September 2020

FD Progression Route - Primary Education (3-7) BA (Hons) with QTS

Top-up Degree, Undergraduate, September 2020

Key Details

  • X322 Course Code
  • 1-2 Years
Early Years Education

Overview

Progression Route for Foundation Degree Holders

The Foundation Degree Primary Progression route enables students, who are suitably qualified, to enter the final year of the BA Primary Education with recommendation for QTS course.

Students will normally be expected to have gained at least merit in a relevant Foundation Degree, or equivalent, and to evidence that they have recently spent the equivalent of 80 days teaching in primary schools in the key stages relevant to the course and to demonstrate an understanding of and progress towards the Teachers’ Standards (2012). Students will be expected to have GCSE in English language, mathematics and science

To ensure that the course content is as up-to-date and relevant to current teaching theory and practice as possible, this course will be re-validated every five years.

School placements may be 1 hour and/or approximately a 40 miles radius from a student’s term time address.

What does this course cover?

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

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

Teaching Methods and Assessment

Teaching is through a combination of lectures, workshops, tutorials, presentations, role play, seminars and practical sessions. Assessment is varied and includes a mixture of coursework, practical outcomes, individual and group presentations, reports and observed lessons in Early Years and Key Stage 1 settings.

Employability

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

Catholic Certificate in Religious Studies

CCRS (Catholic Certificate in Religious Studies) is a national certificate validated and awarded by the Board of Religious Studies on behalf of the Bishops’ Conference of England and Wales. Anybody wishing to be involved in Catholic education and formation may apply for this course. CCRS seeks to ensure that all participants have a basic knowledge and understanding of the beliefs of the Catholic Faith.

In a recent study (CCRS Twenty Five years on: One size fits all?) 90% of participants nationally agreed that the course has informed their knowledge and understanding of Catholic teaching.

At Newman the two year course is offered within the normal undergraduate timetable where possible and also delivered on Tuesday evenings in the Autumn and Spring terms. For the Foundation Progression route there will be an opportunity to return to Newman and complete CCRS the following year or alternatively attend one of the many other centres available nationally. The course provides an important opportunity to study and discuss the teachings of the Catholic Church and the implications for Catholic education. It is a highly desirable qualification for anybody considering teaching in a Catholic school. For further information please go to the CCRS web page.

Open Day – Saturday 7th March

Join us at our upcoming spring Open Day on Saturday 7th March (10am-3pm) where you can visit Newman and speak to staff about the course(s) you are interested in. You can also meet current students, and staff from our support departments, aswell as going on a tour of our campus and on-site accommodation.

Book Your Place

Contact Details

For Course Enquiries

Entry Requirements

Students will normally be expected to have gained at least merit in a relevant Foundation Degree, or equivalent.

Candidates must be able to evidence their classroom experience against the Teachers’ Standards, including a minimum of 80 whole days classroom experience. You will need to provide evidence of assessed experience of whole class teaching rather than working in a support role with groups or individuals.

The evidence provided needs to include for example your understanding of the role of the teacher, planning and assessment to ensure pupil progress, national assessments, child development and learning, managing behaviour, early reading including phonics, SEN and disability, and evaluating teaching.

These requirements are in line with the DfE ITT criteria.

Students will be expected to have GCSE in English Language, Mathematics and Science at grade 4 (or C), and by enrolment. Students will also be required to be assured against a set of fundamental maths and English skills by the end of their initial teacher training.

GCSE equivalency information

A minimum Merit grade is required for FD, BTEC Lv 5 or HND.

You will need to obtain Disclosure and Barring Service (DBS) clearance prior to starting the course. For more information on your DBS application please visit the How do I complete my DBS form advice page.

 

 

Course Fees

Total Course Fee for Top-Up Degree

UK/EU students: £9,250 *

* Fees shown are for 2020/21 academic year. The University will review tuition fees and increase fees in line with any inflationary uplift as determined by the UK Government, if permitted by law or government policy, on enrolment and in subsequent years of your course. It is anticipated that such increases would be linked to RPI (the Retail Price Index excluding mortgage interest payments).

Modules

Please be aware that, as with any course, there may be changes to the modules delivered, for information view our Changes to Programmes or Module Changes page.

Timetables: find out when information is available to students

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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 focussed on the primary age range, with the aim of extending their pedagogical knowledge in their chosen enhancement subject area. Students will adopt a systematic approach through developing a practical awareness of research designs, paradigms and ethical considerations.
  7. 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.
  8. 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.

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