This module is designed to introduce you to the purpose of education. It gets you to think philosophically about what is education for? Is it fair? And who benefits? Throughout the module we explore different ways education has been conceptualised and what possibilities exist for changing the system to meet the challenges of the 21st century. We explore the differences between traditional and progressive approaches to education from Platonic ideals which prioritised play and love to progressive education focused on the central role of the student to neoliberal system focused on attainment, OFSTED and league tables. This is a lively module which encourages you to debate and critically analyse theories around knowledge, learning, motivation, curriculum and schooling.
This module provides you with an introduction to the English, Mathematics and Science programmes of study of the National Curriculum. Key aspects of subject knowledge within the three subject areas will be addressed and these will be used as a vehicle to explore effective principles and methods of supporting teaching and learning within the primary classroom. Key pedagogical approaches to the teaching of the three core subjects will be explored and you will consider in detail the role of school staff in supporting teaching and learning effectively as well as the core subjects can support teaching and learning of the foundation subjects. You will be given the opportunity to plan and teach activities that facilitate learning in English, Mathematics and Science and begin to develop strategies for evaluating the effectiveness of the teaching and learning they observe and are also involved in. You will also consider some of the ways in which teaching strategies may be matched to specific learner needs. You will consider the role of resources in supporting learning and teaching and will be given the opportunity to plan and teach activities that facilitate learning in English, Mathematics and Science and begin to develop strategies for evaluating the effectiveness of the teaching and learning they observe and are also involved in.
This module will develop your knowledge and understanding of child development. The module will focus on children’s physical, cognitive, communication and emotional development including the individual factors that can influence how a child grows and the impact for those in education, such as health, environment and relationships. We will consider different theories of learning including Piaget, Bruner, Skinner, Vygotsky and Maslow as well as the work of Montessori and Froebel. You will consider the importance of interpersonal relationships in the context of the learner and the impact of effective partnership between home and school.
The purpose of this module is to inspire you to embark on a professional career in education and provide you with the knowledge and skills required to progress on to a teacher education programme. In particular, it offers you the opportunity to develop an appreciation of the personal and professional values and attributes underpinning the profession, as well as to understand teachers’ professional roles and responsibilities. This module will support you to begin to develop professional knowledge and understanding across the compulsory school age ranges, in a variety of learning settings. This module enables vocational learning and progression in Higher Education providing opportunities for you to develop confidence and belief in your potential, together with an increased awareness of the professional career options open to you. You will have the opportunity to further develop your study skills through reflective writing. This module is designed specifically to promote highly skilled, graduate-level employability by supporting aspirant student teachers to progress onto a PGCE. It provides valuable, practical insights into the application processes for the various professional routes into the teaching profession.
This module will introduce you to a range of issues surrounding the inclusion of so-called ‘vulnerable’ groups in the UK education system. Wider considerations of inclusive policy and practice will also be explored, including possible reasons for high exclusion rates, and low achievement for certain groups. Wider psychological perspectives and theories will be explored including the social and medical model disability, different approaches to behaviour, trauma-informed practice and how a whole school approach to supporting mental well-being can be developed. National policy and guidelines in this area, in relation to primary education, will be explored as well as key debates relating the support of children with SEND.
This module builds on what we have learned in the Child Development module earlier in the year. We explore the range of factors that impact on the life journeys and outcomes of individuals and groups during their early years and primary education, with a focus on factors such as the family, identity, class and society. Theories including those of Bronfenbrenner and Bourdieu are considered when understanding the role of the education in children’s lives and we examine national and local approaches to supporting individuals and groups to achieve their full potential.
- X124 Course Code
- 3 - 4.5* Years
- 96 Typical UCAS Tariff
The Education and SEND degree course recognises the many changes within the education sector, including a deepening awareness of the need to better prepare practitioners to support SEND and children’s mental health. The course allows students the opportunities to consider the range of issues and perspectives involved when working with children and young people in education and wider settings, and particularly those with a range of diverse needs. Exploring policy, theory and practice, you will consider the challenges to inclusive approaches to education, as well as wider educational theory relating to social justice. The course will help you to develop your own knowledge and understanding necessary for a wide range of careers involved in supporting children and young people in both educational settings and wider society.
This course is running from September 2023 subject to validation.
Education and SEND is intended for students with career aspirations in the field of education, special educational needs and inclusion. Although this degree does not award qualified teacher status (QTS) it provides a dynamic programme of study which will offer you a unique platform if you want to pursue a PGCE or school-based training programme in primary teaching, such as School Direct or Apprenticeship.
Education and SEND has been designed in response to the wide-ranging changes that have taken place across the education sector. A key feature of the course is that it explores the range of professional, teaching, support and assistant-related roles in education settings, including the role of the SENCo (Special Educational Needs Co-ordinator) as well as engaging with trauma informed practice, mental health and the wider implications of the pandemic. All these topics can be explored and reflected upon during placements, which take place in a range of diverse settings, such as primary and secondary schools, specialist schools and wider settings both within education and child-based services and beyond.
The course is undergoing validation for the 2023/24 academic year.
We continue to accept applications for September 2023. Applications to join us in 2024 can be submitted on UCAS from this September.
Education and SEND provides an imaginative platform for future employment in a wide range of educational and support settings. In the first year you will be introduced to a variety of topical issues that govern teaching, learning, children’s well-being, SEND and Inclusion, and school organisation in education in the UK and other international settings.
You will study the complex process surrounding learning and child development. You will gain essential insights into the theory and practice of learning in education settings and examine the key characteristics of effective teaching and the learner experience. The course will explore key areas of pupils’ experience, including socialisation, learning styles, the role of technology, creativity, Special Educational Needs, safeguarding and pastoral care. Through the study of Special Educational Needs you will gain an appreciation of the depth and diversity of pupil needs within education settings. You will engage with the debates surrounding the inclusion, pupil disaffection and the current research and inspection evidence relating to school exclusion.
The course offers a great deal of flexibility and personal choice. In your second year you will undertake a self-selected work placement, providing an important link between practice ‘on the ground’ and the issues covered in the taught course. In your third year you will be supported by dedicated staff in conducting a specialist piece of research of your own choosing.
There will be a range of assessments on the programme, potentially including:
- written coursework assignments
- poster presentations
- group/syndicate presentations
- individual presentations
- collaborative investigation
- digital resource production
- web-based collaboration
This course develops a broad range of transferable skills that are highly valued by employers in a wide range of work situations. A wealth of opportunities will be available to you as a graduate including various roles and responsibilities involved in education, such as teaching assistants, inclusion support, Special Educational Needs Co-ordinators, Mental Health practitioners, learning mentors, family liaison and learning support assistants and in wider educational settings.
It is important to note that this course does not confer QTS and students will typically undertake further postgraduate training that will lead to a career in teaching. Newman will guarantee an interview for its PGCE courses to graduates of this degree.
Newman University is located in Britain’s second city – Birmingham. With one of the youngest city populations in Europe, it is a vibrant and dynamic place to study.
Studying at Newman University, you have the advantage of being near to the city, but living in, or commuting to peaceful and comfortable surroundings on campus.
Birmingham has lots of wonderful places to dine out with a range of different cuisines. Places where you can dine out include; Brindley Place, Mailbox and Hagley Road (just 10 minutes’ from Newman).
Whether you like to go to; the theatre, gigs or clubs, or enjoy: sports, shopping visiting art galleries or exhibitions – Birmingham will not disappoint and you will be spoilt for choice!
Getting around Birmingham is easy via train, bus or by car. Birmingham has excellent transport links to the rest of Britain, making it easy for those weekend getaways!
Why not explore the city for yourself by visiting one of our Open Days?
Want to find out more about Birmingham? Then take a look at some Birmingham City Secrets.
Call our Clearing hotline now to see if we can offer you a place to start this September.
If on results day you wish to re-consider your choice and want to choose Newman University, you can apply to us over the phone (+44 121 476 1181) , on LiveChat or through Whatsapp.
You can also join us on Saturday 19th August for an Open Day to look around the facilities and talk with subject and support staff. No need to book, simply turn up.
Find out more
You should to aim achieve 96 UCAS points including a minimum of CC at A level or equivalent (e.g.MM at BTEC Diploma or MPP at BTEC Extended Diploma), in achieving the 96 point tariff total.
Access Students can achieve the requirements with the following combination of Distinction, Merit and/ or Pass grades at level 3 achieved from a completed Access course. 96 UCAS Points: D21-M3-P21; D18-M9-P18; D15-M15-P15; D12-M21-P12; D9 M27-P9; D6-M33-P6; D3-M39-P3; D0-M45-P0.
You may be required to obtain a Disclosure and Barring Service (DBS) clearance for a Work Placement module in Year 2.
For applicants who are unsure that they will achieve the above UCAS tariff, Newman University offers a Education and SEND (with Foundation Year) which enables such applicants to access a university degree via a four year route. Upon successful completion of their foundation year, students will progress to Year 1 of the Education and SEND degree.
The University is not licenced by the UK Government to sponsor migrant students under the Student route and is therefore unable to accept applications from international students at present.
Applying Direct Option
You can apply direct to Newman University for the full-time route for this course if you have not previously applied to Newman University through UCAS and you are not applying to any other universities.
September 2023 Direct Application link.
September 2023 Direct Application link (part-time)
September 2024 applications will go live in September.
N.B. will need to enter ‘New User’ account details when first accessing this portal.
The full-time course fee for academic year 2023-24 is £9,250.
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, 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).
Find out more about the other additional costs associated with our undergraduate degrees.
This module will enable you to explore research in education in the context of social, political economic and historical influences. The module begins with an exploration of current and past research in education to help you understand the difference between different methodological approaches and their broad philosophical and ideological standpoints, and where social science research is now positioned. You will also be introduced to the knowledge and understanding necessary for the design of a presentation of a research plan, demonstrating awareness of differing approaches to methodology, the importance of literature review, research planning and research governance including ethical processes. You will be introduced to a range of research methods including understanding of data and information collection techniques of observation, interviews, focus groups, survey design and use of secondary data.
This module will focus specifically on children and young people and seeks to raise your awareness of a range of social, emotional and psychological factors that affect their learning and development. Through the use of research it will draw upon different perspectives to develop understanding of key and contested concepts in education, such as multiple intelligences, learning theories, cognition, labelling, self-fulfilling prophesy and the hidden curriculum. You will be encouraged to explore and critically reflect upon how these ideas can influence children’s and young people’s educational experiences.
This year-long module offers learners the opportunity to apply and explore knowledge within a work-based context, through the mode of workplace learning. The placement supervisor in the workplace will negotiate the focus for the learner’s role on placement, with the learner. Students complete 100 hours in the work setting. The learner will reflect critically on different dimensions of the workplace setting. This module provides an opportunity for students wishing to attain National Professional recognition with the Teaching and Learning Academy (TLA) to complete an AMTLA project. The module will also provide the opportunity for those students interested in going on to the PGCE programme to gain support and guidance with the PGCE application process.
This module aims to introduce you to the importance of considering issues of equality, diversity and inclusion with children and young people. The module engages with contemporary theories including; critical race theory, queer theory, intersectionality and orientalism to better understand how schools and curriculums contribute to privilege and marginalisation and asks what possibilities are there for a fairer more equitable education system so that all children and young people (regardless of background) can thrive.
This module will develop student’s knowledge and understanding of child development and learning. The module will focus on development of the body, language, cognition and social and emotional aspects. It will provide students with theories for development and learning, and relate these to aspects of learning and teaching. Theorists considered will include, among others; Piaget, Bruner, Skinner, Vygotsky and Chomsky. It will also explore theories which focus on the impact of biological and maturational processes on human development, including theories of attachment. Students will also consider individual factors that impact on child development and learning such as health, environment, personality and self-esteem. Interpersonal relationships will be considered in the context of the learner and will consider the role of these in supporting teaching and learning and also how these affect the students as learners.
This module will explore and analyse a range of contemporary issues at both national and international level, relevant to the field of early years. These will include issues relating to curriculum design and pedagogy, learning in contemporary culture, the impact of international perspectives, defining quality, the role of assessment in children’s learning, and transitions. It will examine “good practice” in the light of contemporary understanding of research, policy and practice, and will enable students to reflect critically upon the issues discussed.
This level 5 module considers the relationship between creativity and education in current educational practice. Drawing on contemporary thinking, theory, research, and inspection evidence, you will explore the different ways in which creativity has been defined and conceptualised. We will explore through discussion and practical sessions, creative approaches to the curriculum and how to promote creativity when working with children.
This double module aims to draw and build upon your previous knowledge and experience in the study of primary education in order to enable you to investigate educational phenomena that holds particular interest for you for a research project. The dissertation requires you to select and explore an educational topic through field research in primary educational settings and reported in a written study. The module also provides an alternative mode of educational research for students who wish to acquire a detailed understanding of their chosen sphere of interest based upon published research in the field. Students selecting the alternative mode of educational research are required to present findings based upon a robust and critical review of the current research in their selected field of study in the form of a portfolio.
TThis module builds on previous modules such as PSU405 and PSU406 and provides further opportunities to explore and critically evaluate social, moral and well-being issues in a primary classroom. You will deepen your knowledge of the whole child in the primary classroom and critically analyse the roles of professionals involved in supporting children in primary schools and their families. You will gain a critical understanding of the factors that can affect pupils’ participation and learning and can lead to underachievement. You will explore and critically evaluate support strategies and interventions designed to improve outcomes for primary children and their families.
This module builds on the mandatory PSU405 Inclusion and SEND and mental health and provides further opportunities to explore and critically evaluate provision for pupils with Special Educational Needs and disabilities. Students will deepen their knowledge of the legislative frameworks for SEND and critically analyse the roles of professionals involved in supporting SEND in schools. They will gain a critical understanding of how SEND can affect pupils’ participation and learning and can cause barriers to learning that can lead to underachievement. They will explore and critically evaluate support strategies and interventions designed to improve outcomes for children with SEND.
In this module, students are encouraged to critically reflect upon national policies in relation to education in the primary phase within England. They will consider where policies are derived from and the processes that are followed in terms of disseminating these. They will engage with the relevant knowledge base and be able to articulate how this has underpinned policies. Discussion will follow the Socratic method of teaching.
Students will have the opportunity to investigate some issues found in schools and offer a broad and balanced argument of some principal features of education found in primary schools through careful consideration of educational theory, policy and practice. Students will explore and examine how educationalists can improve pupils’ wellbeing and learning by studying a learning episode and providing a critical analytical discussion on how practice can improve by referring to a wide body of academic research and reading.
This module focuses specifically on the multicultural multi-ethnic nature of the world and the fundamental impacts this has on early education in both contemporary and historical contexts. We explore central issues of diversity and the ways in which this concept exists in tension with neoliberal influences that promote conformity and encourage capitalism and inequalities. We unpick this by considering key concepts including colonialism and post-colonialism, otherness, race and racism, patriarchy and gender inequalities, and the datafication of the human subject. The module offers an integrated exploration of global historical contexts to consider how these relate to current worldwide controversies and challenges in educational policy and practice. Active student participation is central to this module with teaching being based around close discussion of material and experience. Midway through the module you will undertake an ethnographic walk to critically explore a chosen area of the environment, the results of which are presented in the module to deepen understanding of sites of contest and the ways in which history and ideology are reflected in our everyday urban.