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.
This module aims introduce students to the idea of a teacher as a 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 their chosen specialism. As part of an integrated approach, there will be some whole-cohort lectures and these will be supported by discrete subject workshops and seminars. Links to classroom practice will be made throughout the module.
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.
This module introduces the National Curriculum subjects of Art, Humanities, 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.
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.
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.
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.
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.
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.
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.
- XX31 Course Code
- 3 Years
- 112 Typical UCAS Tariff
Why study this Primary Teacher Training course?
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 teacher. You will consider the Early Years Foundation Stage alongside the Primary National Curriculum and develop understanding of progression through different age phases and expected levels of achievement.
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.
What will I be taught?
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 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. Please note that school placements can be an hour’s journey and/or 40 miles from a student’s term time address.
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. At the end of the second year, there may be the potential for students to opt-in to a four-year route which will give them 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
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.
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. 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 CCRS webpage
Applications are open for September entry
Thinking of starting your studies this September? We are currently accepting new applications. Applications to full-time courses must be made via UCAS, applications to part-time courses are made directly to Newman. For help with the application process please contact our friendly and helpful admission teams via firstname.lastname@example.org or via 0121 476 1181 ext. 3662.Apply Now
You should 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 towards the total tariff of 112 points. Access Diploma students will need to have completed the course and achieved a minimum of 112 UCAS points.
Access Students can achieve this with the following combination of Distinction, Merit and/or Pass grades at level 3 achieved from a completed Access course:
D30-M0-P15; D27-M6-P12; D24-M12-P9; D21-M18-P6; D18-M24-P3; D15-M30-P0
GCSE English Language, Mathematics and Science at grade 4 (or C) or above (or recognised equivalents). Please be aware that whilst these GCSEs are not mandatory at application point, these qualifications must be obtained 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.
School experience is not a requirement for entry onto the programme. However, having experience in a school will support your preparation for training as a teacher.
At interview you will be given the opportunity to discuss any relevant school experience or opportunities that you have had to work with school aged children.
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.
Applying Direct Option
You can apply direct to Newman University for this course if you have not previously applied to Newman University through UCAS and you are not applying to any other universities.
Simply click on this Direct Application link to do this.
N.B. will need to enter ‘New User’ account details when first accessing this portal.
Fees per academic year:
Full-time 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).
Find out more about the other additional costs associated with our undergraduate degrees.
This module extends students’ abilities to draw on their enhancement area within the context of learning outside and beyond the classroom. Students will develop and articulate the value of learning outside and beyond the classroom 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 and beyond the classroom. A key feature of this module will be the opportunity to apply theory to practice by independent engagement with location-based studies via an appropriate number of group excursions. Students will analyse and document the social and cultural benefits of conducting such activities with children, as well as making links with their chosen enhancement area of study. The module will be delivered through whole-cohort lectures supported by discrete subject workshops and seminars. Links to theory and classroom practice will be made throughout the module.
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 students’ personal development as readers, writers and speakers of language.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.