Primary Education (with recommendation for QTS) Top-up BA (Hons)

Course length: 1 year full-time

Overview

The Foundation Degree Primary Progression route enables students (based upon the numbers allocated by the National College), who are suitably qualified, to enter the final year of the BA Primary Education with recommendation for QTS course. 

Students will normally be expected to have gained at least merit in a relevant Foundation Degree, or equivalent, and to evidence that they have recently spent the equivalent of 80 days in primary schools in the key stages relevant to the course and to demonstrate an understanding of and progress towards the Teachers’ Standards (2012). Students will be expected to have GCSE in English, Mathematics and Science and to pass the numeracy and literacy skills tests before commencing the course.


What does this course cover?

The course draws on your experience and links this with a research-informed approach, which allows you to develop a critical understanding of primary education. You can expect to be introduced to a wide variety of disciplines, including aspects of philosophy, sociology, psychology, education studies and classroom pedagogy.

Through the range of modules, you will develop many skills and your understanding of how children learn, which will be transferable to a primary education setting. Modules will cover study skills, the development of learners, and approaches to teaching and learning in both theoretical and applied contexts.

Assessment

A range of work-based and desk-based assessment strategies will be used, including portfolios, presentations, written reports and essays.

Special Features

Academic Professional Tutors provide one-to-one tutorials to focus your target-setting and progress. There will be additional opportunities for educational visits to galleries and places of worship, fieldwork and international placements.

Progression Routes

Newman Initial Teacher Education graduates have a high employment rate; and are well respected in the region and beyond. Most students take up a position in teaching, although some pursue other careers using the range of transferable skills gained during study.


Newman University would like to draw your attention to our Academic Regulations. These regulations are your Terms of Reference and should be considered when making a decision to study with our institution.

Entry requirements

Students will normally be expected to have gained at least merit in a relevant Foundation Degree, or equivalent, and to evidence that they have spent the equivalent of 80 days in primary schools and to demonstrate an understanding of and progress towards the Teachers’ Standards (2012). Students will be expected to have GCSE in English, Mathematics and Science at grade C/4 or above and to have passed the numeracy and literacy skills tests by enrolment.

A minimum Merit grade is required for FD, BTEC Lv 5 or HND and you MUST be registered for the NCTL Skills Tests by the time of interview and pass these tests by enrolment.

Candidates must be able to evidence their  classroom experience against the Teachers Standards, including a minimum of 80 whole days classroom experience. (This is to APEL against the SE days students have to do to meet the QTS standards.)

Fees

2018/19: £9,250* UK students

*Please note for 2019/20 the University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

You will be entitled to a student loan to cover the cost of tuition fees per annum. Please click here for further details.

THE INDEPENDENT RESEARCHER: DISSERTATION (40 CREDITS)


MODULE TITLE : THE INDEPENDENT RESEARCHER - DISSERTATION

MODULE CODE : TEI601


MODULE SUMMARY :

This module will provide students with the opportunity to apply acquired knowledge and understanding of research approaches. Students will design and undertake an independent educational based research project, with the aim of extending their pedagogical knowledge in a specialist focus area. Students will adopt a systematic approach through developing a practical awareness of research designs, paradigms and ethical considerations.

CONTACT HOURS :

Scheduled : 10.00
Independent : 390.00
Placement : 0.00
Total :  400.00

MODULE CURRICULUM LED OUTCOMES :

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications and they relate to the QCF level descriptors for level 6 study. 

This module aims to: 

  • Develop students’ awareness of research paradigms;
  • Develop students’ systematic understanding of educational research methods;
  • Enable students to independently design and conduct research study within an educational setting;
  • Progress students’ ability to synthesise links between research, policy and practice;
  • Critically extend knowledge and subject understanding of pedagogy in a specialist subject area;
  • Allow students to evidence all of the above in their e-portfolio.

LEARNING OPPORTUNITIES :

These learning outcomes embed understanding of, commitment to, and critical analysis of equal opportunities, diversity and inclusion. 

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

  • Demonstrate critical knowledge and systematic understanding of educational research methods appropriate to their specialist area of study;
  • Select and apply appropriate data collection tools;
  • Select appropriate data analysis techniques and interpret the data produced;
  • Communicate information to both specialist and non-specialist audience.

METHOD OF ASSESSMENT :

Component 1 - 100% Research Dissertation (10,000 words)

LEADING LEARNING IN AN AREA OF SPECIALISM (20 CREDITS)


MODULE TITLE : LEADING LEARNING IN AN AREA OF SPECIALISM

MODULE CODE : TEI602


MODULE SUMMARY :

The module is designed to enable students to critically analyse issues in relation to management and leadership across settings. The students will develop relevant knowledge, understanding and skills attributed to management and leadership roles and responsibilities. In addition, they will learn to critically analyse theory and policy in relation to management and leadership issues and approaches. The organisation and management of change, and the potential impact of change on the individual, group and setting will be investigated.

 

CONTACT HOURS :

Scheduled : 36.00
Independent : 150.00
Placement : 14.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to enable students to: 

  • Critically analyse concepts of management, leadership and associated issues;
  • Analyse theory and practice in relation to effective management and leadership;
  • Review management and leadership roles and responsibilities;
  • Investigate the professional knowledge and understanding that underpin the strategic direction and development of generic and specific policies, plans and targets, and the ways in which effective managers and leaders mediate these;
  • Critically explore the processes of effective management and leadership in balancing internal and external factors and forces, to enhance learning and teaching;
  • Critically assess knowledge, understanding and skills that can be utilised to promote the raising of standards in the learning and teaching, and in the effective deployment of staff and resources.

LEARNING OPPORTUNITIES :

These learning opportunities embed understanding of, commitment to, and critical analysis of equal opportunities, diversity and inclusion.

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

  • Critically analyse the role of subject leader;    
  • Critically reflect on the differences and similarities that are presented in the leadership and management of different subject areas;
  • Critically reflect on the differences and similarities that are presented in the leadership and management of different key stages;
  • Develop an sound understanding of how data is used by leadership teams;
  • Consider the challenges that are faced by teachers who are new to leadership roles;
  • Critically assess the generic management and leadership skills and attributes that are required to promote effective and meaningful learning, teaching, organisation and the deployment of resources in educational settings;
  • Synthesise connections between the management of change, leadership and learning and teaching, and their application in educational contexts;
  • Evidence aspects of all of the above in their e- portfolio.

METHOD OF ASSESSMENT :

Component 1 - 100% Report and Action Plan (2000 Words)

CREATIVE CURRICULUM APPROACHES (20 CREDITS)


MODULE TITLE : CREATIVE CURRICULUM APPROACHES

MODULE CODE : TEI603


MODULE SUMMARY :

This module will consolidate and further develop learning undertaken in previous years. Educational research and practitioner input will enable students to develop their understanding and knowledge with regards to the expectations of schools and approaches to the curriculum.  In particular there will be an emphasis on opportunities for creative development within schools and the curriculum so as to enhance pupil experience, understanding and knowledge.  A selection of curriculum experts will share their experience and knowledge in the development of creative approaches within the primary setting.  As part of the QTS qualification students will attend a week in schools to explore creative approaches to the curriculum making use of input from some of the guest speakers from this module.  Upon completion of a personal reflection on the creative focussed week in schools students will gain a certificate recognising the work undertaken with pupils.  This module will also work collaboratively with external agencies to further explore opportunities for creative approaches, e.g. BMAG.

CONTACT HOURS :

Scheduled : 36.00
Independent : 120.00
Placement : 44.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Provide a practical context through which to explore cross-curricular delivery of the foundation subjects;
  • Support students’ understanding of the value of cross-curricular practice in school;
  • Broaden students’ awareness of the range of resources available to support delivery of the foundation subjects and SMSC;
  • Foster a creative approach towards the planning and delivery of cross-curricular lessons which support the school curriculum;
  • Support students to become creative, ambitious teachers.

LEARNING OPPORTUNITIES :

These learning opportunities embed understanding of, commitment to, and critical analysis of equal opportunities, diversity and inclusion. 

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

  • Engage practically in, and critically evaluate, cross-curricular learning activities;
  • Generate a range of practical, creative and expressive responses to lecture and seminar content;
  • Critically analyse a range of pedagogical approaches and philosophies to cross-curricular learning;
  • Identify, investigate and critically evaluate resources available to teachers to support the delivery of cross-curricular projects;
  • Critically explore and evaluate a range of rich contexts and starting points for SMSC teaching;
  • Evidence all of the above in their e-portfolio.

METHOD OF ASSESSMENT :

Component 1 - 100% Group based promotional film (10 minutes - 2000 word equivalent)

LANGUAGE LEARNING AND THE WIDER COMMUNITY (10 CREDITS)


MODULE TITLE : LANGUAGE LEARNING AND THE WIDER COMMUNITY

MODULE CODE : TEI608


MODULE SUMMARY :

This module aims to support Early Years practitioners as they critically investigate and develop their understanding and appreciation of the similarities and differences between native language learners EAL learners at different stages of language acquisition and how to support them within the classroom and the wider community as early readers and writers. It also allows for the consolidation of students’ own language skills.

 

CONTACT HOURS :

Scheduled : 38.00
Independent : 62.00
Placement : 0.00
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications and they relate to the QCF level descriptors for level 6 study.  

This module aims to:  

  • Allow students to critically investigate and develop their understanding and appreciation of the similarities and differences between native language learners and  EAL learners  at different stages of language acquisition and how to support them within the classroom and the wider community, including parental contacts;
  • Allow students to critically develop their understanding of progression within writing, including the use of synthetic phonics to support writing;
  • Allow students to synthesise their knowledge of a range of assessment strategies linked to writing skills;
  • Allow students to critically develop their understanding of the pedagogy associated with writing skills in an English/MFL/EAL context;
  • Allow students to continue their personal language development programme (online);
  • Allow students to evidence all of the above in their e-portfolio.

LEARNING OPPORTUNITIES :

These learning outcomes embed understanding of, commitment to, and critical analysis of equal opportunities, diversity and inclusion. 

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

  • Synthesise and apply knowledge of Statutory/ National Curriculum requirements related to the teaching of English/MFL/EAL contexts in Foundation Stage and KeyStage 1 and 2 classrooms;
  • Illustrate a conceptual understanding of the impact of interventions upon children’s learning in writing in English/MFL/EAL contexts;
  • Critically appraise a range of resources (including ICT) to support the teaching of English/MFL/EAL;
  • Propose strategies for the effective organisation and management of resources (including ICT) to support children’s learning in English/MFL/EAL contexts;
  • Evaluate the impact that a range of out of class activities can have upon children’s learning in English/MFL/EAL contexts;
  • Critically reflect upon and evaluate the impact of a series of lessons which support progression in writing English/MFL/EAL contexts;
  • Effectively assess children’s attainment in writing in English/MFL/EAL contexts and plan for progression;.
  • Critically evaluate and analyse their own MFL language competence.

METHOD OF ASSESSMENT :

Component 1 - 100% 1000 Word Assignment

MEETING THE STANDARDS IN PRIMARY EDUCATION (10 CREDITS)


MODULE TITLE : MEETING THE STANDARDS IN PRIMARY EDUCATION

MODULE CODE : TEI612


MODULE SUMMARY :

Within the context of current knowledge, statutory frameworks, current legislation and professional standards, students will critically reflect on their own practice and philosophy of education to prepare them for transition to their NQT year.

CONTACT HOURS :

Scheduled : 18.00
Independent : 82.00
Placement : 0.00
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications and they relate to the QCF level descriptors for level 6 study.

This module aims to: 

  • Enable students to critically evaluate their understanding of their own professional role within the context of the Teachers’ Standards (2012);
  • Engage students in critical evaluation of their ability to make provision for all learners;
  • Engage students in critical reflection of their approaches to presentation of self, behaviour management and communicating with parents;
  • Engage students in a critical reflection of their progress to date and next steps within the context of the Teachers’ Standards (2012);
  • Allow students to evidence all of the above in their e-portfolio.

LEARNING OPPORTUNITIES :

These learning outcomes embed a developing understanding of, commitment to, and analytical discussion of equal opportunities, diversity and inclusion. 

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

  • Present a critical view of their role as an effective teacher;
  • Critically analyse examples from their own e-portfolio that inform their educational philosophy;
  • Evidence their critical understanding of the current education context. 

METHOD OF ASSESSMENT :

Component 1 - 100% On Line portfolio (1000 word equivalent)

CREATIVE MATHEMATICS (PRIMARY) (10 CREDITS)


MODULE TITLE : CREATIVE MATHEMATICS (PRIMARY)

MODULE CODE : TEI617


MODULE SUMMARY :

This module will give students the opportunity to critically engage with current debate and research in analysis of mathematical misconceptions in a primary educational context.

Students will have opportunities to critically evaluate a range of alternative creative approaches to teaching and learning in mathematics within the primary curriculum.  Within this module, students will continue to audit their own knowledge and understanding of aspects of mathematics in the primary age range. 

This module includes development in subject knowledge of measurement and consolidation in number, geometry and statistics.

CONTACT HOURS :

Scheduled : 18.00
Independent : 82.00
Placement :
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications and they relate to the QCF level descriptors for level 6

 

This module aims to:

 

  • Allow students to critically analyse the impact of national and international research on the teaching and learning of mathematics;

  • Allow students to critically analyse mathematical misconceptions and how these impact on teaching and learning mathematics;

  • Allow students to critically evaluate a range of alternative creative approaches, and their impact on the development of mathematical thinking;

  • Allow students to critically evaluate their own mathematical subject and curriculum knowledge in relation to the various aspects of measurement;

  • Allow students to evidence all of the above in their e-portfolio including audit of own knowledge.

 

LEARNING OPPORTUNITIES :

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

 

  • Critically engage with current debate and research in analysis of mathematical misconceptions in a primary educational context;
  • Critically analyse mathematical misconceptions, identification, impact and solutions, considering how these impact upon teaching and learning mathematics;
  • Critically evaluate a range of alternative creative approaches and their impact on the teaching and learning in mathematics;
  • Critically evaluate and analyse their own mathematical subject and curriculum knowledge in relation to the various aspects of measurement;
  • Review their own mathematical subject knowledge and compile an action plan after completion of Mathematics Subject Knowledge Audits and Re-audits;
  • Relate all of the above to their e-portfolio.

METHOD OF ASSESSMENT :

Component 1 - 100% PAIRED VIDEO PRESENTATION, 5 MINS, 1000 WORDS EQUIVALENT

CREATIVE MATHEMATICS (PRIMARY) (10 CREDITS)


MODULE TITLE : CREATIVE MATHEMATICS (PRIMARY)

MODULE CODE : TEI617


MODULE SUMMARY :

This module will give students the opportunity to critically engage with current debate and research in analysis of mathematical misconceptions in a primary educational context.

Students will have opportunities to critically evaluate a range of alternative creative approaches to teaching and learning in mathematics within the primary curriculum.  Within this module, students will continue to audit their own knowledge and understanding of aspects of mathematics in the primary age range. 

This module includes development in subject knowledge of measurement and consolidation in number, geometry and statistics.

CONTACT HOURS :

Scheduled : 18.00
Independent : 82.00
Placement :
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications and they relate to the QCF level descriptors for level 6

 

This module aims to:

 

  • Allow students to critically analyse the impact of national and international research on the teaching and learning of mathematics;

  • Allow students to critically analyse mathematical misconceptions and how these impact on teaching and learning mathematics;

  • Allow students to critically evaluate a range of alternative creative approaches, and their impact on the development of mathematical thinking;

  • Allow students to critically evaluate their own mathematical subject and curriculum knowledge in relation to the various aspects of measurement;

  • Allow students to evidence all of the above in their e-portfolio including audit of own knowledge.

 

LEARNING OPPORTUNITIES :

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

 

  • Critically engage with current debate and research in analysis of mathematical misconceptions in a primary educational context;
  • Critically analyse mathematical misconceptions, identification, impact and solutions, considering how these impact upon teaching and learning mathematics;
  • Critically evaluate a range of alternative creative approaches and their impact on the teaching and learning in mathematics;
  • Critically evaluate and analyse their own mathematical subject and curriculum knowledge in relation to the various aspects of measurement;
  • Review their own mathematical subject knowledge and compile an action plan after completion of Mathematics Subject Knowledge Audits and Re-audits;
  • Relate all of the above to their e-portfolio.

METHOD OF ASSESSMENT :

Component 1 - 100% PAIRED VIDEO PRESENTATION, 5 MINS, 1000 WORDS EQUIVALENT

PRIMARY PHYSICAL PROCESSES (10 CREDITS)


MODULE TITLE : PRIMARY PHYSICAL PROCESSES

MODULE CODE : TEI619


MODULE SUMMARY :

This module will provide students with opportunities to extend pedagogical content knowledge and scientific enquiry skills, looking at contemporary and innovative approaches across the key stages. They will reflect upon and address key concepts and scientific phenomena that pupils have problems understanding and how such confusion may act as a barrier, preventing successful learning.

 

Within this module students will apply and critique the science National Curriculum with attention focused on physical processes. Students will have the opportunity to carry out and evaluate scientific activities and investigations related to the development of pupils’ concepts and skills; critically evaluating the effectiveness and appropriateness of a range of resources with inclusion in mind. This module includes introductions to cross curricular approaches to learning and teaching within the context of STEM (Science, Technology, Engineering and Mathematics).

 

Students will develop a critical understanding of approaches to planning, evaluation and assessment, and will use this to develop, inform and refine future learning experiences. During this unit the students will complete a subject knowledge science audit focussed on their understanding of physical processes. After each taught session the students are expected to keep an ongoing electronic journal, entering reflective observations about their learning.

CONTACT HOURS :

Scheduled : 18.00
Independent : 82.00
Placement :
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications and they relate to the QCF level descriptors for Level 6 study.

 

This module aims to:

 

  • Provide opportunities for students to be able to synthesise and critically apply knowledge of statutory curriculum requirements and non-statutory guidance related to the teaching of Science across Key Stages, with an awareness of progression from the Early Years Foundation Stage through Key Stages 1 and 2 and onto Key Stage 3;
  • Secure subject knowledge that underpins and supports the effective teaching of physical processes, for example, electricity and magnetism, energy, forces and motion, light, sound and the Earth and beyond;
  • Provide opportunities for students to critically evaluate their knowledge and understanding of the practice, processes, strategies and methods of planning, teaching, assessing  and evaluation for effective pupil learning in the field of Science;
  • Enable students to have an ability to critically analyse the assumptions and nature of Science. They will have an appreciation of the uncertainty, ambiguity and limits of knowledge;
  • Provide opportunities for students to deploy accurately established techniques of analysis and enquiry within Science;
  • Enable students to be able to illustrate a conceptual understanding of the impact of children's ideas upon their learning. They will be able to devise and sustain arguments, solve problems using ideas and techniques, some of which will be at the forefront of research into how children learn in science;
  • Provide opportunities for students to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences particularly when considering the role of a Science Coordinator within school;
  • Enable students to critically analyse effective inclusion practice in Primary Science;
  • Allow students to evidence all of the above in their e-Portfolio (Mahara2).

 

LEARNING OPPORTUNITIES :

These learning outcomes embed understanding of, commitment to, and critical analysis of equal opportunities, diversity and inclusion.

 

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

 

  • Critically evaluate a series of lessons to support progression in the areas identified as  problematic within the Science curriculum that synthesise emergent professional knowledge and critical understanding of research evidence and paradigms;
  • Critically analyse research and extend knowledge and subject understanding of the problems and barriers to learning Science in schools;
  • Critically analyse evidence informed approaches to overcome these barriers;
  • Evidence their critical understanding of the Early Years and KS1 curriculum to identify progression within Knowledge and Understanding of the World and KS1 Science and how to track and critically analyse pupil progress;
  • Critically evaluate and analyse their own science competence.

METHOD OF ASSESSMENT :

Component 1 - 100% Critical Analysis (1000 Words)

SCHOOL EXPERIENCE 3: FINAL PROFESSIONAL DEVELOPMENT AND EXPERIENCE (0 CREDITS)


MODULE TITLE : SCHOOL EXPERIENCE 3: FINAL PROFESSIONAL DEVELOPMENT AND EXPERIENCE

MODULE CODE : SEI601


MODULE SUMMARY :

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications and they relate to the QCF level descriptors for level 6 study. 

This module is undertaken in a placement setting, within which students will demonstrate that they meet the standards for Qualified Teacher Status (QTS) within the context of their placement. 

This final professional development and experience module will enable students to take increasing accountability and responsibility for teaching pupils and fulfilling the duties expected of a teacher. Students will extend their knowledge and understanding of issues related to professional development and experience. The module enables students to observe, discuss, develop, and practise professional knowledge, understanding, skills, creativity and innovation in appropriate settings. During the experience they will have the opportunity, supported by specialists where appropriate, to demonstrate, with increasing independence, the qualities and skills necessary to teach and manage pupils, monitor their learning and critically evaluate and reflect upon their own  knowledge, understanding and skills, and set targets for continued professional development and their Induction year.

 

CONTACT HOURS :

Scheduled : 16.00
Independent :
Placement :
Total :  16.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable students to develop critically reflective knowledge and understanding of professional development and experience within the context of local and national educational and social policy frameworks. This professional role is premised upon an sound understanding of, and commitment to, equal opportunities, diversity and inclusion;
  • Enable students to develop reflective and analytical knowledge and understanding of organisational and management issues in an educational setting;
  • Enable students to develop informed and critical  knowledge and understanding of planning, preparation and evaluation of learning and teaching for all learners;
  • Enable students to develop and synthesise their  knowledge and understanding of relevant curriculum content and requirements and create meaningful, enthusing and effective experiences for learners;
  • Enable students to demonstrate appropriate knowledge and understanding of professionalism,  professional values and practice at this stage in their careers;
  • Enable students to observe, develop and demonstrate, with increasing independence,  a  range of effective professional skills and competences both inside and outside the classroom;
  • Enable students to meet the Standards for QTS based on Teachers' Standards (2012) which focus on teaching and learning, and professional conduct.

LEARNING OPPORTUNITIES :

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

  • Demonstrate an informed and critical understanding of  the curriculum requirements, pedagogy and curriculum content for the age range in which they are teaching;
  • Demonstrate an informed and critical understanding of the practice, processes, strategies and methods of planning, teaching, behaviour management, organisation, assessment and evaluation for effective learning;
  • Demonstrate informed and critical understanding of the relationship between theory and practice, in order to provide effective differentiation of teaching and to remove barriers to learning in order to meet learner needs, through appropriate planning, preparation, learning outcomes, activities, a range of teaching strategies, assessment and evaluation;
  • Independently create and maintain a purposeful and orderly learning environment within a classroom, appropriate for all learners, with a focus on high achievement across the whole curriculum;
  • Be proactive in developing sound, effective working relationships with pupils, adults and other professionals
  • Evidence a good working knowledge of the full range of teachers’ contractual duties, including teaching, pastoral and legal duties;
  • Demonstrate an informed and critical understanding of the relationship between educational research,  policy and  practice as they review contribution that they and other colleagues make to the development and well-being of learners both inside and outside the classroom;
  • Critically reflect upon the quality of their teaching and its impact upon all learners and use this information to inform practice throughout the placement and to set targets for the NQT year.

 Expectations for School Experience 2 and further details of specific tasks, and partnership arrangements are included in the School of Education Placement Handbook.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element: Completion of School Experience and Professional Experience File

Course code


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UCAS Course code:
1X20 Primary (age 5-11) route

Applications are made via UCAS 

For all enquiries relating to admissions or entry requirements, email us at admissions@newman.ac.uk

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