Primary Education (with recommendation for QTS) - 3 Year and 4 Year Routes BA (Hons)

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

Overview

Why study Primary Education (age 5-11)?

During your Initial Teacher Education (ITE) course you will undertake a range of modules which will equip you to become an effective and creative teacher, and enable you to achieve the Professional Standards required for qualified teacher status (QTS). The programme includes opportunities to broaden your knowledge, understanding, skills and experience, and explore in greater detail areas of particular interest, through a range of modules and placements.

"Lecturers are friendly and available, and the course content has been designed to be directly relevant to what we will experience in schools when we are out on placement."  Katie Thomas – Primary Education with English student

In the second year you will have the opportunity to change routes to a four year programme or to continue on the three year route.  Within the four year route there are opportunities through modules to study abroad and to gain masters level credits you will also explore your enhancement subject at greater depth.

Specialist Enhancement Modules

Throughout your degree you will have the opportunity to study an enhancement module which will allow you to develop your interests in a particular area.  This additional knowledge will prepare you for leadership roles in these areas as early career development.  Subject areas for the Enhancement strand in 2016/7 include PE, Theology, Mathematics, English and Access, Inclusion and SEND. 

Specialist Enhancement Modules in English

The English enhancement will develop your understanding of how English can be taught creatively and effectively in schools. You will have the opportunity to work with experienced and enthusiastic practitioners who will lead you through the developments in the English curriculum and look at a range of approaches to planning and teaching English. We will explore children’s literature and poetry developing your subject knowledge and supporting you to become an effective teacher who can enthuse your pupils and promote a passion for language.

Specialist Enhancement Modules in Primary Mathematics

These modules will provide you with the opportunity to extend and enhance your knowledge and understanding of mathematics education. You will critically engage with contemporary, creative and innovative practice,  evaluating a variety of approaches  in relation to the teaching and learning of mathematics in the classroom and across the primary age range 3- 11years. You will have the opportunity to study certain important themes in greater depth; for example mathematics mastery, dialogic teaching, problem-solving, and the use of real and relevant mathematical contexts. 

Specialist Enhancement Modules in PE

The primary physical education enhancement aims to support you in becoming a subject specialist through the development of both pedagogical subject knowledge and leadership skills.  The course content will include both practical and theory sessions and will cover a range of pertinent issues such as: planning and assessment; teaching styles; health and safety; outdoor learning; child development; fundamental movement skills; and research informed teaching. In the second year of study, there will be an opportunity to visit an outdoor education centre.

Specialist Enhancement Modules in Theology

Through developing an understanding of the major faiths and cultures of contemporary Britain you will be well prepared to deliver effective religious education lessons as well as empathising with the belief systems of the children you teach. In year one the focus is on Christianity to reflect the emphasis of the National Curriculum. In year two you will study the six major faiths represented in the UK and consider some of the issues in RE such as assessing pupils’ spiritual development. The third year will include examination of spiritual, moral, social and cultural education (including citizenship and circle time) and provides you with an opportunity to study an area of RE in great depth.

Specialist Enhancement Modules 'Access, Inclusion and SEND'

For this enhancement strand, we will explore and critique the concept of inclusion, using legislative and other frameworks. A range of special educational needs and disabilities will be considered, as well as the inclusion of a number of vulnerable groups. Opportunities for visits to special schools will be provided. Support strategies for a range of pupils with SEND will be identified, and there will be opportunities to follow your own interests in this area. Engagement with the module content should prepare you to support a range of pupils in both mainstream and special education.

You will need to make your choice before you enrol using the enhancement form found on the website. To support the quality of the students experience, minimum and maximum group sizes will be established for each strand within each cohort.

Teaching Methods and Assessment

Teaching is through a combination of lectures, workshops, tutorials, presentations, role play, seminars and practical sessions. Where appropriate there will also be educational visits to galleries and places of worship, field work and residentials. Assessment is varied and could include a mixture of coursework, practical outcomes, presentations, reports, observed teaching and written examinations.

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.

RELATED DOCUMENTS

docx  Enhance Form - Primary Route Only
Last updated: 25 September 2017


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. Please be aware that whilst these GCSEs are not mandatory at application point, these qualifications must be obtained by enrolment.  

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.

THE INDEPENDENT RESEARCHER DISSERTATION


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


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)

EXPLORING CROSS CURRICULAR PRACTICE


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)

TEI607 - LANGUAGE & LEARNING IN THE WIDER COMMUNITY PRIMARY EDUCATION


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 EDUCATION


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 TEACHING IN EARLY YEARS EDUCATION


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

SCIENCE BEYOND ORDINARY LEARNING EARLY YEARS EDUCATION


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


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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X321 

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

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