September 2020

Studies in Primary Education BA (Hons)

Honours Degree, Undergraduate, September 2020

Key Details

  • 9X73 Course Code
  • 3 - 4.5 Years
  • 96 Typical UCAS Tariff
teacher with school children

Overview

Why study this course?

Studies in Primary Education is intended for students with career aspirations in the field of Primary School Education. 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.

Studies in Primary Education has been designed in response to the wide-ranging changes that have taken place across the primary phase sector and in teacher education and training. A key feature of the course is that it explores the range of professional, teaching, support and assistant-related roles in primary school settings.

What does the course cover?

Studies in Primary Education provides an imaginative platform for future employment in the field of primary phase education. In the first year you will be introduced to a variety of topical issues that govern teaching, learning, children’s well-being and school organisation in primary 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 primary school 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, creativity, Special Educational Needs (SEN), safeguarding and pastoral care.

You will have the opportunity to explore the different ways in which creativity has been defined and conceptualised, and the relationship of imagination to the creative process. You will also consider the attributes of creative and imaginative practice and the environments and conditions for promoting imagination and creativity with children and young people.

Through the study of Special Educational Needs you will gain an appreciation of the depth and diversity of pupil needs within primary settings. You will engage with the debates surrounding the inclusion, pupil disaffection and the current research and inspection evidence relating to school exclusion.

In your second year you will examine education systems in the UK and abroad, to give you an international perspective on primary education. You will also undertake a self-selected work placement, providing an important link between practice ‘on the ground’ and the issues covered in the taught course.

How will I be assessed?

There will be a range of assessments on the programme, potentially including:

  • written coursework assignments
  • poster presentations
  • group/syndicate presentations
  • individual presentations
  • collaborative investigation
  • documentary making

What careers can I consider after taking this degree?

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 primary education, such as teaching assistants, support workers 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 primary course to graduates of this degree who achieve at least a 2.1 and meet the other required criteria (including GCSEs and passing the national skills tests).

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

Entry Requirements

You should 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.

Five GCSEs at grade 4 (or C) or above (or recognised equivalents), including English Language, are also required.

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 Studies in Primary Education (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 Studies in Primary Education degree.

Course Fees

Fees per academic year:
Full-time UK/EU students: £9,250 *
Part-time UK/EU students: TBC

* 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).

Additional Costs

Find out more about the other additional costs associated with our undergraduate degrees. 

Modules

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

Timetables: find out when information is available to students

 

  1. This module further develops some of the concepts which students will have engaged with in PRU401. The module aims to enhance students’ understanding of a range of factors that impact upon the ‘life journeys’ and ‘life chances’ of individuals and groups. Students will explore the constructs of childhood and adolescence through the investigation of societal and other factors such as the family, identity, class and disaffection. The module will enable students to critically evaluate the extent to which these factors impact on different individuals and groups. They will be invited to reflect on the factors influencing their own ‘life journey.’
  2. 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.
  3. This module will begin to address the issue of interpersonal and intrapersonal skills in Primary school settings and how their development can improve relationships and enhance the work experience for all involved. It will consider recent theories of emotional intelligence, underpinned by more established work like that of Carl Rogers, and person-centered approaches in education. Students will critically reflect on the use of interpersonal approaches to manage challenging behaviour and bullying for example. They will be encouraged to reflect on their own interpersonal skills and develop their understanding of their own emotions and how to interpret other’s emotions.
  4. Students will be encouraged to actively and critically reflect on their key and transferable skills, for example communication, time management and working with others. The nature and demands of studying in higher education will be considered and students will audit their own study skills in reading, academic writing, group working, presenting and critical thinking for example, in order to support their learning throughout the course. They will identify aspects that need improving and establish plans and strategies for self-development in those areas.
  5. This module aims to encourage students to evaluate, and reflect upon, skills learned from previous experiences, and to recognise their transferability to educational settings. They will be able to make appropriate choices of placements, and will make links with previously taught modules on the programme. Students will use a range of models of reflection, and will be expected to demonstrate their knowledge of a relevant issue in terms of links to a prospective placement in Year 2. Students will identify, and consider, a range of skills, attitudes and values that are key to employability.
  6. This double module seeks to introduce key concepts that underpin the social study of primary education and is designed to give students insights into the nature of Education as a field of study and the disciplines, concepts and themes that inform Primary Studies in Education. In the process of exploring key concepts such as learning, development, identity, agency, structure, power, social class, cultural capital, curriculum, inclusion, ideology and diversity students are also introduced to the evolving political and social arenas in which the study of primary education is located and its epistemological roots.  This introductory double module is specifically designed to introduce the idea of education as an essentially contested concept and practice, and problematise it as a discrete area of study.
  1. This module introduces students to qualitative, theoretical research in education and some of its distinctive approaches. Students will be introduced to the aims, methodologies, research strategies and methods used in qualitative research including practice based research methods. The sessions will help students to understand the process and debates surrounding how researchers learn more about the social world of education. The module provides an over-view of some of the key methodological debates in educational research and the ways in which these debates influence selection of areas of investigation, research design, data analysis and interpretation. The module introduces students to the conceptual issues and debates around the ‘best’ way to explore educational questions, forms and issues, and provides an overview of some popular methods for doing so as well as an understanding of the importance of ethical guidelines in research. This module will enable students to develop understanding, skills and knowledge to aid progression into research at undergraduate dissertation level as they will be introduced to the knowledge and understanding necessary for the presentation of a research proposal.
  2. This year-long module offers learners the opportunity to apply and explore knowledge within a work-based context, through the mode of work place learning. The placement supervisor in the work place 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 work place 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.  
  3. This module will focus specifically on children and young people and seeks to raise students’ 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 students’ understanding of key and contested concepts in education, such as multiple intelligences, learning theories, cognition, labelling, self-fulfilling prophesy and the hidden curriculum. Students will be encouraged to explore and critically reflect upon how these ideas can influence children’s and young people’s educational experiences.  
  4. This module considers the function of creativity and imagination in educational practice. Drawing on contemporary thinking, research, and inspection evidence, students will explore the different ways in which creativity has been defined and conceptualised and the relationship of imagination to the creative process. The module will consider the attributes of creative and imaginative practice and the environments and conditions for promoting imagination and creativity.
  5. This module will enable students to develop understanding, skills and knowledge to aid progression into research at undergraduate dissertation level.  Students will be introduced to the knowledge and understanding necessary for the design of a written research proposal and further develop skills appropriate for the development of a research proposal including literature evaluation, research planning, research governance and academic writing. The sessions aim to further develop an awareness of appropriate research methodologies and methods in relation to the research proposal including understanding of data and information collection techniques of observation, interviews, focus groups, survey design and use of secondary data. Management, analysis, interpretation and presentation of data will be explored in the context of ethical codes and practices.
  6. The module engages in critical evaluation of theoretical perspectives on assessment of learning and contextual factors surrounding assessment policy including political, sociological and psychological influences. The module aims to critically examine conventional models of educational assessment and evaluation and explore how these relate to diverse learning contexts.  The module is designed to develop student educational expertise through rigorous debate and critical analysis of assessment ideas and principles.  Students will consider the current evaluation measures promoted in primary educational settings and evaluate these with reference to the educational consequences for learners, practitioners and educational stakeholders. The module will encourage students to compare and critically evaluate assessment policy and practice in the context of issues of equality, diversity and inclusion with reference to critical evaluation of reading and research.
  7. This module considers the increasing role that digital media is playing in young people’s lives, and the implications of this for their development, education and well-being. Drawing on research, policy and contemporary thinking, students will explore both empowerment and protectionist discourses, as well as young people’s uses of and attitudes to technology. The module will consider e-safety issues and conditions for promoting digital literacy.
  8. 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.
  9. The purpose of this module is to inspire students to embark on a professional career in teaching and provide them with the knowledge and skills required to progress on to a teacher education programme. In particular, it offers to students 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 students 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 students to develop a confidence and belief in their potential, together with an increased awareness of the professional career options open to them. 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.
  1. This double module aims to draw and build upon students' previous knowledge and experience in the study of primary education in order to enable students to investigate educational phenomena that holds particular interest for them and actively encourages the exercise of originality and personal autonomy. The dissertation requires students 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.
  2. This module offers students the opportunity to build on their level 5 work placement through the more developed application of a negotiated work-based research project. Students will agree with their placement tutor and workplace mentor a brief for a project which addresses a need within the organisation. Learners should complete a minimum of 100 hours in the work place. It is in the spirit of this module that wherever possible, the focus will be on social or community / sustainable development.
  3. This module offers students the opportunity to explore and gain a critical understanding of the concepts of inclusion, special educational needs and diversity and how equality of opportunity can be achieved in our diverse society. There will be an informed perspective on current debates in the field of Special Educational Needs, equality and diversity and this will provide opportunities for students to engage with their own interests in this area. Students will critically engage with research in the area of inclusion and with the debates 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. Additionally, students will consider provision for groups that are vulnerable in terms of inclusion and attainment and they will understand the processes for the identification of and provision for, pupils with a range of educational needs. Issues of schools’ roles in the safeguarding of vulnerable pupils will be an important feature of this module.
  4. This module does education differently, both in terms of what we study as well as how we do it. Whereas other modules in primary education studies educate about education largely from a critical perspective on schools and societies, this module rips up the school and even society as we hegemonically know it. We look at, consider and discuss alternatives. The purpose of the explorations we undertake together are to know education afresh and differently. Examples of schools and a wide variety of out of school educational practice from around the world are considered. Our focus is on primary education with autonomy, self-direction, freedom not license, voice, community, destructured, unschooled, deschooled, home-led versions and other legal options. We will be dealing with practices within and outside the mainstream. The module has a strong focus on ideas, theories, philosophies and possibilities set within an awareness of the limitations the modern world imposes on any and all approaches which challenge ‘normality’.
  5. The thematic and analytical focus of this module is the impact of digital media and new information and communication technologies upon culture, notions of identity and education / learning. Students will be introduced to the perspective that the spread of the new IC technologies is the source of some profound cultural changes that have massive implications for both socialisation and educational processes. Students will also be introduced to some of the ways in which educational outcomes for the 21st century can be facilitated by the incorporation and creative exploitation of the new technologies. Students will be expected to demonstrate that they can use the new technologies in their own creative educative production that critiques the impact of technologies on education.
  6. This module will allow students to practically explore a range of materials and techniques (drawing, painting, ceramics, 3-D work, printmaking) for themselves and consider their application in the primary classroom. There will be discussion around the status of Art and Design in the primary curriculum and planning for quality learning experiences. Students will reflect on their own experiences of the subject in school and the impact it had. The module will consider and synthesise a number of creative learning theories and students will be expected to apply these to their own learning in their sketchbooks/journals

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