies 1) during the first year of the programme within the early primary and primary curriculum. The focus in Year 2 is on developing your emerging subject knowledge for planning, teaching and assessment techniques across core and non-core curriculum subjects, as set out in key Stage One of the National Curriculum and the Areas of Learning in the Early Years Foundation Stage.

Effective planning forms the basis for your study across the core subjects; concentrating upon considering the necessary subject knowledge and creative skills related specifically to the planning and teaching of these subject areas for children in Foundation Stage or Key Stage One. In addition to this you will also be able to consider and apply your knowledge and skills to a range of non-core curriculum subjects. You will be introduced to the curriculum across the 3-7 age phases via subject specific and transferable approaches to teaching and learning in core and non-core subjects in order to consider how to plan to meet children’s individual needs in each distinct subject area. You will continue to be audited in each subject area (including early reading and early mathematics) to ensure that your individual needs are catered for.

You will be required to engage with the use of e-based and other learning resources to independently support your subject knowledge development throughout the module which aims to enable you to begin to apply your knowledge, skills, experiences and training, to apply in partnership schools via the Educational Placements 2 module and in the University via a written planning task which offers you the opportunity to practise your emerging knowledge and skills to plan a differentiated sequence of lessons demonstrating clear routes to children’s learning. This is inclusive of subject specific learning opportunities and theoretical underpinning, and acts as the final summative assessment for this module. All of which in turn will help to provide you with a framework of experiences and training, which will help your development along your journey to becoming a confident, enthusiastic and successful teacher.

More information

TE5509 -

Educational Placements 2 (20 Credits)

In this module you will continue to apply your theoretical, pedagogical and subject knowledge in a school based settings. This will take the form of non-assessed placements focussing on the development of specific skills and interventions, and a sustained assessed placement. During these placements you will have the opportunity to apply your knowledge and understanding and develop your ability to work autonomously and as part of a team in professional school contexts for the relevant age phases of the Early Years Foundation Stage, Key Stages 1 and 2. You will be expected plan, teach, manage, monitor and assess across the appropriate curriculum for the relevant age phases of Early Years Foundation Stage, Key Stages 1 and 2, initially with appropriate help from experienced professionals but moving towards doing so independently. You will develop valuable skills including the ability to critically reflect, analyse and evaluate your personal and professional understanding and practice in early years and primary educational settings. Through this reflection you will work with your school based mentor to set your own professional targets. You will develop a sound knowledge of curriculum pedagogy in core and foundation subjects, for the relevant age phases 3-7 or 7-11, through operating with increasing independence. This module is designed to enable you to meet the standards and requirements for Qualified Teacher Status.

More information

TE5510 -

Educational Research & Enquiry 2 (20 Credits)

You will:
• Explore, reflect upon and analyse issues and implications of education that start with the young child.
• Develop your reflection and analysis of the key elements and debates surrounding the notion of an early years and primary teacher in a range of educational and social contexts.
• Reflect upon a range of theories, philosophies and ideologies about early years and primary education, starting the process of developing your own ideas.
• Ground discussions in your reflection upon both relevant and recent literature in early years and primary education from some historical, national and international perspectives, your experiences and emerging philosophies.
• Explore implications for practice from your reflections upon the contexts and perspectives of a variety of early years and primary settings.
• Analyse the issues surrounding the roles and responsibilities of the early years and primary teacher in relation to your own developing practice.
• Deepen your understanding of the progression in development of the whole child, recognising the experiences up to three years of age and through education into Key Stage 2 and the implications this has for practice.
• Explore, reflect upon and analyse the issues and implications of collaborative engagement with the child’s primary carers and other agencies for the education of the young child.

More information

TE5511 -

Enhanced Curriculum Studies 2 (20 Credits)

In the second year of your degree you will be building upon the opportunities for collaborative and independent learning experienced during the previous year of the programme. The main focus in Year 2 is on developing your subject knowledge, understanding and passion for your chosen subject enhancement area. You will be supported to research and evaluate thinking at the forefront of the discipline within your chosen subject. This will take the form of researching literature, including current government documentation and Ofsted reports and consideration of the curricular requirements within the Early Years Foundation Stage and the National Curriculum at Key Stages 1 and 2. You will reflect upon your learning across the other modules as you apply underpinning concepts and principles of learning to your chosen subject. You will develop the specific subject knowledge for planning, teaching and assessment in your subject enhancement area. The module aims to provide you with collaborative peer-led opportunities to develop a framework of skills, experiences and training, to enable you to communicate your knowledge, understanding and passion for your subject enhancement area, enabling you to teach this subject with confidence.

More information

TE5512 -

Professional Studies 2 (20 Credits)

Throughout this module you will learn to critically reflect upon the role and responsibility of the teacher as a professional including legislation in education related to the child and family which impacts upon the teacher’s role. You will develop your abilities to reflect upon the different discourses including philosophical, ideological and political perspectives across the relevant age phase(s) of education related to learning and teaching and professional related issues. You will synthesise your understanding of, and reflect upon your personal development as a professional related to your experience in educational contexts across the relevant age phase(s) to enable you to move towards meeting the Teachers’ Standards (DfE, 2012) for QTS, via an (ICT based) professional portfolio. You will be able to use the professional body requirements, literature in the field (including inspection and research evidence) and the taught elements of this module in order to analyse the above to develop your personal professional profiles. Ultimately you will develop your understanding of working within a multi-professional context and the complexities of the relevant age phase(s) and the implications for your professional practice with young children.

More information

TE5513 -

Curriculum Studies 2 (7-11) (Strand 4) (40 Credits)

In the second year of your degree you will be building upon the work covered through this strand (in Curriculum Studies 1) during the first year of the programme within the early primary and primary curriculum. The focus in Year 2 is on developing your emerging subject knowledge for planning, teaching and assessment techniques across core and non-core curriculum subjects, as set out in Key Stage Two of the National Curriculum.

Effective planning forms the basis for your study across the core subjects; concentrating upon considering the necessary subject knowledge and creative skills related specifically to the planning and teaching of these subject areas for children in Key Stage Two . In addition to this you will also be able to consider and apply your knowledge and skills to a range of non-core curriculum subjects. You will be introduced to the curriculum across the 7-11 age phase via subject specific and transferable approaches to teaching and learning in core and non-core subjects in order to consider how to plan to meet children’s individual needs in each distinct subject area. You will continue to be audited in each subject area (including early reading and early mathematics) to ensure that your individual needs are catered for.

You will be required to engage with the use of e-based and other learning resources to independently support your subject knowledge development throughout the module which aims to enable you to begin to apply your knowledge, skills, experiences and training, to apply in partnership schools via the Educational Placements 2 module and in the University via a written planning task which offers you the opportunity to practise your emerging knowledge and skills to plan a differentiated sequence of lessons demonstrating clear routes to children’s learning. This is inclusive of subject specific learning opportunities and theoretical underpinning, and acts as the final summative assessment for this module. All of which in turn will help to provide you with a framework of experiences and training, which will help your development along your journey to becoming a confident, enthusiastic and successful teacher.

More information

RV5001 -

Academic Language Skills for Nursing, Midwifery and Health; Social Work, Education and Community Wellbeing (Core – for International and EU students only,0 Credits)

Academic skills when studying away from your home country can differ due to cultural and language differences in teaching and assessment practices. This module is designed to support your transition in the use and practice of technical language and subject specific skills around assessments and teaching provision in your chosen subject. The overall aim of this module is to develop your abilities to read and study effectively for academic purposes; to develop your skills in analysing and using source material in seminars and academic writing and to develop your use and application of language and communications skills to a higher level.

The topics you will cover on the module include:

• Understanding assignment briefs and exam questions.
• Developing academic writing skills, including citation, paraphrasing, and summarising.
• Practising ‘critical reading’ and ‘critical writing’
• Planning and structuring academic assignments (e.g. essays, reports and presentations).
• Avoiding academic misconduct and gaining credit by using academic sources and referencing effectively.
• Listening skills for lectures.
• Speaking in seminar presentations.
• Presenting your ideas
• Giving discipline-related academic presentations, experiencing peer observation, and receiving formative feedback.
• Speed reading techniques.
• Developing self-reflection skills.

More information

TE6669 -

Curriculum Studies 3 (3-7 years) (20 Credits)

In the third year of your degree you will be building upon the work covered during the previous two years of the programme within the Early Primary and Primary curriculum. The focus in Year 3 is on pupil progress and assessment across the across the Early Years Foundation Stage and Key Stage 1 so as to consider progression across the age ranges. In Curriculum Studies 3 you will build upon the study of the specific subject knowledge for planning, teaching and assessment of the core subjects covered within the Early Years Foundation Stage and the National Curriculum at Key Stages 1, developed throughout the Curriculum Studies 2 and Curriculum Studies 1 modules. Here you will focus primarily upon assessment in practice (summative and formative) to inform the cyclical planning, teaching, assessment process of children’s learning in the core subjects across the Earlys Foundation Stage and Key Stage 1.

This module aims to enable you to consolidate your knowledge and provide you with a framework of skills, experiences and training, to apply in Partnership schools via the Educational Placements 3 module and in the University via a written 2500 word assignment, which acts as the final summative assessment for this module. All of which in turn will help you enhance and refine your developing skills to become a confident, enthusiastic and successful teacher.

More information

TE6670 -

Educational Placements 3 (20 Credits)

In this module you will continue to apply your theoretical, pedagogical and subject knowledge in a school based settings. This will take the form of non-assessed placements focussing on the development of specific skills and interventions, and a final sustained assessed placement. During these placements you will have the opportunity to apply your knowledge and understanding and develop your ability to work autonomously and as part of a team in professional school contexts for the relevant age phases of the Early Years Foundation Stage, Key Stages 1 and 2. You will be expected plan, teach, manage, monitor and assess across the appropriate curriculum for the relevant age phases of the Early Years Foundation Stage, Key Stages 1 and 2, initially with appropriate help from experienced professionals but moving towards doing so independently. You will develop valuable skills including the ability to critically reflect, analyse and evaluate your personal and professional understanding and practice in early years and primary educational settings. Through this reflection you will work with your school based mentor to set your own professional targets. You will develop a sound knowledge of curriculum pedagogy in core and foundation subjects, for the relevant age phases 3-7 or 5-11, through operating with increasing independence. This module is designed to enable you to meet the standards and requirements for Qualified Teacher Status.

More information

TE6671 -

Educational Research & Enquiry 3 (40 Credits)

You will:
• Critically explore and analyse the issues and implications of the early and primary teacher’s role for the education of young children.
• Use your knowledge and understanding to articulate your own theories, philosophies and ideologies about early years and primary education and critically analyse the implications of these ideas and beliefs.
• Critically consider present initiatives, by for example government and local authorities, which impact upon early years and primary education.
• Learn how to undertake a small-scale piece of research leading to a dissertation in an aspect of early years or primary education.

More information

TE6672 -

Enhanced Curriculum Studies 3 (20 Credits)

In the third year of your degree you will be building upon the opportunities for collaborative and independent learning experienced during the previous two years of the programme. The main focus in Year 3 is on communicating your knowledge, understanding and passion for your subject enhancement area to others. You will be supported to identify current issues and priorities within your subject. This will take the form of researching literature, including current government documentation and Ofsted reports and critical consideration of the curricular requirements within the Early Years Foundation Stage and the National Curriculum at Key Stages 1 and 2. You will critically reflect upon your learning across the other modules as you identify and evaluate the specific subject knowledge for planning, teaching and assessment in your subject enhancement area and use this knowledge to plan an ‘in service training activity’ for your non-specialist peers to address the issue or priority identified. The module aims to provide you with a framework of skills, experiences and training, to enable you to communicate your knowledge, understanding and passion for your subject enhancement area, which in turn will help you become a confident and enthusiastic teacher and subject leader.

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TE6673 -

Professional Studies 3 (20 Credits)

Throughout this module you will explore professional practice within the context of the Teachers’ Standards (DfE, 2012), you will learn to participate in reflective and critical debate upon issues that impact on your forthcoming role of the primary teacher and as a professional in the 21st Century. We provide opportunities for you to critically reflect upon major issues relating to your own pedagogy with a coherent and flexible understanding of learning and teaching, within your future role as a primary teacher. You will be able to critically reflect upon the role and purpose of government initiatives, legal requirements and responsibilities, other agencies and governing bodies and partnerships with a variety of people including parents, colleagues and other professionals. You will understand the changing nature and complexity of primary educational provision and underpinning policies. You will recognise your personal and professional responsibility for continuing professional development as part of lifelong learning in a profession. As an autonomous professional you will be able to critically reflect upon and analyse your own development to set personal targets for your continued professional development, and recognise your areas of strengths which can contribute to a strong job application. We will help you prepare for the transition into the teaching profession with an opportunity to take part in a mock application process from written application through to a mock interview.

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TE6694 -

Curriculum Studies 3 (7-11) (20 Credits)

In the third year of your degree you will be building upon the work covered during the previous two years of the programme within the Early Primary and Primary curriculum. The focus in Year 3 is on pupil progress and assessment across the across the Key Stage Two so as to consider progression across the age ranges. In Curriculum Studies 3 you will build upon the study of the specific subject knowledge for planning, teaching and assessment of the core subjects covered within the National Curriculum at Key Stages 2, developed throughout the Curriculum Studies 2 and Curriculum Studies 1 modules. Here you will focus primarily upon assessment in practice (summative and formative) to inform the cyclical planning, teaching, assessment process of children’s learning in the core subjects across the Key Stage 2.

This module aims to enable you to consolidate your knowledge and provide you with a framework of skills, experiences and training, to apply in Partnership schools via the Educational Placements 3 module and in the University via a written 2500 word assignment, which acts as the final summative assessment for this module. All of which in turn will help you enhance and refine your developing skills to become a confident, enthusiastic and successful teacher.

More information

Modules

Module information is indicative and is reviewed annually therefore may be subject to change. Applicants will be informed if there are any changes.

RV5001 -

Academic Language Skills for Nursing, Midwifery and Health; Social Work, Education and Community Wellbeing (Core – for International and EU students only,0 Credits)

Academic skills when studying away from your home country can differ due to cultural and language differences in teaching and assessment practices. This module is designed to support your transition in the use and practice of technical language and subject specific skills around assessments and teaching provision in your chosen subject. The overall aim of this module is to develop your abilities to read and study effectively for academic purposes; to develop your skills in analysing and using source material in seminars and academic writing and to develop your use and application of language and communications skills to a higher level.

The topics you will cover on the module include:

• Understanding assignment briefs and exam questions.
• Developing academic writing skills, including citation, paraphrasing, and summarising.
• Practising ‘critical reading’ and ‘critical writing’
• Planning and structuring academic assignments (e.g. essays, reports and presentations).
• Avoiding academic misconduct and gaining credit by using academic sources and referencing effectively.
• Listening skills for lectures.
• Speaking in seminar presentations.
• Presenting your ideas
• Giving discipline-related academic presentations, experiencing peer observation, and receiving formative feedback.
• Speed reading techniques.
• Developing self-reflection skills.

More information

TE0487 -

Curriculum Studies 1 (40 Credits)

In the first year of your degree you will be introduced to subject knowledge for planning, teaching and learning across the core and non-core curriculum subjects, as set out in the National Curriculum and prime and specific areas of learning, as set out by the Early Years Foundation Stage.

You will be able to study each subject; gaining knowledge and understanding of the teaching and learning relating to these subjects with young children across the 3-7 and 7-11 age phases. You will be introduced to the curriculum and approaches in; English, Mathematics, Science, Computing, Physical Education, Art and Design, Music, History, Geography, Design and Technology and Religious Education as well as aspects of Personal, Social and Emotional Development. You will study each of the subjects as a discrete subject, which supports you in developing insights into the uniqueness of each of the subjects and the contribution each makes to the education of the whole child. You will also develop some insights into subject specific applications, pedagogy and integrated learning, which is explored further in Curriculum Studies 2, throughout year 2 of your programme.

You will carry out a personal skills audit in each subject area (including Early Reading and Early Mathematics) to ensure that your individual needs are catered for and throughout the module you will be required to engage with the use of e-based and other learning resources to support your subject knowledge development. You will be required to utilise this subject knowledge across your placement opportunities throughout the year in Educational Placements 1, and in University via a poster presentation, a ‘learning mind-map’ which explores the potential learning opportunities drawn from a children’s book in either age phase (3-7 or 7-11). This is inclusive of subject specific learning opportunities and theoretical underpinning, and acts as the final summative assessment for this module. All of which in turn will help to provide you with a framework of experiences and training, which will help your development along your journey to becoming a confident, enthusiastic and successful teacher.

More information

TE0488 -

Educational Placements 1 (20 Credits)

In this module you will begin to apply your theoretical, pedagogical and subject knowledge, gained through engagement in university based lectures, seminars and workshops, in school based settings. This will take the form of a non-assessed serial placement of one or two days a week across the whole year. You will focus on the development of specific skills and interventions, with individual children, small groups and on occasions with whole classes. During these placement days you will have the opportunity to apply your knowledge and understanding and develop your ability to work autonomously and as part of a team in professional school contexts for the relevant age phases of the Early Years Foundation Stage, Key Stages 1 and 2. You will begin to plan, teach and manage children’s learning across the appropriate curriculum for the relevant age phases of the Early Years Foundation Stage, Key Stages 1 and 2, with appropriate support from experienced professionals. You will develop valuable skills including the ability to reflect upon your practice and make links between the theoretical aspects of the programme practice in early years and primary educational settings. Through this reflection you will begin to set yourself appropriate professional targets. You will begin to develop a sound knowledge of curriculum pedagogy in core and foundation subjects, for the relevant age phases, through supporting experienced teachers and carrying out set tasks independently. This module is designed to enable you to begin to gain an understanding of, and begin to gather evidence towards the standards and requirements for qualified teacher status.

More information

TE0489 -

Educational Research & Enquiry 1 (20 Credits)

You will:
• Be introduced to a range of theories, philosophies and ideologies about early primary and primary education and also literature in the field.
• Examine child development theories and the implications for early primary and primary practice.
• Consider progression across the early primary and primary age range taking into account developmental theories and issues related to special educational needs and equal opportunities for young children.
• Consider national documents for curriculum with particular reference to the Early Years Foundation Stage and the National Curriculum.
• Consider pedagogic approaches and strategies which involve; integrated approaches, planned adult intervention, play and creating learning environments including the use of ICT.
• Consider roles and responsibilities of other agencies involved in the care of young children.
• Consider the enhancement of learning opportunities for young children through the planned management and partnership with parents/carers and other adults in early years and primary settings.

More information

TE0490 -

Enhanced Curriculum Studies 1 (20 Credits)

In the first year of your degree you will be introduced to the core concepts and principles relating to all of the subject enhancement areas. The main focus in Year 1 is on developing your broad subject and pedagogical knowledge across all of the subject enhancement areas and to develop the qualities and transferrable skills to engae effectively in collaborative group work. The module offers a range of supported experiences of education beyond the classroom primarily in the form of a week of collaborative learning within the Tyne and Wear Archives and Museums. You will be supported to research and evaluate your experiences in the light of researching literature, including current government documentation and Ofsted reports and consideration of the curricular requirements within the Early Years Foundation Stage and the National Curriculum at Key Stages 1 and 2. The module will provide you with collaborative peer-led opportunities to develop skills and understanding to inform your wider teaching. However its primary aim is to provide you with a broad and balanced experience of subjects beyond the ‘core’ to enable you to make an informed decision about the subject you will chose as your enhancement subject for Years 2 and 3 of this module.

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TE0491 -

Professional Studies (20 Credits)

You will learn about the key issues, policies, agendas and legislation that impact upon the roles and responsibilities of the reflective teacher as you work towards your employment in education. You will explore professional practice in the following themes:
• Your professional expectations and responsibilities within the Teacher’s Standards (DfE, 2012)
• The needs of children with Special Educational Needs and Disabilities
• How to successfully manage behaviour
• The needs of children with English as an Additional Language
• Examine issues related to diversity and inclusion
• Examine issues of ensuring Safeguarding procedures with young children

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RV5001 -

Academic Language Skills for Nursing, Midwifery and Health; Social Work, Education and Community Wellbeing (Core – for International and EU students only,0 Credits)

Academic skills when studying away from your home country can differ due to cultural and language differences in teaching and assessment practices. This module is designed to support your transition in the use and practice of technical language and subject specific skills around assessments and teaching provision in your chosen subject. The overall aim of this module is to develop your abilities to read and study effectively for academic purposes; to develop your skills in analysing and using source material in seminars and academic writing and to develop your use and application of language and communications skills to a higher level.

The topics you will cover on the module include:

• Understanding assignment briefs and exam questions.
• Developing academic writing skills, including citation, paraphrasing, and summarising.
• Practising ‘critical reading’ and ‘critical writing’
• Planning and structuring academic assignments (e.g. essays, reports and presentations).
• Avoiding academic misconduct and gaining credit by using academic sources and referencing effectively.
• Listening skills for lectures.
• Speaking in seminar presentations.
• Presenting your ideas
• Giving discipline-related academic presentations, experiencing peer observation, and receiving formative feedback.
• Speed reading techniques.
• Developing self-reflection skills.

More information

TE5508 -

Curriculum Studies 2 (3-7 years) (40 Credits)

In the second year of your degree you will be building upon the work covered through this strand (in Curriculum Studies 1) during the first year of the programme within the early primary and primary curriculum. The focus in Year 2 is on developing your emerging subject knowledge for planning, teaching and assessment techniques across core and non-core curriculum subjects, as set out in key Stage One of the National Curriculum and the Areas of Learning in the Early Years Foundation Stage.

Effective planning forms the basis for your study across the core subjects; concentrating upon considering the necessary subject knowledge and creative skills related specifically to the planning and teaching of these subject areas for children in Foundation Stage or Key Stage One. In addition to this you will also be able to consider and apply your knowledge and skills to a range of non-core curriculum subjects. You will be introduced to the curriculum across the 3-7 age phases via subject specific and transferable approaches to teaching and learning in core and non-core subjects in order to consider how to plan to meet children’s individual needs in each distinct subject area. You will continue to be audited in each subject area (including early reading and early mathematics) to ensure that your individual needs are catered for.

You will be required to engage with the use of e-based and other learning resources to independently support your subject knowledge development throughout the module which aims to enable you to begin to apply your knowledge, skills, experiences and training, to apply in partnership schools via the Educational Placements 2 module and in the University via a written planning task which offers you the opportunity to practise your emerging knowledge and skills to plan a differentiated sequence of lessons demonstrating clear routes to children’s learning. This is inclusive of subject specific learning opportunities and theoretical underpinning, and acts as the final summative assessment for this module. All of which in turn will help to provide you with a framework of experiences and training, which will help your development along your journey to becoming a confident, enthusiastic and successful teacher.

More information

TE5509 -

Educational Placements 2 (20 Credits)

In this module you will continue to apply your theoretical, pedagogical and subject knowledge in a school based settings. This will take the form of non-assessed placements focussing on the development of specific skills and interventions, and a sustained assessed placement. During these placements you will have the opportunity to apply your knowledge and understanding and develop your ability to work autonomously and as part of a team in professional school contexts for the relevant age phases of the Early Years Foundation Stage, Key Stages 1 and 2. You will be expected plan, teach, manage, monitor and assess across the appropriate curriculum for the relevant age phases of Early Years Foundation Stage, Key Stages 1 and 2, initially with appropriate help from experienced professionals but moving towards doing so independently. You will develop valuable skills including the ability to critically reflect, analyse and evaluate your personal and professional understanding and practice in early years and primary educational settings. Through this reflection you will work with your school based mentor to set your own professional targets. You will develop a sound knowledge of curriculum pedagogy in core and foundation subjects, for the relevant age phases 3-7 or 7-11, through operating with increasing independence. This module is designed to enable you to meet the standards and requirements for Qualified Teacher Status.

More information

TE5510 -

Educational Research & Enquiry 2 (20 Credits)

You will:
• Explore, reflect upon and analyse issues and implications of education that start with the young child.
• Develop your reflection and analysis of the key elements and debates surrounding the notion of an early years and primary teacher in a range of educational and social contexts.
• Reflect upon a range of theories, philosophies and ideologies about early years and primary education, starting the process of developing your own ideas.
• Ground discussions in your reflection upon both relevant and recent literature in early years and primary education from some historical, national and international perspectives, your experiences and emerging philosophies.
• Explore implications for practice from your reflections upon the contexts and perspectives of a variety of early years and primary settings.
• Analyse the issues surrounding the roles and responsibilities of the early years and primary teacher in relation to your own developing practice.
• Deepen your understanding of the progression in development of the whole child, recognising the experiences up to three years of age and through education into Key Stage 2 and the implications this has for practice.
• Explore, reflect upon and analyse the issues and implications of collaborative engagement with the child’s primary carers and other agencies for the education of the young child.

More information

TE5511 -

Enhanced Curriculum Studies 2 (20 Credits)

In the second year of your degree you will be building upon the opportunities for collaborative and independent learning experienced during the previous year of the programme. The main focus in Year 2 is on developing your subject knowledge, understanding and passion for your chosen subject enhancement area. You will be supported to research and evaluate thinking at the forefront of the discipline within your chosen subject. This will take the form of researching literature, including current government documentation and Ofsted reports and consideration of the curricular requirements within the Early Years Foundation Stage and the National Curriculum at Key Stages 1 and 2. You will reflect upon your learning across the other modules as you apply underpinning concepts and principles of learning to your chosen subject. You will develop the specific subject knowledge for planning, teaching and assessment in your subject enhancement area. The module aims to provide you with collaborative peer-led opportunities to develop a framework of skills, experiences and training, to enable you to communicate your knowledge, understanding and passion for your subject enhancement area, enabling you to teach this subject with confidence.

More information

TE5512 -

Professional Studies 2 (20 Credits)

Throughout this module you will learn to critically reflect upon the role and responsibility of the teacher as a professional including legislation in education related to the child and family which impacts upon the teacher’s role. You will develop your abilities to reflect upon the different discourses including philosophical, ideological and political perspectives across the relevant age phase(s) of education related to learning and teaching and professional related issues. You will synthesise your understanding of, and reflect upon your personal development as a professional related to your experience in educational contexts across the relevant age phase(s) to enable you to move towards meeting the Teachers’ Standards (DfE, 2012) for QTS, via an (ICT based) professional portfolio. You will be able to use the professional body requirements, literature in the field (including inspection and research evidence) and the taught elements of this module in order to analyse the above to develop your personal professional profiles. Ultimately you will develop your understanding of working within a multi-professional context and the complexities of the relevant age phase(s) and the implications for your professional practice with young children.

More information

TE5513 -

Curriculum Studies 2 (7-11) (Strand 4) (40 Credits)

In the second year of your degree you will be building upon the work covered through this strand (in Curriculum Studies 1) during the first year of the programme within the early primary and primary curriculum. The focus in Year 2 is on developing your emerging subject knowledge for planning, teaching and assessment techniques across core and non-core curriculum subjects, as set out in Key Stage Two of the National Curriculum.

Effective planning forms the basis for your study across the core subjects; concentrating upon considering the necessary subject knowledge and creative skills related specifically to the planning and teaching of these subject areas for children in Key Stage Two . In addition to this you will also be able to consider and apply your knowledge and skills to a range of non-core curriculum subjects. You will be introduced to the curriculum across the 7-11 age phase via subject specific and transferable approaches to teaching and learning in core and non-core subjects in order to consider how to plan to meet children’s individual needs in each distinct subject area. You will continue to be audited in each subject area (including early reading and early mathematics) to ensure that your individual needs are catered for.

You will be required to engage with the use of e-based and other learning resources to independently support your subject knowledge development throughout the module which aims to enable you to begin to apply your knowledge, skills, experiences and training, to apply in partnership schools via the Educational Placements 2 module and in the University via a written planning task which offers you the opportunity to practise your emerging knowledge and skills to plan a differentiated sequence of lessons demonstrating clear routes to children’s learning. This is inclusive of subject specific learning opportunities and theoretical underpinning, and acts as the final summative assessment for this module. All of which in turn will help to provide you with a framework of experiences and training, which will help your development along your journey to becoming a confident, enthusiastic and successful teacher.

More information

RV5001 -

Academic Language Skills for Nursing, Midwifery and Health; Social Work, Education and Community Wellbeing (Core – for International and EU students only,0 Credits)

Academic skills when studying away from your home country can differ due to cultural and language differences in teaching and assessment practices. This module is designed to support your transition in the use and practice of technical language and subject specific skills around assessments and teaching provision in your chosen subject. The overall aim of this module is to develop your abilities to read and study effectively for academic purposes; to develop your skills in analysing and using source material in seminars and academic writing and to develop your use and application of language and communications skills to a higher level.

The topics you will cover on the module include:

• Understanding assignment briefs and exam questions.
• Developing academic writing skills, including citation, paraphrasing, and summarising.
• Practising ‘critical reading’ and ‘critical writing’
• Planning and structuring academic assignments (e.g. essays, reports and presentations).
• Avoiding academic misconduct and gaining credit by using academic sources and referencing effectively.
• Listening skills for lectures.
• Speaking in seminar presentations.
• Presenting your ideas
• Giving discipline-related academic presentations, experiencing peer observation, and receiving formative feedback.
• Speed reading techniques.
• Developing self-reflection skills.

More information

TE6669 -

Curriculum Studies 3 (3-7 years) (20 Credits)

In the third year of your degree you will be building upon the work covered during the previous two years of the programme within the Early Primary and Primary curriculum. The focus in Year 3 is on pupil progress and assessment across the across the Early Years Foundation Stage and Key Stage 1 so as to consider progression across the age ranges. In Curriculum Studies 3 you will build upon the study of the specific subject knowledge for planning, teaching and assessment of the core subjects covered within the Early Years Foundation Stage and the National Curriculum at Key Stages 1, developed throughout the Curriculum Studies 2 and Curriculum Studies 1 modules. Here you will focus primarily upon assessment in practice (summative and formative) to inform the cyclical planning, teaching, assessment process of children’s learning in the core subjects across the Earlys Foundation Stage and Key Stage 1.

This module aims to enable you to consolidate your knowledge and provide you with a framework of skills, experiences and training, to apply in Partnership schools via the Educational Placements 3 module and in the University via a written 2500 word assignment, which acts as the final summative assessment for this module. All of which in turn will help you enhance and refine your developing skills to become a confident, enthusiastic and successful teacher.

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TE6670 -

Educational Placements 3 (20 Credits)

In this module you will continue to apply your theoretical, pedagogical and subject knowledge in a school based settings. This will take the form of non-assessed placements focussing on the development of specific skills and interventions, and a final sustained assessed placement. During these placements you will have the opportunity to apply your knowledge and understanding and develop your ability to work autonomously and as part of a team in professional school contexts for the relevant age phases of the Early Years Foundation Stage, Key Stages 1 and 2. You will be expected plan, teach, manage, monitor and assess across the appropriate curriculum for the relevant age phases of the Early Years Foundation Stage, Key Stages 1 and 2, initially with appropriate help from experienced professionals but moving towards doing so independently. You will develop valuable skills including the ability to critically reflect, analyse and evaluate your personal and professional understanding and practice in early years and primary educational settings. Through this reflection you will work with your school based mentor to set your own professional targets. You will develop a sound knowledge of curriculum pedagogy in core and foundation subjects, for the relevant age phases 3-7 or 5-11, through operating with increasing independence. This module is designed to enable you to meet the standards and requirements for Qualified Teacher Status.

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TE6671 -

Educational Research & Enquiry 3 (40 Credits)

You will:
• Critically explore and analyse the issues and implications of the early and primary teacher’s role for the education of young children.
• Use your knowledge and understanding to articulate your own theories, philosophies and ideologies about early years and primary education and critically analyse the implications of these ideas and beliefs.
• Critically consider present initiatives, by for example government and local authorities, which impact upon early years and primary education.
• Learn how to undertake a small-scale piece of research leading to a dissertation in an aspect of early years or primary education.

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TE6672 -

Enhanced Curriculum Studies 3 (20 Credits)

In the third year of your degree you will be building upon the opportunities for collaborative and independent learning experienced during the previous two years of the programme. The main focus in Year 3 is on communicating your knowledge, understanding and passion for your subject enhancement area to others. You will be supported to identify current issues and priorities within your subject. This will take the form of researching literature, including current government documentation and Ofsted reports and critical consideration of the curricular requirements within the Early Years Foundation Stage and the National Curriculum at Key Stages 1 and 2. You will critically reflect upon your learning across the other modules as you identify and evaluate the specific subject knowledge for planning, teaching and assessment in your subject enhancement area and use this knowledge to plan an ‘in service training activity’ for your non-specialist peers to address the issue or priority identified. The module aims to provide you with a framework of skills, experiences and training, to enable you to communicate your knowledge, understanding and passion for your subject enhancement area, which in turn will help you become a confident and enthusiastic teacher and subject leader.

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TE6673 -

Professional Studies 3 (20 Credits)

Throughout this module you will explore professional practice within the context of the Teachers’ Standards (DfE, 2012), you will learn to participate in reflective and critical debate upon issues that impact on your forthcoming role of the primary teacher and as a professional in the 21st Century. We provide opportunities for you to critically reflect upon major issues relating to your own pedagogy with a coherent and flexible understanding of learning and teaching, within your future role as a primary teacher. You will be able to critically reflect upon the role and purpose of government initiatives, legal requirements and responsibilities, other agencies and governing bodies and partnerships with a variety of people including parents, colleagues and other professionals. You will understand the changing nature and complexity of primary educational provision and underpinning policies. You will recognise your personal and professional responsibility for continuing professional development as part of lifelong learning in a profession. As an autonomous professional you will be able to critically reflect upon and analyse your own development to set personal targets for your continued professional development, and recognise your areas of strengths which can contribute to a strong job application. We will help you prepare for the transition into the teaching profession with an opportunity to take part in a mock application process from written application through to a mock interview.

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TE6694 -

Curriculum Studies 3 (7-11) (20 Credits)

In the third year of your degree you will be building upon the work covered during the previous two years of the programme within the Early Primary and Primary curriculum. The focus in Year 3 is on pupil progress and assessment across the across the Key Stage Two so as to consider progression across the age ranges. In Curriculum Studies 3 you will build upon the study of the specific subject knowledge for planning, teaching and assessment of the core subjects covered within the National Curriculum at Key Stages 2, developed throughout the Curriculum Studies 2 and Curriculum Studies 1 modules. Here you will focus primarily upon assessment in practice (summative and formative) to inform the cyclical planning, teaching, assessment process of children’s learning in the core subjects across the Key Stage 2.

This module aims to enable you to consolidate your knowledge and provide you with a framework of skills, experiences and training, to apply in Partnership schools via the Educational Placements 3 module and in the University via a written 2500 word assignment, which acts as the final summative assessment for this module. All of which in turn will help you enhance and refine your developing skills to become a confident, enthusiastic and successful teacher.

More information

To start your application, simply select the month you would like to start your course.

Primary Education BA (Hons)

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