Early Years and Key Stage 1 Education (with recommendation for QTS) (3 and 4 year routes) BA Hons

Course length: 3 years full-time / 4 years full-time

Overview

Why study Early Years Education (Early Years/Key Stage 1)?

The 3-7 age range is crucial in terms of children’s development and learning. It is at this formative and particularly receptive stage of development that attitudes towards learning are formed, attitudes that will impact on future learning and development. Thus the specialist Early Childhood Education modules include Enabling Environments and Diverse Settings; Creativity, Play and Active Learning; Positive Relationships; Policy and Practice in the Early Years; Leadership in the Early Years, and Research in Early Childhood Education.

Through Early Years Curriculum, Core Curriculum, Broad Curriculum and Educational and Professional Studies modules you will develop knowledge, understanding and skills that will enable you to become an effective early years and primary teacher. You will consider the Early Years Foundation Stage, the Primary National Curriculum, National Strategies for Literacy and Numeracy, and develop understanding of progression through different age phases and expected levels of achievement.

You will be taught how to prepare, deliver and evaluate lessons/activities that will engage, motivate and inspire children. You will be encouraged to develop team-working skills, essential for an integrated approach to learning and for work in a multi-agency environment. The latest developments in education policy, for example the Every Child Matters agenda, will provide an underpinning for your studies. You will spend time in school/settings in every year of the course, with preparation days followed by a block placement. These enable you to observe experienced teachers in the school/setting and complement the knowledge, understanding and skills you are developing, in a practical and professional situation.

As the course progresses, you will gradually take greater responsibility for planning and delivering lessons and activities, and for managing the work of children and adults. Students who choose the four-year route will have an increased opportunity to follow their particular interests and extend their studies beyond mainstream primary schools. These include opportunities to study overseas or gain further experience in specialist settings.

Teaching Methods and Assessment

A range of teaching methods are used including lectures, seminars, workshops, group work and tutorials. Assessment will include a combination of coursework, essays, presentations and reports, as well as observed teaching in Early Years settings.

Undergraduate 4 Year Programme

The three year course at Newman has the facility to extend the length of the degree by a year. This offers students the opportunities to further develop their experiences and to study for Masters level credits. The focus on the extra year is to prepare students to become future school leaders. Within the four year programme there is the opportunity for students to work in a variety of education settings at home or overseas.

Special Feature - international opportunity

As part of your course you may be able to undertake a field visit overseas to The Gambia in West Africa. For many years, Newman University has developed and built strong partnerships with a number of schools in The Gambia. This field visit provides opportunities to explore the Global Dimensions of education from a variety of perspectives. Based on the field visit of 2017, the costs of flights, coach transfer and accommodation on a Bed & Breakfast basis totalled £755. In the event of being able to take part in this adventure you will need to seek medical advice from your GP or Health Care Professional as inoculations may be needed which may incur a cost. All costs are subject to change and the example given is based on 2017. Additional funds are required for personal subsistence in country, for example to purchase an evening meal. Estimated costs for 2018 are expected to be in the region of £780 per person though this is subject to change. A non refundable deposit of £350 is required to secure a place subject to the field visit taking place.

 In an ever changing global workplace, there are many benefits to experiencing another country. Here are just a few:
•  Stand out from the crowd – having international experience on your CV will help you stand out from the competition. 
•  Life skills – while experiencing overseas fieldwork you will gain skills that can’t be taught in the classroom.
•  Gain an international perspective - discover a different culture and way of life.


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

September 2018 Entry Requirements

You must achieve at least 112 UCAS points, including a minimum of BBC at A level or DMM in a BTEC Extended Diploma or DM in a BTEC Diploma. Access Diploma students will need to have completed the course and achieved a minimum of 112 UCAS points.

5 GCSEs at grade 4/C or above including English Language, Mathematics and Science are also required.

All applicants must have recent experience in a relevant age phase(s) in a state school lasting at least 10 days. Shortlisted candidates must attend an interview at Newman and take part in literacy and numeracy diagnostic exercices.

You will need to obtain Disclosure and Barring Service (DBS) clearance, meet the requirements for capacity to teach and pass the National Skills Tests prior to starting the course.

Skills Tests Further Information - Click Here

Interview Information - Click Here

Fees

Fees per academic year *

2018/19: Full-time Home/EU students:  £9,250 

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

Finance and Bursaries Information

Additional costs: 

A Disclosure and Barring Service (DBS) is required for entry into this programme.  The cost of the DBS is currently £55 (including processing fee) with the option of subscribing to the update service which is currently £13 per year.  For more information on your DBS application please click here

As a full time student, you will study a total of 120 credits each year. Credits are made up of mandatory modules and you may have a list of optional modules to choose from. Not every programme offers optional modules and when an optional module is available it will be clearly marked. All modules are listed below and you may not be required to complete all of these modules. Most modules are 20 credits and dissertations are 40 credits. Please note that not all optional modules run every year. For further information please email admissions@newman.ac.uk.

Year 1 modules


DEVELOPING INDEPENDENT STUDY SKILLS (20 CREDITS)


MODULE TITLE : DEVELOPING INDEPENDENT STUDY SKILLS

MODULE CODE : TEI400


MODULE SUMMARY :

This module aims to provide student with a secure understanding of the development of learning both in the context of self and children. It aims to introduce key elements of the legislative frameworks within which education is placed. A key element of this module is the development of independent study skills and engagement with academic texts. Students’ introduction to a scholarly approach is delivered through an investigation of relevant theory, for example child development.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Support students to develop a sound knowledge of effective searching skills for both electronic resources and print materials;  
  • Support students to develop  a sound knowledge of effective referencing skills, working within the guidance of Newman's systems;
  • Support students to develop a range of strategies to allow them to reflect upon their own and others’ value systems;
  • Support students to develop approaches which will allow them to interpret qualitative and quantitative data;
  • Support students to develop structured and coherent arguments by means of which they can communicate knowledge and understanding;  
  • Support students to develop knowledge and understanding of child development and learning;
  • Support students to develop a sound knowledge and understanding of the theories of learning;
  • Introduce students to the legislative frameworks within which education is situated.

LEARNING OPPORTUNITIES :

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

  • Demonstrate their understanding of the principles underlying the research process;
  • Demonstrate understanding of some theories of learning and relate these to child development; 
  • Identify central elements of the legislative framework that will affect their role as teachers;
  • Develop skills in evaluation that are necessary to appraise the validity and usefulness of published research;    
  • Identify appropriate research methods for particular research methods and settings;
  • Evidence their understanding of academic practice and its role within the profession;
  • Learn how to produce and structure a report in an academic style.

METHOD OF ASSESSMENT :

Component 1 - 100% Research Report (1500 words)

BEGINNING TO SPECIALISE IN EARLY YEARS (20 CREDITS)


MODULE TITLE : BEGINNING TO SPECIALISE IN EARLY YEARS

MODULE CODE : TEI403


MODULE SUMMARY :

This module aims to introduce students to the idea of a teacher as an Early Years subject specialist within the context of life-long learning. Students will develop a sound understanding of the concepts, knowledge and understanding and skills relevant to the Early Years Foundation Stage. Links to Early Years settings and practice will be made throughout the module.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Introduce students to the specific area of Early Years education;
  • Introduce students to the theoretical frameworks, principles and concepts and terminology underpinning the Early Years;
  • Support students to understand that some aspects of the specialist area of study are open to on-going debate and reformulation;
  • Support students to develop independence in reading and  researching information from a variety of authoritative sources to inform their acquisition of knowledge about the Early Years;
  • Develop students’ knowledge and understanding of pedagogical approaches and experiences that facilitate effective teaching and learning within the Early Years. 

 

LEARNING OPPORTUNITIES :

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

  • Evidence their knowledge and understanding of  the Early Years Foundation Stage in the context of being a life-long learner; 
  • Evidence their knowledge and understanding of the principles and pedagogy that underpin effective teaching and learning within the Early Years sector;
  • Audit and review their own subject knowledge and understanding.

METHOD OF ASSESSMENT :

Component 1 - 100% 100% Portfolio of Tasks (1500 Word Equivalent)

BEGINNING TO SPECIALISE IN EARLY YEARS (20 CREDITS)


MODULE TITLE : BEGINNING TO SPECIALISE IN EARLY YEARS

MODULE CODE : TEI403


MODULE SUMMARY :

This module aims to introduce students to the idea of a teacher as an Early Years subject specialist within the context of life-long learning. Students will develop a sound understanding of the concepts, knowledge and understanding and skills relevant to the Early Years Foundation Stage. Links to Early Years settings and practice will be made throughout the module.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Introduce students to the specific area of Early Years education;
  • Introduce students to the theoretical frameworks, principles and concepts and terminology underpinning the Early Years;
  • Support students to understand that some aspects of the specialist area of study are open to on-going debate and reformulation;
  • Support students to develop independence in reading and  researching information from a variety of authoritative sources to inform their acquisition of knowledge about the Early Years;
  • Develop students’ knowledge and understanding of pedagogical approaches and experiences that facilitate effective teaching and learning within the Early Years. 

 

LEARNING OPPORTUNITIES :

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

  • Evidence their knowledge and understanding of  the Early Years Foundation Stage in the context of being a life-long learner; 
  • Evidence their knowledge and understanding of the principles and pedagogy that underpin effective teaching and learning within the Early Years sector;
  • Audit and review their own subject knowledge and understanding.

METHOD OF ASSESSMENT :

Component 1 - 100% 100% Portfolio of Tasks (1500 Word Equivalent)

THE POWER OF COMMUNICATION (20 CREDITS)


MODULE TITLE : THE POWER OF COMMUNICATION

MODULE CODE : TEI407


MODULE SUMMARY :

This module explores the acquisition and development of language and literacy. It examines the nature of spoken and written language and the importance of language within cultural identity. This module includes an introduction to the use of systematic, synthetic phonics within a range of classroom contexts. This module support students to develop their own linguistic competencies and to develop an understanding of the use of multi-modal resources to support language acquisition.

Within this module, students will audit their own knowledge and understanding of English and MFL and develop the knowledge required to teach these subjects effectively. Additionally they will identify and begin to meet their own needs in learning how to use technology within the classroom.

 

CONTACT HOURS :

Scheduled : 36.00
Independent : 154.00
Placement : 10.00
Total :  200.00

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 4 study.

This module aims to: 

  • Allow students to develop an understanding and an appreciation of how languages work including: the use of grammar; how language is linked to identity; and the current use of languages in schools in the local area;
  • Allow students to develop a knowledge and understanding of theories of first and second language acquisition and progression within language learning;
  • Allow students to develop a knowledge and understanding of the development of speaking and listening skills within classroom settings, and of the associated pedagogy;
  • Provide students with the skills to learn a new language and the associated pedagogy for teaching it in the classroom;
  • Allow students to develop a knowledge and understanding of systematic phonics relating to both English and other languages and allow students to begin to develop the pedagogy to teach phonics;
  • Allow students to develop a knowledge and understanding of the assessment of languages in the classroom setting;
  • Allow students to develop a sound understanding of digital literacy and its impact on language development in the classroom;
  • Allow students to relate all of the above to their e-portfolio.

 

LEARNING OPPORTUNITIES :

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

  • Evidence their understanding of theories of first and second language acquisition and progression within language learning;
  • Evidence their understanding of the teaching and assessment of language in the classroom setting;
  • Audit and review their own foreign language skills;
  • Audit and review their own digital competency;
  • Evidence their understanding of teaching phonics;
  • Engage with problem-based learning linked to relevant curriculum areas.

 

METHOD OF ASSESSMENT :

Component 1 - 100% GROUP PRESENTATION (MAX. 4 STUDENTS), 2000 WORDS EQUIVALENT

A BROAD AND BALANCED CURRICULUM: PEDAGOGY AND PRACTICE (20 CREDITS)


MODULE TITLE : A BROAD & BALANCED CURRICULUM: PEDAGOGY & PRACTICE

MODULE CODE : TEI408


MODULE SUMMARY :

This module introduces the National Curriculum subjects of Art, Design and Technology, Music, and Physical Education, as well as the statutory requirement of Religious Education. Students will be able to explore and experiment with a range of pedagogical approaches to the subjects, developing their awareness and understanding of the National Curriculum in each area (and Agreed Syllabus for RE), exploring creative approaches to subject delivery and considering how to plan for and deliver high quality learning experiences which cater for the needs of all learners.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Support students to develop a sound understanding of the National Curriculum for Art, D.T., Music, P.E. and R.E. (via Agreed Syllabuses);
  • Enhance and broaden students’ knowledge and awareness of the subjects of art, D.T., Music, P.E. and R.E.;
  • Model a variety of teaching and learning styles;
  • Support students to develop a sound understanding of subject specific pedagogical approaches;
  • Foster an  understanding of varied, creative approaches to planning and delivery in all subjects;
  • Support students to develop an individual approach to becoming confident and enthusiastic teachers of self-expression.

LEARNING OPPORTUNITIES :

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

  • Devise a lesson plan for each of the subjects covered;
  • Reflect upon curriculum expectations and documentation;      
  • Explore a range of pedagogical approaches and philosophies in each subject area;
  • Explore a range of contexts and starting points for innovative and high quality learning experiences for all children;
  • Engage practically with subject content, gaining insights into classroom practice;
  • Investigate and reflect upon their own strengths and any areas for development in each subject area and reflect this within their e-portfolio.

METHOD OF ASSESSMENT :

Component 1 - 100% Written Essay (1500 words)

MATHEMATICS IN THE 21ST CENTURY (10 CREDITS)


MODULE TITLE : MATHEMATICS IN THE 21ST CENTURY

MODULE CODE : TEI411


MODULE SUMMARY :

This module will give students the opportunity to examine and develop their current knowledge and understanding of mathematics in relation to the knowledge required to teach the subject effectively in the new primary curriculum. The module includes introductions to early number including the principles of early number, place value and the four arithmetic operations.  Within this module, students will review their own knowledge and understanding of aspects of mathematics.

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 4 study.

 

This module aims to:

  • Allow students to develop a sound knowledge, understanding and awareness

    of the  importance of mathematics and develop enjoyment of this subject through practical application;

  • Allow students to develop a sound knowledge of and understanding of the principles of early number, place value and the four arithmetic operations;

  • Allow students to develop a knowledge of different world number systems, in order to widen their awareness of global mathematics;

  • Allow students to develop a sound knowledge of national curriculum mathematics (within number) exploring how this subject develops within and across Foundation Stage, Key Stage 1 and 2 and beyond;

  • Allow students to explore and evaluate mathematical resources used in the teaching and learning of mathematics, specifically number;

  • Allow students to develop a knowledge of the barriers which inhibit mathematics acquisition, and begin to develop an awareness of how to overcome these.

 

LEARNING OPPORTUNITIES :

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

 

  • Develop their knowledge and understanding of the national curriculum requirements for number;

  • Develop their knowledge and understanding of the principles and pedagogy that underpins the effective teaching of number in Key Stages 1 and 2 and within the EYFS;

  • Explore their knowledge and understanding of the principles of early number, place value and the four arithmetic operations;

  • Develop their knowledge and understanding of how resources can be used to support the teaching and learning of number;

  • Review their own mathematical skills in number;

  • Relate all of the above to their e-portfolio.

METHOD OF ASSESSMENT :

Component 1 - 100% 1000 Word Academic Review

TECHNOLOGY IN THE 21ST CENTURY (10 CREDITS)


MODULE TITLE : TECHNOLOGY IN THE 21ST CENTURY

MODULE CODE : TEI412


MODULE SUMMARY :

This module will give students the opportunity to examine and develop their current knowledge and understanding of Computing and Design Technology in relation to the knowledge required to teach the subjects effectively in the new primary curriculum. This module includes introductions to computational thinking and programming. Students will be made aware of the requirements of the Design Technology programme of study and be provided with opportunities to engage in practical activities to assist the teaching of design technology.

Within this module, students will audit their own knowledge and understanding of aspects of Computing and Design Technology.  Additionally, they will identify and begin to meet their own needs in learning how to use technology safely within the classroom.

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 4 study.

 

This module aims to:

  • Allow students to develop a sound knowledge, understanding and  awareness of the 

    importance of computing and design technology, and develop enjoyment of these  subjects through practical application;

  • Allow students to develop a sound knowledge of national curriculum requirements for

    computing and design technology exploring how both these subjects develop within and across Foundation Stage, Key stage 1 and 2 and beyond;

  • Allow students to develop a knowledge of the barriers which inhibit computing and

    design technology acquisition, and begin to develop an awareness of how to overcome these;

  • Within the context of the curriculum and modern society, allow students to develop

    a sound knowledge understanding and awareness of the importance of e-safety and

    know how they and their pupils can ensure they stay safe on-line;

  • Students will develop an understanding of programming in a primary context and use

    this knowledge to control specific outcomes.

LEARNING OPPORTUNITIES :

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

 

  • Evidence their knowledge and understanding of the national curriculum requirements

    for computing and design technology;

  • Evidence their knowledge and understanding of the principles and pedagogy that

    underpins the effective teaching of both subjects in Key Stages 1 and 2 and within the EYFS;

  • Evidence their knowledge and understanding of good practice and relevant subject

    knowledge in relation to teaching computing in Key Stages 1 and 2 and technology

    with the EYFS;

  • Audit and review their own design technology skills and abilities to assess risk;

  • Audit and review their own skills in computational thinking and computer programming;

  • Understand the need for safety in schools and to gain a certificate in e-safety;

  • Allow students to relate all of the above to the professional standards through their e- portfolio.

METHOD OF ASSESSMENT :

Component 1 - 100% 1000 Word Academic Review

INTRODUCTION TO LEARNING AND TEACHING (10 CREDITS)


MODULE TITLE : INTRODUCTION TO LEARNING AND TEACHING

MODULE CODE : TEI413


MODULE SUMMARY :

This module provides an introduction to the informing principles of pupil learning, teaching strategies, pupil behaviour and classroom management and organisation. Students will develop their understanding of the expectations, values and attitudes that promote effective communication and relationships with children and adults. The intention of the module is for students to have not only a working insight into statutory curriculum requirements and practice in planning for, implementing and managing pupil learning, but to understand and evaluate the implications of these for learners and teachers.

CONTACT HOURS :

Scheduled : 18.00
Independent : 82.00
Placement :
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to assist students to:

  • Explore contemporary practices for promoting development and learning and how these can be used to meet learner needs
  • Discuss the statutory requirements and guidance for Foundation Stage Curriculum and the National Curriculum; and recent and relevant initiatives and developments
  • Engage in the practice, processes, strategies and methods of planning, teaching and evaluation for effective pupil learning
  • Examine and analyse the ways in which teachers manage classroom environments through behaviour management, resource management and the development of a positive and secure classroom ethos and environment.
  • Investigate and evaluate the development of effective communication and relationships with children and adults.

LEARNING OPPORTUNITIES :

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

  • Review the Primary Curriculum and approaches to the curriculum and learning contexts
  • Demonstrate knowledge and understanding of child development and learning and the need to meet diverse learner needs
  • Analyse the practice, processes, strategies and methods of planning, teaching and evaluation for effective pupil learning
  • Recognise the importance of effective communication and relationships with children and adults
  • Present, discuss and analyse ideas about curriculum, learning contexts and learner needs in relation to practice and theory
  • Consider the appropriateness of strategies for the management of pupil behaviour and classroom organisation

METHOD OF ASSESSMENT :

Component 1 - 100% Group Poster Presentation (1000 Word Equivalent)

TEACHING SCIENTIFIC ENQUIRY WITHIN A CROSS-CURRICULAR APPROACH (10 CREDITS)


MODULE TITLE : TEACHING SCIENTIFIC ENQUIRY WITHIN A CROSS-CURRICULAR APPROACH

MODULE CODE : TEI414


MODULE SUMMARY :

This module aims to introduce students to the science National Curriculum and the Early Years Foundation Stage Framework. It will give students the opportunity to examine and develop their current knowledge and understanding of science in relation to the knowledge required to teach the subject effectively. Attention is focussed on the students’ understanding of scientific ideas related to scientific enquiry. This module includes introductions to cross curricular approaches to learning and teaching. Students will have the opportunity to broaden their knowledge of the nature of scientific understanding and reflect upon the processes and methods of scientific enquiry. Opportunities are provided to address experimental and investigational aspects of science and scientific enquiry in relation to knowledge drawn from the National Curriculum and the Early Years Foundation Stage document.

Within this module, students will audit their own knowledge and understanding of primary science so that they can reflect on their own confidence in understanding scientific concepts and ideas.  This will help them to identify their own needs in learning how to develop and extend their knowledge in Science and how this can be woven into cross-curricular planning. After each taught session the students are expected to keep an ongoing electronic journal (Mahara2), entering reflective observations about their learning.

CONTACT HOURS :

Scheduled : 18.00
Independent : 82.00
Placement :
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

The aims of 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 4 study.

This module aims to:

 

  • Introduce students to the nature of scientific understanding through enquiry;

  • Introduce students to the aims and outcomes of primary science education through investigating the statutory and non-statutory requirements of the national curriculum and how they relate to the teaching of science across key stages, with an awareness of progression from the Early Years Foundation Stage to Key Stages 1, 2 and beyond;

  • Develop students’ knowledge and understanding of pedagogical approaches and experiences that facilitate effective teaching and learning in science;

  • Strengthen and build upon students’ subject knowledge through self-evaluation and independent learning and  support students’ ability to make reference to appropriate research and published opinion;

  • Strengthen and build upon students’ subject knowledge within problematic areas of the science curriculum ;

  • Support students to examine and communicate current thoughts on what different people think creativity might be, and contextualise those ideas in relation to teaching and learning within a cross-curricular approach;

  • Introduce students to the importance of integrating technology effectively as a tool to enhance science and support enquiry.

LEARNING OPPORTUNITIES :

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

 

  • Evidence their knowledge and understanding of the EYFS and National Curriculum requirements for science;

  • Evidence their knowledge and understanding of the principles and pedagogy that underpin the effective teaching of Science in Key Stages 1 and 2 and within the EYFS;

  • Using the National Curriculum for science and the EYFS documents to plan science activities and lessons with pupils;

  • Plan, carry out and evaluate science investigations;

  • Evidence their knowledge and understanding of good practice and relevant subject knowledge in relation to teaching creatively in a cross-curricular way;

  • Audit and review their own scientific knowledge and understanding;

  • Safety issues in relation to aspects of primary science underpinned by guidance in breadth of study section of the National Curriculum;

  • Allow students to relate all of the above to their e-portfolio.

METHOD OF ASSESSMENT :

Component 1 - 100% Group Presentation (5 Minutes - 1000 Word Equivalent)

DEVELOPING REFLECTIVE PRACTICE (0 CREDITS)


MODULE TITLE : DEVELOPING REFLECTIVE PRACTICE

MODULE CODE : TEI460


MODULE SUMMARY :

This module aims to equip students with the knowledge and self-management skills to complete an e-portfolio using Mahara2 as evidence towards recommendation for QTS.

(Mahara2 is an electronic portfolio system where you can record evidence of your learning and experiences. Mahara2 allows you to store files (e.g. documents, images, videos) and share them with others.)

Students will reflect on subject knowledge and pedagogy within taught sessions and independent study to prepare them for their school experience. They will be asked to recognise and articulate their understanding of the appropriate teachers’ standards in respect to their placement, for the short and long term, and begin to develop targets.

 

CONTACT HOURS :

Scheduled : 4.00
Independent :
Placement :
Total :  4.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Support and encourage students to become on-going reflective practitioners on how to relate theory to policy and practice

  • Prepare students for school experiences by engaging with the application / exploration of the teachers’ standards

  • Encourage students to regularly make connections between their learning and placement

  • Enable students to build confidence in becoming a teacher with recommendation of QTS by documenting their time and progress at Newman University by completing an e-portfolio

LEARNING OPPORTUNITIES :

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

  • Examine how each first year undergraduate module has helped to develop their knowledge, understanding and pedagogical skills in becoming a teacher

  • Demonstrate engagement with, and an understanding of the teachers’ standards with respect to strengths and targets for next placement

Document academic progress and reflect on feedback given to improve future academic work and were appropriate complete relevant action plans

METHOD OF ASSESSMENT :

Component 1 - % E-PORTFOLIO (1500 Word Equivalent)

SCHOOL EXPERIENCE 1: AN INTRODUCTION TO PROFESSIONAL DEVELOPMENT AND PRACTICE WITHIN A SCHOOL SETTING (0 CREDITS)


MODULE TITLE : SCHOOL EXPERIENCE 1: AN INTRODUCTION TO PROFESSIONAL DEVELOPMENT AND PRACTICE WITHIN A SCHOOL SETTING

MODULE CODE : SEI401


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 4 study. This module is undertaken in a placement setting, within which students are placed in pairs. 

This module allows students working towards Qualified Teacher Status (QTS) to develop, demonstrate and practise their professional competences as a primary teacher, through work in schools/classroom settings over eight weeks.

This module introduces students to issues related to professional development and practice. It enables students to observe, discuss, develop, and practise professional knowledge and skills in appropriate settings. During the professional experience/ placement they will have the opportunity, supported by School-Based Tutors, Partnership Tutors, Class Teachers and subject leaders to develop the qualities and skills necessary to teach and manage pupils and monitor their learning. This module also enables students to reflect upon and evaluate their developing knowledge, understanding and skills. They will identify their professional strengths and development needs and will set targets for their continued development and practice and will record these in an electronic portfolio.

CONTACT HOURS :

Scheduled :
Independent :
Placement :
Total :  0.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Build upon students’ strengths and competencies, evidenced at application and interview, to support effective delivery of learning activities to individuals, groups and classes;
  • Enable students to demonstrate appropriate progress towards the award of Qualified Teacher Status (QTS), based on current statutory standards;
  • Enable students to demonstrate the capacity to work collaboratively and as an effective member of a team to make a positive contribution to learners’ attainment and enjoyment of learning;
  • Enable students to develop appropriate knowledge and understanding of relevant curriculum content and requirements;
  • Enable students to develop knowledge and understanding of planning and preparation of learning and teaching episodes;
  • Provide students with a structured programme and supportive environment which will enable them to observe, develop and practise a range of professional skills and competencies, to encourage and develop their own professional values and judgement;
  • Enable students to relate professional practice to the structured programme of school-based and university-based learning.

LEARNING OPPORTUNITIES :

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

  • Begin to demonstrate knowledge and understanding of  the curriculum requirements for the age range in which they are teaching;
  • Begin to demonstrate knowledge and understanding of curriculum content for the age range in which they are teaching;
  • Begin to evidence knowledge and understanding of professional values and practice;
  • Begin to demonstrate understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, organisation, assessment and evaluation needed to support effective learning for all learners;
  • Begin to understand effective differentiation of teaching to meet learner needs through appropriate planning, preparation, learning outcomes, activities, a range of teaching strategies, assessments and evaluation;
  • Begin to understand the provision of support needed for learners whose progress is affected by changes or difficulties;
  • Create and maintain a purposeful and orderly learning environment within a classroom;
  • Begin to recognise the contribution that they and other colleagues make to the development and well-being of learners;
  • Develop effective working relationship with pupils, adults and other professionals;
  • Reflect upon the quality of their own teaching and its impact upon learners and use this information to inform future practice.

Expectations for School Experience 1 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

Year 2 modules


LOCATION BASED STUDY WITHIN THE EARLY YEARS (FIELD COURSE) (20 CREDITS)


MODULE TITLE : LOCATION BASED STUDY WITHIN THE EARLY YEARS (FIELD COURSE)

MODULE CODE : TEI503


MODULE SUMMARY :

This module enhances students’ abilities to be a subject specialist within the context of learning outside the classroom. Students will develop and articulate the value of learning outside the classroom, off-site visits and residential field courses for school-aged children. They will identify and analyse the potential barriers to participation for some children, and will focus on behaviour management, assessment of risk and the effective planning, assessment and evaluation cycle for learning outside the classroom.  A key feature of this module will be the opportunity to undertake either a residential field course to a specific location (this could be urban, rural, domestic or international) and/or participation in a series of one day group excursions. Students will analyse and document the social and cultural benefits of conducting such activities with children, as well as undertaking a focused study on one of the locations visited, making links with their chosen specialist area of study. 

Field diaries will capture and document learning, complemented by follow up lectures to support assignments.  As part of an integrated approach, there will be whole-cohort lectures supported by discrete subject workshops and seminars.  Links to classroom practice will be made throughout the module.

 

CONTACT HOURS :

Scheduled : 36.00
Independent : 114.00
Placement : 50.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Support students’ ability to justify a clear rationale for the value of undertaking off-site activities with young children;
  • Support students’ ability to identify and raise questions around what professional values and practice, risk, safeguarding and responsibility mean when organising learning outside the classroom and when conducting off-site visits;
  • Support students’ ability to identify and raise questions around reducing barriers to learning for some young children;
  • Support students’ ability to identify and raise questions around enhancing learning and self-esteem for some young children when organising learning outside the classroom and when conducting off-site visits;
  • Facilitate opportunities for day excursions and a period of location-based study where students can engage in a range of off-site collaborative activities and learning experiences;
  • Allow students to broaden their understanding of a chosen location, relating this to the early years curriculum;
  • Allow students to evidence all of the above in their e-Portfolio.

 

LEARNING OPPORTUNITIES :

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

  • Explore a range of rich cultural, historical, spiritual and geographical contexts, locations and starting points for teaching and learning;
  • Synthesise knowledge of learning, teaching and assessment strategies to support all children when learning outside the classroom and conducting off-site visits;
  • Explore, document and analyse a range of contextually rich off-site locations in situ;
  • Attend and contribute to a residential field course and/ or a series of location based study days with their peers;
  • Identify an area of their chosen specialism through which to interpret and respond to an aspect of their location.

METHOD OF ASSESSMENT :

Component 1 - 100% Field diary (2000 words)

LANGUAGE LEARNING BEYOND THE CLASSROOM (20 CREDITS)


MODULE TITLE : LANGUAGE LEARNING BEYOND THE CLASSROOM

MODULE CODE : TEI507


MODULE SUMMARY :

This module aims to develop students’ sound awareness and understanding of how to develop opportunities for literacy beyond the classroom and in the wider world using local, national and international resources and contexts. There will be a continued focus on trainees’ personal development as readers, writers and speakers of language.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 10.00
Total :  210.00

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 5 study.

This module aims to: 

  • Develop students’ sound awareness and understanding of how to choose, use and foster enjoyment in children’s literature from a range of cultures/languages/eras;
  • Develop students’ sound awareness and understanding of theoretical and practical approaches to reading and how to apply these;
  • Develop students’ sound awareness and understanding of the strategies for decoding and comprehension – including systematic phonics;
  • Develop students’ sound awareness and understanding of assessment and tracking pupils’ progress in reading;
  • Develop students’ sound awareness and understanding of how to develop opportunities for literacy beyond the classroom and in the wider world;
  • Develop students’ sound awareness and understanding of how to plan for effective language lessons;
  • Allow students to have a sound understanding and awareness of all forms of written language within a global 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 :

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

  • Evidence their ability to foster children’s enjoyment of reading;
  • Evidence their ability to select and use texts chosen within a global context;
  • Evidence their ability to identify and use a range of texts to support pupils’ progress in reading;
  • Evidence their ability to analyse a child’s reading and comprehension across a range of contexts;
  • Evaluate and analyse their own PMFL language competence.

 

METHOD OF ASSESSMENT :

Component 1 - 50% 10 MINUTE PAIRED PRESENTATION (5 MINS. EACH), 1000 WORDS EQUIVALENT

Component 2 - 50% WRITTEN ASSIGNMENT, 1000 WORDS

A BROAD AND BALANCED CURRICULUM: EXPLORING CREATIVE PRACTICE (20 CREDITS)


MODULE TITLE : A BROAD AND BALANCED CURRICULUM; EXPLORING CREATIVE PRACTICE

MODULE CODE : TEI508


MODULE SUMMARY :

This module build upon previous knowledge of the foundation subjects taught as part of the new primary curriculum.  Students will be able to explore and reflect upon a range of pedagogical approaches to the subjects, developing their awareness and understanding of the national curriculum in each area, exploring creative approaches to subject delivery and considering how to deliver high quality learning experiences which cater for the needs of all learners.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

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 5 study.

 This module aims to: 

  • Provide subject specific pedagogical approaches;
  • Enhance and broaden students’ subject awareness and knowledge in PE, Music, DT and RE;
  • Foster students’ ability to identify and use creative approaches to planning and delivery in all subjects;
  • Support students to identify links between subjects in order to embed learning across the curriculum
  • Develop a sound  understanding of the impact of a broad and balanced curriculum on standards across all areas of learning
  • Increase awareness of Government initiatives, guidance and policy e.g. Ofsted reports and expectations and provide students with opportunities to synthesise this research and practice
  • Support students to become confident and enthusiastic teachers;
  • Allow students to relate all of the above to their e- portfolio.

LEARNING OPPORTUNITIES :

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

  • Critically reflect upon curriculum expectations and documentation within the context of an academic and practical degree;           
  • Explore a range of pedagogical approaches and philosophies in each subject area;
  • Investigate and reflect upon their own strengths and any areas for development in each subject area;
  • Explore a range of contexts and starting points for innovative and high quality learning experiences for all children;
  • Engage practically with subject content, gaining insights into classroom practice;
  • Experience a variety of teaching and learning styles.

METHOD OF ASSESSMENT :

Component 1 - 100% Critically Reflective Report (2000 words)

MATHEMATICS: LEARNING BEYOND THE CLASSROOM (10 CREDITS)


MODULE TITLE : MATHEMATICS: LEARNING BEYOND THE CLASSROOM

MODULE CODE : TEI511


MODULE SUMMARY :

This module will give students the opportunity to analyse and develop a sound knowledge and understanding of the impact of teaching methods in relation to the knowledge required to teach the subject effectively both inside and outside the classroom. This module includes subject knowledge development in number, geometry and statistics.

Within this module, students will audit their own knowledge and understanding of mathematics. 

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 5 study.

 

This module aims to:

 

  • Allow students to identify and analyse how national and international research impacts on the teaching and learning of mathematics;

  • Allow students to develop a sound understanding of mathematical learning beyond the classroom and in the wider world, through use of the environment and supporting technologies;

  • Allow students to develop a sound understanding of national curriculum mathematics within number, statistics, and geometry, explore how these develop within and across the Foundation Stage, Key Stages 1 and 2 and beyond;

  • Allow students to evidence all of the above in their e-portfolio

LEARNING OPPORTUNITIES :

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

 

  • Critically evaluate the benefits of mathematics learning outside the classroom;

  • Evidence their ability to evaluate, analyse and reflect on teaching and learning of number, geometry and statistics;

  • Review their own mathematical subject knowledge and compile an action plan after completion of Mathematics Subject Knowledge Audits and Re-audits;

  • Allow students to relate all of the above to their e-portfolio.

     

METHOD OF ASSESSMENT :

Component 1 - 100% SUBJECT KNOWLEDGE AUDIT AND WRITTEN REPORT, 1000 WORDS

TECHNOLOGY: LEARNING BEYOND THE CLASSROOM (10 CREDITS)


MODULE TITLE : TECHNOLOGY; LEARNING BEYOND THE CLASSROOM

MODULE CODE : TEI512


MODULE SUMMARY :

This module will give students the opportunity to analyse and develop a sound knowledge and understanding of the impact of teaching methods in relation to the knowledge required to teach the subject effectively both inside and outside the classroom. This module includes subject knowledge development in number and shape. It will develop their understanding of Design and Technology, including Food technology skills and other practical experiences that will be transferable to the classroom.

Within this module, students will audit their own knowledge.  Additionally, they will reflect critically upon their own needs in learning how to use technology inside and outside the classroom in order to support computational thinking and digital literacy.

CONTACT HOURS :

Scheduled : 18.00
Independent : 64.00
Placement :
Total :  82.00

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 5 study.

 

This module aims to:

 

  • Allow students to identify and analyse  how national and international research impacts on the teaching and learning of computing and design technology;

  • Allow students to develop a sound understanding of computing and design technology learning beyond the classroom and in the wider world, through use of the environment and supporting technologies;

  • Allow students to evaluate and extend their own teaching and learning using emerging technologies in the primary curriculum;

  • Allow students to apply their understanding of how assessment can empower learners and teachers;

  • Allow students to apply their understanding and knowledge of programming to solve a variety of computational problems;

  • Allow students to evidence all of the above in their e-portfolio

LEARNING OPPORTUNITIES :

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

 

  • Critically evaluate the benefits of computing and design technology learning outside the classroom;

  • Evidence their ability to plan, evaluate and analyse activities which support the teaching and learning of computing and design technology and indicate how these would be assessed;

  • Articulate the rationale for their activities based on analysis of relevant theory and application to current curriculum;

     

METHOD OF ASSESSMENT :

Component 1 - 100% Written Report (1200 Word Equivalent)

ACCESS AND INCLUSION (10 CREDITS)


MODULE TITLE : ACCESS AND INCLUSION

MODULE CODE : TEI513


MODULE SUMMARY :

This module offers students the opportunity to enhance their professional development through exploration of the concepts of inclusion and special educational needs and to gain an appreciation of the depth of diversity of presenting problems. Students will engage with research in the area of inclusion and with the debate surrounding the effectiveness of the inclusion ‘agenda.’ This will include an in-depth consideration of the issue of pupil disaffection using current research and relevant literature. There will be an informed perspective on current debates in the field of Special Educational Needs and this will provide opportunities for students to engage with their own interests in this area. Additionally, students will consider the range of provision for Special Educational Needs and will understand the processes for the diagnosis of, and assessment for, pupils with a range of Special Educational Needs. Students will normally spend time in an SEND setting as part of this module.

CONTACT HOURS :

Scheduled : 18.00
Independent : 32.00
Placement : 50.00
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Develop their knowledge and understanding of advanced theoretical developments in the area of SEN
  • Critically analyse the philosophies, principles and practice of inclusion and the legislative frameworks for SEN
  • Gain comprehensive knowledge of the role and responsibilities of the SENCO; critically analyse the key debates in the field of special educational needs
  • Gain a critical insight into, and a critical analysis of, diagnostic assessment and intervention strategies and the legal implications of the Code of Practice
  • Apply knowledge in practice
  • Synthesise and critically evaluate a range of research evidence offered in explanation of a broad range of special educational needs and provision.

LEARNING OPPORTUNITIES :

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

  • Demonstrate a critical and evaluative understanding of the role and responsibilities of the SENCO
  • Demonstrate and informed perspective on inclusion and current debates in the field of special educational needs and informed understanding of, and sensitivity to, individuals with special needs
  • Demonstrate a critical understanding of the legal implications of relevant legislation
  • Demonstrate a knowledge of, and a critical and analytical appreciation of, a range of special education needs and a critical appreciation of diagnostic, assessment and intervention strategies
  • Discuss and critically evaluate issues of inclusion with specific reference to research, theory and practice
  • Apply theoretical knowledge of diagnosis, assessment and intervention through appropriate use in practical situations
  • Critically engage with, and analyse reading and research into issues discussed in this module.

METHOD OF ASSESSMENT :

Component 1 - 100% Report (1200 Words)

LIVING THINGS AND LEARNING SCIENCE OUTSIDE THE CLASSROOM (10 CREDITS)


MODULE TITLE : LIVING THINGS AND LEARNING SCIENCE OUTSIDE THE CLASSROOM

MODULE CODE : TEI514


MODULE SUMMARY :

This module will provide students with opportunities to extend their knowledge and understanding in relation to teaching Science across the EYFS, Key Stage 1 and 2.  They will refine their understanding of the principles and practices of effective lesson planning in Science, developing their ability to provide more enriching learning opportunities for pupils, including learning Science beyond the classroom.  Students will have the opportunity to carry out and evaluate Science activities and investigations related to the development of pupils’ concepts and skills; importantly considering progression across Key Stage 1, and Key Stage 2.  This module builds upon cross curricular approaches to learning and teaching introduced during the students’ first year.

Students will complete an action plan in readiness for their next school experience.  Students will be required to focus on their own learning and tracking their own progress towards acquiring the necessary Science subject knowledge across the Science curriculum. The module aims to encourage students to become increasingly critically aware of their own role in the process of teaching and learning Science outside of the classroom.

Within this module, students will develop knowledge and understanding of assessment for learning and the principles and practice of formative assessment in the context of Science education.

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 5 study.

 

This module aims to:

 

  • Enable students to analyse their subject knowledge and conceptual understanding in the key areas of Biology and to question the practice, strategies and methods of planning and teaching of Science;

  • Enable students to deepen their subject knowledge in problematic areas of the Science curriculum (plant nutrition, evolution and inheritance);

  • Enable students to  deepen their knowledge and understanding of the practice, processes, strategies and methods of planning, teaching and evaluation for effective pupil learning in

  • Enable students to deepen their learning and teaching through enquiry by researching learning theories and how children develop their own scientific ideas;

  • Enable students to investigate strategies to assess the learning needs of those they teach in Science;

  • Enable students to examine and select ways of providing accurate and constructive feedback to learners in Science allowing them to support and guide learners to reflect on their learning, identify the progress they have made and identify their emerging learning needs in Science;

  • Enable students to develop a critical understanding of a range of out-of-classroom environments, from the school grounds to the wider natural environment such as forest schools and fieldwork, and consider both the arguments for taking learning outside, as well as the potential obstacles perceived by teachers.

LEARNING OPPORTUNITIES :

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

 

  • Evidence their ability to  investigate and  analyse pedagogical approaches that facilitate effective teaching and learning in Science within the key areas of Biology;

  • Analyse and reflect upon the rationale for teaching and learning Science beyond the classroom;

  • Analyse and evaluate issues relating to the practical application of Science beyond the classroom;

  • Analyse and evaluate methods and practices of assessment in Science that promote progression in learning;

  • Evidence all of the above in their e-Portfolio.

METHOD OF ASSESSMENT :

Component 1 - 100% Critical Analysis (1200 Words)

DATA ANALYSIS WITHIN EDUCATIONAL RESEARCH (20 CREDITS)


MODULE TITLE : INVESTIGATING INCLUSIVE PRACTICE IN PRIMARY EDUCATION THROUGH RESEARCH

MODULE CODE : TEI521


MODULE SUMMARY :

This module will introduce students to the underlying principles of research and its place within the teaching profession. Students will engage with a range of tools for data collection with the aim of critically evaluating their appropriateness. Research analysis techniques will be explored and students will effectively communicate lines of argument and interpretation of data analysis. This module is designed to prepare students for their level 6 dissertation module.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement :
Total :  200.00

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 5 study.

This module aims to:

 

  • Provide students with a sound understanding of the underlying concepts and principles of educational research;

  • Develop students’ knowledge and sound understanding of a range of tools for data collection;

  • Develop students’ knowledge and sound understanding of a range of data analysis techniques;

  • Engage students in critical evaluation of the various research designs and approaches.

  • Develop students’ ability to judge the factors that provide a positive learning environment and how they inform the planning cycle – with reference to assessment, behaviour management and inclusion;

  • Engage students with the theoretical frameworks underpinning inclusive approaches and current legislation;

Examine the complex issues surrounding identification of,  and working with, pupils with SEND, working with others within settings  and inter-professional working arrangements

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:

 

  • Develop critical understanding of a range of qualitative and quantitative approaches to enquiry;

  • Demonstrate critical knowledge and understanding of a range of data collection; and analysis tools, which can be applied within a specialist subject area;          

  • Engage in  secondary data analysis of both quantitative and qualitative data;

  • Spend time in an SEN(D) setting / classroom and reflect upon their own learning in this area;

  • Allow students to evidence all of the above in their e- portfolio.

METHOD OF ASSESSMENT :

Component 1 - 100% Qualitative or Quantitative Research Report (2000 Words)

REFLECTIVE ANALYSIS AGAINST THE TEACHERS STANDARDS (0 CREDITS)


MODULE TITLE : REFLECTIVE ANALYSIS AGAINST THE TEACHERS STANDARDS

MODULE CODE : TEI560


MODULE SUMMARY :

This module aims to extend students with the knowledge and self-management skills to complete an e-portfolio using Mahara2 as evidence towards recommendation for QTS.

(Mahara2 is an electronic portfolio system where you can record evidence of your learning and experiences. Mahara2 allows you to store files (e.g. documents, images, videos) and share them with others.)

Students will critically reflect on subject knowledge and pedagogy within taught sessions and independent study to impact on their progress for their next school experience. They will be asked to articulate and critically reflect on their understanding of the teachers’ standards in respect to their placement, for the short and long term, and to demonstrate how they are meeting targets.

 

CONTACT HOURS :

Scheduled : 2.00
Independent :
Placement :
Total :  2.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Support and encourage students to become on-going critically reflective practitioners on how to relate theory to policy and practice

  • Prepare students by evaluating how they have met the standards for school experiences and how they are setting and meeting new targets for progression

  • Encourage students to regularly make connections between their learning and the impact on their placement

  • Enable students to build confidence in becoming a teacher with recommendation of QTS by documenting their time and progress at Newman University by completing an e-portfolio

LEARNING OPPORTUNITIES :

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

  • Examine how each second year undergraduate module has helped to develop their knowledge, understanding and pedagogical skills in becoming a teacher

  • Demonstrate engagement with, and an understanding of the teachers’ standards with respect to strengths and targets for next placement

Document academic progress and reflect on feedback given to improve future academic work and were appropriate complete relevant action plans

METHOD OF ASSESSMENT :

Component 1 - % e-portfolio (1500 word equivalent)

SCHOOL EXPERIENCE 2: BUILDING UPON STRENGTHS IN AN ALTERNATIVE AGE PHASE (0 CREDITS)


MODULE TITLE : SCHOOL EXPERIENCE 2: BUILDING UPON STRENGTHS IN AN ALTERNATIVE AGE PHASE

MODULE CODE : SEI501


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 5 study. 

This module is undertaken in a placement setting within which students working towards Qualified Teacher Status (QTS) are provided with opportunities to further develop, demonstrate and practise their professional competencies as a teacher, through work in schools/classroom settings over an eight week placement.   

This module builds upon the previous School Experience module and enables students to take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. During the placement, they will have the opportunity, supported by School Based Tutors, Partnership Tutors, Class Teachers and Subject Leaders and staff, to develop the qualities and skills necessary to teach and manage pupils and to  monitor and assess  their learning.

Students will be expected to reflect upon and critically evaluate their developing knowledge, understanding and skills They will be required to set targets for continued development and practice and record these in an electronic portfolio.

CONTACT HOURS :

Scheduled : 15.00
Independent : 1.00
Placement :
Total :  16.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Build upon students’ strengths and competencies evidenced within School Experience One, to support effective delivery of learning activities to individuals, groups and classes;
  • Enable students to access school-based learning - including observation, small group and whole class teaching. This will support students to demonstrate appropriate progress towards the award of Qualified Teacher Status (QTS), based on current statutory standards. This professional role is premised upon an understanding of, and commitment to, equal opportunities, diversity and inclusion;
  • Enable students to gain professional experience in appropriate settings, within an alternative / consecutive age phase;
  • Enable students to demonstrate the capacity to work as an effective member of a team in order  to make a positive contribution to learners’ attainment and enjoyment of learning;
  • Enable students to reflect upon their own knowledge and understanding of organisational and management issues in a different age phase and setting;
  • Enable students to be proactive in developing an appropriate and sound knowledge and understanding of the relevant curriculum content, requirements and pedagogy for the age group within which they are teaching;
  • Provide students with a structured programme and supportive environment which will enable them to observe, develop and practise a range of professional skills and competences, in order to encourage and develop their own professional values and judgement;
  • Enable students to relate professional practice to the structured programme of school-based and university-based learning.

LEARNING OPPORTUNITIES :

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

  • Demonstrate sound  knowledge and understanding of the curriculum requirements and content  for the age range in which they are teaching;
  • Evidence a sound working knowledge of professionalism and professional values and practice;
  • Demonstrate a sound knowledge and  understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, organisation, assessment and evaluation for effective learning in a different age phase;
  • 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, knowing when to seek advice, where appropriate in order to support learners with additional needs;
  • Develop sound, effective working relationship with pupils, adults and other professionals;
  • Evidence their ability to articulate the  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 future practice and set targets for development.

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

Year 3 modules


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)

LANGUAGE LEARNING AND THE WIDER COMMUNITY (EARLY YEARS) (10 CREDITS)


MODULE TITLE : LANGUAGE LEARNING AND THE WIDER COMMUNITY (EARLY YEARS)

MODULE CODE : TEI607


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 Key Stage 1 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 PMFL language competence

METHOD OF ASSESSMENT :

Component 1 - 100% 1000 Word Assignment

MEETING THE STANDARDS IN EARLY YEARS/KEY STAGE 1 EDUCATION (10 CREDITS)


MODULE TITLE : MEETING THE STANDARDS IN EARLY YEARS/KEY STAGE 1 EDUCATION

MODULE CODE : TEI611


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 (EARLY YEARS) (10 CREDITS)


MODULE TITLE : CREATIVE MATHEMATICS (EARLY YEARS)

MODULE CODE : TEI616


MODULE SUMMARY :

This module will give students the opportunity to critically engage with current debate and research in analysis of mathematical misconceptions in an early years and primary educational contexts.

Students will have opportunities to critically evaluate a range of alternative creative approaches to teaching and learning in mathematics within the early years 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 an Early Years / Key Stage 1 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 PRESENTATION, 5 MINS, 1000 WORDS EQUIVALENT

EARLY YEARS AND PRIMARY PHYSICAL PROCESSES (10 CREDITS)


MODULE TITLE : EARLY YEARS AND PRIMARY PHYSICAL PROCESSES

MODULE CODE : TEI618


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 (Mahara2), 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 code: XX31 

Applications for full-time courses are made through UCAS

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

Sonika asks: I am applying to your university for Sept 2014 to study Primary Education (QTS) Early Years, and I need to retake my GCSE Science. I am retaking my GCSE Science with ET Equivalency Testing for career development, and the exam I will retake is Science Biology Foundation Level. I would appreciate it if you could advise me if the university will accept this course as part of the entry requirement. Answer: We are accepting GCSE equivalencies gained through Equivalency Testing, and would therefore accept a GCSE equivalency in Biology from you.

 

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