PGCE Primary (QTS)

Course length: 1 year full-time

Overview

Newman offers you two routes through the Primary PGCE course: ages 3-7 or 5-11.

These PGCE Primary routes focus on the study of teaching in all National Curriculum subjects, with emphasis on English, maths, science and ICT. The Primary Foundation Stage/Key Stage 1 course (3-7) includes a specialist study of the early years foundation stage curriculum and the distinctive pedagogies encountered in reception/nursery classrooms and children’s centres. For both routes school placements will be completed in relevant age phases, including nursery and reception classes for students on the 3-7 age range course.

Whichever route you take, you will learn the principles of curriculum design and delivery, and theories of learning and teaching, alongside developing practical insights and skills in the effective teaching and assessment of young children. The course is designed to enable you to meet the requirements for qualified teacher status (QTS).

The programme is approximately 38 weeks long with at least 24 of those weeks in schools. You will attend taught sessions at Newman and/or partner schools which will provide you with a thorough understanding of education theory that you will be able to apply in the classroom.

The course will provide you with key skills such as behaviour management while preparing you to teach the national curriculum. The content brings together latest research findings with current school policies and practices. Emphasis is placed on systematic synthetic phonics (as a key strategy within early reading pedagogy), children’s mathematical development and scientific enquiry. The key characteristics of each primary subject area are studied along with cross-curricular links and topics.

The courses will provide you with a balance of general classroom practice and specialist understanding. You will study two modules at masters level which will provide a firm foundation for future continuous professional development leading to a masters degree.

The PGCE Primary Partnership

Newman’s Primary PGCE courses offer you strong partnerships with Teaching School Alliances and primary schools in the West Midlands. You will be taught by qualified practitioners who are able to link different perspectives of primary teaching to the development of your practical skills in the classroom. Tutors are involved in both Newman based training and in supporting the professional development of students in Teaching School Alliances and partnership schools. Teachers are involved in the construction of courses and the supervision of school experience and in teaching students how to make effective, critical and reflective evaluations of their work.

School Based Learning

School-based learning is central to the PGCE programme and will be a feature of all three terms of your PGCE year. You undertake placements in at least two primary schools providing opportunities to observe and practise a range of methods and approaches. School-based learning includes observation of experienced teachers, a structured programme of group and whole class teaching and a series of directed activities to explore wider school issues.

Special Features

• You are taught by staff who have extensive experience of classroom teaching

• To enable you to teach in Catholic schools you will have the option to study for the Catholic Certificate in Religious Studies (CCRS)

"Assessment of the PGCE Primary programme combines course assignments and professional practice in two schools. Both are methods which suit the needs of the course and they compare well with other similar courses elsewhere."
External Examiner

Entry requirements

A good Honours degree or a recognised equivalent, preferably BA or BSc Second Class or above in one of the core subjects or Early Years.

GCSEs (or in exceptional circumstances their equivalent) in  English Language, Mathematics and Science at grade 4 (grade C previously) or above on application.

Recent and relevant work experience in a British state primary school is required prior to interview. We expect that you would have a minimum of 10 days experience in a primary school setting, however the majority of applicants will have much more than this. The quality and variety of your personal statement is an important factor in the decision to call you to interview. Candidates must attend an interview and sit literacy and numeracy tests at Newman University.

Passing the National Skills Tests for Literacy and Numeracy, together with obtaining a Disclosure and Barring (DBS) clearance and meeting the requirements for Fitness to Teach is also required.

For full entry requirements please see our admission requirements page.

Fees

2017/18: £9,250*

* From 2018/19 tuition fees may rise in line with inflation.

Finance and Bursaries Information

Primary PGCE course: ages 3-7


Year 1 modules


ENQUIRY BASED LEARNING IN THE EARLY YEARS (LEVEL 7)


MODULE TITLE : ENQUIRY BASED LEARNING IN THE EARLY YEARS (LEVEL 7)

MODULE CODE : PG723P


MODULE SUMMARY :

This module is designed to encourage students to deal individually with complex issues both systematically and creatively and make sound judgements. Students will also be expected to communicate their conclusions clearly to specialist and non-specialist audiences. Students will demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks as they consolidate their understanding of their focus area and formulate their own routes to learning determining their own levels of enquiry. This module will facilitate students in advancing their knowledge and understanding of their chosen research area and to develop new skills to a high level. Consequently, the module will promote the qualities and transferable skills necessary for employment, the exercise of initiative and personal responsibility decision-making in complex and unpredictable situations and the independent learning ability required for continuing professional development.

CONTACT HOURS :

Scheduled : 24.00
Independent : 114.00
Placement :
Total :  138.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Provide students with a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights based upon their chosen area of professional practice
  • Develop a comprehensive understanding of techniques applicable to their own research
  • Illustrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline
  • Evaluate critically current research and advanced scholarship in the discipline.

 

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate critical reflection when identifying main characteristics of some of the specific approaches to teaching and learning within early years education
  • Engage in professional and academic research accessing and analysing theoretical and practical based evidence recognising how this impacts upon early years education
  • Critically reflect and communicate research findings from lines of enquiry in order to develop professional practice
  • Analyse the significance of research in developing and enhancing critical knowledge, understanding and professional development in the chosen area of early years research
  • Reflect critically on themselves as learners and teachers, analyse strengths and needs and set targets for continued development
  • Demonstrate a systematic understanding and critical awareness of aspects of pedagogy and ability to offer new insights into an area of professional practice
  • Produce a shared digital asset or output in collaboration with others as part of an assessed activity.

 

METHOD OF ASSESSMENT :

Component 1 - 50% Electronic Presentation (10-15 minutes)

Component 2 - 50% Critical Analysis (2500 words)

CORE CONTENT FOR ITT: SUBJECT KNOWLEDGE AND PROFESSIONAL PRACTICE FOR TEACHING


MODULE TITLE : CORE CONTENT FOR ITT: SUBJECT KNOWLEDGE AND PROFESSIONAL PRACTICE FOR TEACHING

MODULE CODE : PGP603


MODULE SUMMARY :

This ‘module’ enables students to develop their knowledge and skills in order to demonstrate that they meet the Teachers’ Standards (DfE 2012) for the award of QTS. Delivery of this non-credit bearing module is designed to support teaching placements where the skills and knowledge are both developed and demonstrated. The intended outcomes of this module are successful in demonstrating that they meet the teachers’ standards. Evidence of meeting the outcomes of this module will be demonstrated through an e-portfolio that contains a professional journal and professional development record and evidence of how the teachers’ standards have been met. 

CONTACT HOURS :

Scheduled : 120.00
Independent :
Placement :
Total :  120.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

Develop students’ understanding and knowledge of effective professional practice in the following teachers’ standards:

 

  1. Set high expectations which inspire, motivate and challenge pupils
  • establish a safe and stimulating environment for pupils, rooted in mutual respect

  • set goals that stretch and challenge pupils of all backgrounds, abilities and   dispositions

  • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

     

  1.  Promote good progress and outcomes by pupils
  • be accountable for pupils’ attainment, progress and outcomes

  • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

  • guide pupils to reflect on the progress they have made and their emerging needs

  • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

  • encourage pupils to take a responsible and conscientious attitude to their own work and study.

     

  1. Demonstrate good subject and curriculum knowledge
  • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

  • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

  • demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

     

  1.  Plan and teach well-structured lessons
  • impart knowledge and develop understanding through effective use of lesson time

  • promote a love of learning and children’s intellectual curiosity

  • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

  • reflect systematically on the effectiveness of lessons and approaches to teaching

  • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

     

  1.  Adapt teaching to respond to the strengths and needs of all pupils
  • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

  • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

  • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

  • have a clear understanding

  • of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

     

  1.  Make accurate and productive use of assessment
  • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

  • make use of formative and summative assessment to secure pupils’ progress

  • use relevant data to monitor progress, set targets, and plan subsequent lessons

  • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

     

  1.  Manage behaviour effectively to ensure a good and safe learning environment
  • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

  • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

  • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

  • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

     

  1.  Fulfil wider professional responsibilities
  • make a positive contribution to the wider life and ethos of the school

  • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

  • deploy support staff effectively

  • take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

  • communicate effectively with parents with regard to pupils’ achievements and well-being.

     

    Part two: Personal and professional conduct

     

    A teacher is expected to demonstrate consistently high standards of personal and professional conduct.  The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

     

  • Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

 

  • treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

  • having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

  • showing tolerance of and respect for the rights of others

  • not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

  • ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

 

  • Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

 

  • Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

Demonstrate a critical understanding of subject pedagogy and professional practice in all the teachers’ standards. This will be achieved through the following learning opportunities:

 

  • Professional practice study examining aspects of professional practice that are common to all teachers in primary and early years settings, focussing in particular on current school improvement priorities including: safeguarding pupils; child protection, tackling extremism and e-safety; supporting underperforming pupils and stretching the most able; teaching children identified as having a Special Educational Need or Disability; planning; assessment; supporting children who are bilingual.

     

  • Practical sessions that explore subject knowledge for teaching and subject specific pedagogies. Understanding the contribution that each subject/area of earning makes to the development of the child; problematic areas of subject knowledge, planning well-structured lessons; assessing progress in subject learning and differentiating progress in the subject are all examined through practical engagement with developing both subject knowledge and teaching strategies.

     

  • Thematic days developing trainees understanding of systematic synthetic phonics

     

  • Thematic days developing trainees awareness of enrichment through the primary curriculum

     

  • Tutorials that support engagement with the professional expectations of the course.

     

  • An e-portfolio will enable students to develop self-reflection skills and to track their progress and set meaningful and achievable learning goals toward evidencing the teachers’ standards.

     

METHOD OF ASSESSMENT :

No information available.

PROCESSES, APPLICATION AND INFLUENCE OF ASSESSMENT PRACTICES ON TEACHING AND LEARNING (LEVEL 7)


MODULE TITLE : PROCESSES, APPLICATION AND INFLUENCE OF ASSESSMENT PRACTICES ON TEACHING AND LEARNING (LEVEL 7)

MODULE CODE : PGP702


MODULE SUMMARY :

The module provides students with the opportunity to extend and enhance their knowledge and understanding of assessment in Primary Education. The module will enable students to develop their knowledge and understanding of the range, purpose and impact of assessment throughout the primary curriculum. At the same time they will investigate and critically analyse methods, application and the influence of assessment practices on teaching and learning in Primary Education. Students will critically engage with the development of assessment, current policy, including Statutory requirements, and how international, national and school priorities impact upon classroom practice. The module also considers current trends and issues within the primary National Curriculum in England.

CONTACT HOURS :

Scheduled : 86.00
Independent : 114.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Extend and deepen knowledge and understanding of assessment practices in Primary Education

  • Investigate and critically analyse methods and application of assessment practices in Primary Education

  • Systematically review and analyse current policy and Statutory requirements for assessment in Primary Education

  • Critically engage with international, national and school priorities which impact upon assessment

  • Critically engage with and analyse current practices and trends in assessment

  • Critically review, analyse and evaluate resources available to support assessment in Primary Education.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate a critical understanding of how assessment impacts upon teaching and learning

  • Investigate and critically analyse methods, application and the influence of assessment practices on teaching and learning in Primary Education

  • Critically reflect on and develop a deeper understanding of assessment in Primary Education demonstrating an awareness of  the influence of  international, national and school priorities

  • Systematically review and analyse current policy, practice, trends and Statutory requirements for assessment in Primary Education

  • Demonstrate a critical understanding of resources required to enable effective and appropriate assessment practices which support pupil progress.

METHOD OF ASSESSMENT :

Component 1 - 100% Portfolio of Tasks (4000 words)

PROFESSIONAL DEVELOPMENT: BUILDING ON STRENGTHS


MODULE TITLE : PROFESSIONAL DEVELOPMENT: BUILDING ON STRENGTHS

MODULE CODE : PXP601


MODULE SUMMARY :

This module allows trainees working towards Qualified Teacher Status (QTS), to develop, practise and begin their professional competences as a primary teacher, through work in schools/classroom settings over a seven week placement. It is organised so that in successive modules the trainees will take increasing responsibility for teaching pupils and fulfil the duties expected of a qualified teacher. During the first School Experience trainees will have the opportunity, supported by School Based Tutors, Class teachers/subject leaders and Partnership Tutors (Partnership Staff), to develop the qualities and skills necessary to teach, manage pupils, monitor their learning and reflect upon and evaluate their developing knowledge, understanding and skills, setting targets for continued development and practice. 

The university based learning includes a structured programme of sessions to deliver outstanding research-based pedagogy in each of the core and foundation subjects of the National Curriculum.

CONTACT HOURS :

Scheduled : 2.00
Independent :
Placement : 320.00
Total :  322.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable trainees working towards the award of qualifies teacher status (QTS) to      meet and demonstrate appropriate practice-based standards based on the Teaching Agency Standards: Teachers’ Standards (2012)
  • Enable trainees to make the transition from observing and supporting lessons to independently planning and delivering lessons
  • Enable trainees to access school-based learning; including observation, small group and whole class teaching. This will support trainees developing a range of professional skills and competences. This professional role is premised upon commitment to equal opportunities
  • Provide trainees with a structured programme and  supportive environment which will enable them to observe, develop and practise a range of professional skills and competences, to encourage and develop their own professional values and judgement
  • Relate professional practice to the structured programme of school-based and  university-based learning
  • Build upon trainees strengths and competencies evidenced at application and interview to support effective delivery of learning activities to individuals, groups and classes

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Begin to demonstrate knowledge and understanding of the statutory curriculum requirements and non-statutory guidance for the age range in which they are teaching including the place of systematic synthetic phonics within the teaching of reading across the full breadth of the curriculum.
  • Begin to demonstrate knowledge and understanding of curriculum content for the age range, in which they are teaching, including the foundation subjects, religious education and, where appropriate, their specialist subject.
  • Begin to evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties.
  • Begin to demonstrate understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, organisation, assessment and evaluation for the effective learning.
  • Begin to critically reflect upon the quality of their teaching and its impact upon learners and use this information to inform future practice.
  • Begin to demonstrate effective differentiation of teaching to meet learner needs through appropriate planning, preparation, learning outcomes, activities, a range of teaching strategies, assessment and evaluation.
  • Create and maintain a purposeful and orderly learning environment within a classroom.
  • Develop effective working relationship with pupils, adults and other professionals.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - School Experience Assessment

PROFESSIONAL DEVELOPMENT: DEVELOPING SKILLS IN AN ALTERNATIVE SETTING


MODULE TITLE : PROFESSIONAL DEVELOPMENT: DEVELOPING SKILLS IN AN ALTERNATIVE SETTING

MODULE CODE : PXP602


MODULE SUMMARY :

This module allows trainees working towards the Qualified Teacher Status (QTS), to extend issues related to professional development and experience through work in schools/classroom settings over a seven week placement in an alternative Key Stage.  This second professional development and experience module will enable students to take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. During the School Experience they will have the opportunity, supported by specialists where appropriate, to demonstrate the qualities and skills necessary to teach and manage pupils, monitor their learning and reflect upon and evaluate their knowledge, understanding and skills, and set targets for continued development. 

The university based learning includes a structured programme of sessions to deliver outstanding research-based pedagogy in each of the core and foundation subjects of the National Curriculum.

CONTACT HOURS :

Scheduled : 2.00
Independent :
Placement : 320.00
Total :  322.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable students to meet, demonstrate and achieve appropriate practice-based statements of attainment based on Teaching Agency: Teachers’ Standards (2012)
  • Enable trainees to gain professional experience in an appropriate school based settings, which will provide an appropriate environment, and will enable them to observe, develop and practise a range of professional skills and competences, within which to develop their own professional values and judgement. This professional role is premised upon commitment to equal opportunities
  • Provide trainees with a structured programme of taught input to consolidate and extend knowledge and understanding of professional development and experience
  • Enable trainees to apply their first school experience placement standards and expectations in an alternative age-phase and build upon these
  • Enable trainee to make the transition from observing and supporting lessons to  planning and delivering lessons
  • Enable trainees to demonstrate a range of behaviour management strategies, which they are increasingly able to apply effectively and appropriately

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate effective knowledge and understanding of the statutory curriculum requirements and non-statutory guidance for the age range in which they are teaching, including the core curriculum, foundation stage subjects, religious education and, where appropriate, their specialist subject/language.
  • Demonstrate effective knowledge and understanding of the teaching of reading across the full breath of the curriculum, including the place of systematic synthetic phonics.
  • Demonstrate effective knowledge and understanding of the teaching of early mathematics across the full breadth of the curriculum.
  • Evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties.
  • Demonstrate effective understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, organisation, assessment, monitoring and recording of pupil progress for effective learning of every child.
  • Critically reflect upon the quality of their teaching and its impact upon learners and use this information to inform future practice.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - School Experience

PROFESSIONAL DEVELOPMENT: FINAL PROFESSIONAL DEVELOPMENT AND EXPERIENCE


MODULE TITLE : PROFESSIONAL DEVELOPMENT: FINAL PROFESSIONAL DEVELOPMENT AND EXPERIENCE

MODULE CODE : PXP603


MODULE SUMMARY :

This module allows trainees working towards the Qualified Teacher Status (QTS), to extend issues related to professional development and experience through work in schools/classroom settings over an eight week placement.  This final professional development and experience module will enable students to take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. During the School Experience they will have the opportunity, supported by specialists where appropriate, to demonstrate the qualities and skills necessary to teach and manage pupils, monitor their learning and reflect upon and evaluate their knowledge, understanding and skills, and set targets for continued professional development and their Induction year. 

The university based learning includes a structured programme of sessions to deliver outstanding research-based pedagogy in each of the core and foundation subjects of the National Curriculum.

CONTACT HOURS :

Scheduled : 2.00
Independent :
Placement : 380.00
Total :  382.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable students to meet, demonstrate and fully achieve appropriate practice-based statements of attainment based on Teaching Agency: Teachers’ Standards (2012)
  • Enable trainees to gain professional experience in an appropriate school based settings, which will provide an appropriate environment, and will enable them to observe, develop and practise a range of professional skills and competences, within which to develop their own professional values and judgement. This professional role is premised upon commitment to equal opportunities
  • Provide trainees with a structured programme of taught input to consolidate and extend knowledge and understanding of professional development and experience
  • Enable trainees to apply their first and second school experience placement standards and build upon these
  • Enable trainees to make the transition from observing and planning lessons from teachers planning, to independently planning and delivering lessons
  • Enable trainees to demonstrate a range of behaviour management strategies, which they are increasingly able to apply effectively and appropriately

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Demonstrate effective knowledge and understanding of the statutory curriculum requirements and non-statutory guidance for the age range in which they are teaching, including the core curriculum, foundation stage subjects, religious education and, where appropriate, their specialist subject/language.
  • Demonstrate effective knowledge and understanding of the teaching of reading across the full breath of the curriculum, including the place of systematic synthetic phonics.
  • Demonstrate effective knowledge and understanding of the teaching of early mathematics across the full breadth of the curriculum.
  • Evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties.
  • Demonstrate effective understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, organisation, assessment, monitoring and recording of pupil progress for effective learning of every child.
  • Critically reflect upon the quality of their teaching and its impact upon learners and use this information to inform future practice.
  • Demonstrate effective differentiation of teaching to meet learner needs through appropriate planning, preparation, learning outcomes, activities, a range of teaching strategies, assessment and evaluation.
  • Create and maintain a purposeful and orderly learning environment within a classroom.
  • Develop effective working relationship with pupils, adults and other professionals.
  • Demonstrate effective understanding of KS2 Framework for Languages DFES 2007

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - School Experience

Primary PGCE course: ages 5-11


Year 1 modules


CORE CONTENT FOR ITT: SUBJECT KNOWLEDGE AND PROFESSIONAL PRACTICE FOR TEACHING

MODULE TITLE : CORE CONTENT FOR ITT: SUBJECT KNOWLEDGE AND PROFESSIONAL PRACTICE FOR TEACHING

MODULE CODE : PGP603


MODULE SUMMARY :

This ‘module’ enables students to develop their knowledge and skills in order to demonstrate that they meet the Teachers’ Standards (DfE 2012) for the award of QTS. Delivery of this non-credit bearing module is designed to support teaching placements where the skills and knowledge are both developed and demonstrated. The intended outcomes of this module are successful in demonstrating that they meet the teachers’ standards. Evidence of meeting the outcomes of this module will be demonstrated through an e-portfolio that contains a professional journal and professional development record and evidence of how the teachers’ standards have been met. 

CONTACT HOURS :

Scheduled : 120.00
Independent :
Placement :
Total :  120.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

Develop students’ understanding and knowledge of effective professional practice in the following teachers’ standards:

 

  1. Set high expectations which inspire, motivate and challenge pupils
  • establish a safe and stimulating environment for pupils, rooted in mutual respect

  • set goals that stretch and challenge pupils of all backgrounds, abilities and   dispositions

  • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

     

  1.  Promote good progress and outcomes by pupils
  • be accountable for pupils’ attainment, progress and outcomes

  • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

  • guide pupils to reflect on the progress they have made and their emerging needs

  • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

  • encourage pupils to take a responsible and conscientious attitude to their own work and study.

     

  1. Demonstrate good subject and curriculum knowledge
  • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

  • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

  • demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

     

  1.  Plan and teach well-structured lessons
  • impart knowledge and develop understanding through effective use of lesson time

  • promote a love of learning and children’s intellectual curiosity

  • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

  • reflect systematically on the effectiveness of lessons and approaches to teaching

  • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

     

  1.  Adapt teaching to respond to the strengths and needs of all pupils
  • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

  • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

  • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

  • have a clear understanding

  • of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

     

  1.  Make accurate and productive use of assessment
  • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

  • make use of formative and summative assessment to secure pupils’ progress

  • use relevant data to monitor progress, set targets, and plan subsequent lessons

  • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

     

  1.  Manage behaviour effectively to ensure a good and safe learning environment
  • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

  • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

  • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

  • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

     

  1.  Fulfil wider professional responsibilities
  • make a positive contribution to the wider life and ethos of the school

  • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

  • deploy support staff effectively

  • take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

  • communicate effectively with parents with regard to pupils’ achievements and well-being.

     

    Part two: Personal and professional conduct

     

    A teacher is expected to demonstrate consistently high standards of personal and professional conduct.  The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

     

  • Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

 

  • treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

  • having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

  • showing tolerance of and respect for the rights of others

  • not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

  • ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

 

  • Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

 

  • Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

Demonstrate a critical understanding of subject pedagogy and professional practice in all the teachers’ standards. This will be achieved through the following learning opportunities:

 

  • Professional practice study examining aspects of professional practice that are common to all teachers in primary and early years settings, focussing in particular on current school improvement priorities including: safeguarding pupils; child protection, tackling extremism and e-safety; supporting underperforming pupils and stretching the most able; teaching children identified as having a Special Educational Need or Disability; planning; assessment; supporting children who are bilingual.

     

  • Practical sessions that explore subject knowledge for teaching and subject specific pedagogies. Understanding the contribution that each subject/area of earning makes to the development of the child; problematic areas of subject knowledge, planning well-structured lessons; assessing progress in subject learning and differentiating progress in the subject are all examined through practical engagement with developing both subject knowledge and teaching strategies.

     

  • Thematic days developing trainees understanding of systematic synthetic phonics

     

  • Thematic days developing trainees awareness of enrichment through the primary curriculum

     

  • Tutorials that support engagement with the professional expectations of the course.

     

  • An e-portfolio will enable students to develop self-reflection skills and to track their progress and set meaningful and achievable learning goals toward evidencing the teachers’ standards.

     

METHOD OF ASSESSMENT :

No information available.

CONTEMPORARY, CREATIVE AND INNOVATIVE PRACTICE IN THE CORE CURRICULUM (LEVEL 7)

MODULE TITLE : CONTEMPORARY, CREATIVE AND INNOVATIVE PRACTICE IN THE CORE CURRICULUM (LEVEL 7)

MODULE CODE : PGP701


MODULE SUMMARY :

The module provides students with the opportunity to extend and enhance students’ knowledge and understanding of core curriculum within the context of primary education in EYFS and KS1 and 2. The module will enable students to critically analyse pedagogical and holistic application of teaching and learning strategies within mathematics, English and science whilst further developing subject knowledge and understanding in each area of the core curriculum. Students will critically engage with contemporary, creative and innovative practice, whilst drawing on the use of resources, including research to enhance teaching and learning.

CONTACT HOURS :

Scheduled :
Independent :
Placement :
Total :  0.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Extend and deepen knowledge and understanding of pedagogical application of teaching and learning strategies within the core curriculum

  • Critically investigate and broaden core curriculum subject knowledge in relation to the primary curriculum

  • Critically engage with and analyse creative and innovative practice

  • Critically review, analyse and evaluate the use and development of teaching and learning resources to support and develop teaching and learning within core curriculum progression.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate a critical understanding of pedagogical application of teaching and learning strategies within core curriculum

  • Demonstrate how deep understanding of subject knowledge in core curriculum enhances effective teaching and learning

  • Investigate and critically analyse creative and innovative strategies to enhance teaching and learning in core curriculum

  • Demonstrate evaluative knowledge and understanding of research which underpins effective teaching and learning within core curriculum. 

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (4000 words)

PROCESSES, APPLICATION AND INFLUENCE OF ASSESSMENT PRACTICES ON TEACHING AND LEARNING (LEVEL 7)

MODULE TITLE : PROCESSES, APPLICATION AND INFLUENCE OF ASSESSMENT PRACTICES ON TEACHING AND LEARNING (LEVEL 7)

MODULE CODE : PGP702


MODULE SUMMARY :

The module provides students with the opportunity to extend and enhance their knowledge and understanding of assessment in Primary Education. The module will enable students to develop their knowledge and understanding of the range, purpose and impact of assessment throughout the primary curriculum. At the same time they will investigate and critically analyse methods, application and the influence of assessment practices on teaching and learning in Primary Education. Students will critically engage with the development of assessment, current policy, including Statutory requirements, and how international, national and school priorities impact upon classroom practice. The module also considers current trends and issues within the primary National Curriculum in England.

CONTACT HOURS :

Scheduled : 86.00
Independent : 114.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Extend and deepen knowledge and understanding of assessment practices in Primary Education

  • Investigate and critically analyse methods and application of assessment practices in Primary Education

  • Systematically review and analyse current policy and Statutory requirements for assessment in Primary Education

  • Critically engage with international, national and school priorities which impact upon assessment

  • Critically engage with and analyse current practices and trends in assessment

  • Critically review, analyse and evaluate resources available to support assessment in Primary Education.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate a critical understanding of how assessment impacts upon teaching and learning

  • Investigate and critically analyse methods, application and the influence of assessment practices on teaching and learning in Primary Education

  • Critically reflect on and develop a deeper understanding of assessment in Primary Education demonstrating an awareness of  the influence of  international, national and school priorities

  • Systematically review and analyse current policy, practice, trends and Statutory requirements for assessment in Primary Education

  • Demonstrate a critical understanding of resources required to enable effective and appropriate assessment practices which support pupil progress.

METHOD OF ASSESSMENT :

Component 1 - 100% Portfolio of Tasks (4000 words)

PROFESSIONAL DEVELOPMENT: BUILDING ON STRENGTHS

MODULE TITLE : PROFESSIONAL DEVELOPMENT: BUILDING ON STRENGTHS

MODULE CODE : PXP601


MODULE SUMMARY :

This module allows trainees working towards Qualified Teacher Status (QTS), to develop, practise and begin their professional competences as a primary teacher, through work in schools/classroom settings over a seven week placement. It is organised so that in successive modules the trainees will take increasing responsibility for teaching pupils and fulfil the duties expected of a qualified teacher. During the first School Experience trainees will have the opportunity, supported by School Based Tutors, Class teachers/subject leaders and Partnership Tutors (Partnership Staff), to develop the qualities and skills necessary to teach, manage pupils, monitor their learning and reflect upon and evaluate their developing knowledge, understanding and skills, setting targets for continued development and practice. 

The university based learning includes a structured programme of sessions to deliver outstanding research-based pedagogy in each of the core and foundation subjects of the National Curriculum.

CONTACT HOURS :

Scheduled : 2.00
Independent :
Placement : 320.00
Total :  322.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable trainees working towards the award of qualifies teacher status (QTS) to      meet and demonstrate appropriate practice-based standards based on the Teaching Agency Standards: Teachers’ Standards (2012)
  • Enable trainees to make the transition from observing and supporting lessons to independently planning and delivering lessons
  • Enable trainees to access school-based learning; including observation, small group and whole class teaching. This will support trainees developing a range of professional skills and competences. This professional role is premised upon commitment to equal opportunities
  • Provide trainees with a structured programme and  supportive environment which will enable them to observe, develop and practise a range of professional skills and competences, to encourage and develop their own professional values and judgement
  • Relate professional practice to the structured programme of school-based and  university-based learning
  • Build upon trainees strengths and competencies evidenced at application and interview to support effective delivery of learning activities to individuals, groups and classes

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Begin to demonstrate knowledge and understanding of the statutory curriculum requirements and non-statutory guidance for the age range in which they are teaching including the place of systematic synthetic phonics within the teaching of reading across the full breadth of the curriculum.
  • Begin to demonstrate knowledge and understanding of curriculum content for the age range, in which they are teaching, including the foundation subjects, religious education and, where appropriate, their specialist subject.
  • Begin to evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties.
  • Begin to demonstrate understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, organisation, assessment and evaluation for the effective learning.
  • Begin to critically reflect upon the quality of their teaching and its impact upon learners and use this information to inform future practice.
  • Begin to demonstrate effective differentiation of teaching to meet learner needs through appropriate planning, preparation, learning outcomes, activities, a range of teaching strategies, assessment and evaluation.
  • Create and maintain a purposeful and orderly learning environment within a classroom.
  • Develop effective working relationship with pupils, adults and other professionals.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - School Experience Assessment

PROFESSIONAL DEVELOPMENT: DEVELOPING SKILLS IN AN ALTERNATIVE SETTING

MODULE TITLE : PROFESSIONAL DEVELOPMENT: DEVELOPING SKILLS IN AN ALTERNATIVE SETTING

MODULE CODE : PXP602


MODULE SUMMARY :

This module allows trainees working towards the Qualified Teacher Status (QTS), to extend issues related to professional development and experience through work in schools/classroom settings over a seven week placement in an alternative Key Stage.  This second professional development and experience module will enable students to take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. During the School Experience they will have the opportunity, supported by specialists where appropriate, to demonstrate the qualities and skills necessary to teach and manage pupils, monitor their learning and reflect upon and evaluate their knowledge, understanding and skills, and set targets for continued development. 

The university based learning includes a structured programme of sessions to deliver outstanding research-based pedagogy in each of the core and foundation subjects of the National Curriculum.

CONTACT HOURS :

Scheduled : 2.00
Independent :
Placement : 320.00
Total :  322.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable students to meet, demonstrate and achieve appropriate practice-based statements of attainment based on Teaching Agency: Teachers’ Standards (2012)
  • Enable trainees to gain professional experience in an appropriate school based settings, which will provide an appropriate environment, and will enable them to observe, develop and practise a range of professional skills and competences, within which to develop their own professional values and judgement. This professional role is premised upon commitment to equal opportunities
  • Provide trainees with a structured programme of taught input to consolidate and extend knowledge and understanding of professional development and experience
  • Enable trainees to apply their first school experience placement standards and expectations in an alternative age-phase and build upon these
  • Enable trainee to make the transition from observing and supporting lessons to  planning and delivering lessons
  • Enable trainees to demonstrate a range of behaviour management strategies, which they are increasingly able to apply effectively and appropriately

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate effective knowledge and understanding of the statutory curriculum requirements and non-statutory guidance for the age range in which they are teaching, including the core curriculum, foundation stage subjects, religious education and, where appropriate, their specialist subject/language.
  • Demonstrate effective knowledge and understanding of the teaching of reading across the full breath of the curriculum, including the place of systematic synthetic phonics.
  • Demonstrate effective knowledge and understanding of the teaching of early mathematics across the full breadth of the curriculum.
  • Evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties.
  • Demonstrate effective understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, organisation, assessment, monitoring and recording of pupil progress for effective learning of every child.
  • Critically reflect upon the quality of their teaching and its impact upon learners and use this information to inform future practice.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - School Experience

PROFESSIONAL DEVELOPMENT: FINAL PROFESSIONAL DEVELOPMENT AND EXPERIENCE

MODULE TITLE : PROFESSIONAL DEVELOPMENT: FINAL PROFESSIONAL DEVELOPMENT AND EXPERIENCE

MODULE CODE : PXP603


MODULE SUMMARY :

This module allows trainees working towards the Qualified Teacher Status (QTS), to extend issues related to professional development and experience through work in schools/classroom settings over an eight week placement.  This final professional development and experience module will enable students to take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. During the School Experience they will have the opportunity, supported by specialists where appropriate, to demonstrate the qualities and skills necessary to teach and manage pupils, monitor their learning and reflect upon and evaluate their knowledge, understanding and skills, and set targets for continued professional development and their Induction year. 

The university based learning includes a structured programme of sessions to deliver outstanding research-based pedagogy in each of the core and foundation subjects of the National Curriculum.

CONTACT HOURS :

Scheduled : 2.00
Independent :
Placement : 380.00
Total :  382.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable students to meet, demonstrate and fully achieve appropriate practice-based statements of attainment based on Teaching Agency: Teachers’ Standards (2012)
  • Enable trainees to gain professional experience in an appropriate school based settings, which will provide an appropriate environment, and will enable them to observe, develop and practise a range of professional skills and competences, within which to develop their own professional values and judgement. This professional role is premised upon commitment to equal opportunities
  • Provide trainees with a structured programme of taught input to consolidate and extend knowledge and understanding of professional development and experience
  • Enable trainees to apply their first and second school experience placement standards and build upon these
  • Enable trainees to make the transition from observing and planning lessons from teachers planning, to independently planning and delivering lessons
  • Enable trainees to demonstrate a range of behaviour management strategies, which they are increasingly able to apply effectively and appropriately

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Demonstrate effective knowledge and understanding of the statutory curriculum requirements and non-statutory guidance for the age range in which they are teaching, including the core curriculum, foundation stage subjects, religious education and, where appropriate, their specialist subject/language.
  • Demonstrate effective knowledge and understanding of the teaching of reading across the full breath of the curriculum, including the place of systematic synthetic phonics.
  • Demonstrate effective knowledge and understanding of the teaching of early mathematics across the full breadth of the curriculum.
  • Evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties.
  • Demonstrate effective understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, organisation, assessment, monitoring and recording of pupil progress for effective learning of every child.
  • Critically reflect upon the quality of their teaching and its impact upon learners and use this information to inform future practice.
  • Demonstrate effective differentiation of teaching to meet learner needs through appropriate planning, preparation, learning outcomes, activities, a range of teaching strategies, assessment and evaluation.
  • Create and maintain a purposeful and orderly learning environment within a classroom.
  • Develop effective working relationship with pupils, adults and other professionals.
  • Demonstrate effective understanding of KS2 Framework for Languages DFES 2007

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - School Experience

Course code

3-7 age range: X121
5-11 age range: X100

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