September 2022

Studies in Primary Education BA (Hons)

Honours Degree, Undergraduate, September 2022

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.

The course is undergoing academic revalidation during this academic year.

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).

Studying and living in Birmingham

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.

Dining out

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).

Entertainment

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!

Location

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.

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Autumn Open Days

Join us at one of our upcoming Open Day on Saturday 9th October or Saturday 6th November (10am-4pm) where you can meet our staff and students, and tour the Newman University campus.

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Entry Requirements

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.

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.

International Students
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.

Simply click on this Direct Application link to do this.

The Direct Application Link for September 2022 will be added soon.

N.B. will need to enter ‘New User’ account details when first accessing this portal.

If you have any questions regarding entry onto this course please contact our friendly and helpful admissions team via our Admissions Enquiry Form

Course Fees

Fees per academic year:
Full-time UK students: £9,250 *
Part-time UK students: £5,130

Please note that the course fee for September 2022 will be confirmed later this year, and will be updated on the course page in due course.

* Fees shown are for 2021/22 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.

*As a part-time undergraduate student, you choose how many modules to study each year (up to a maximum of 6). To qualify for a student tuition fee loan you will need to choose at least 4 modules. A normal 3-year degree will take 4.5 years (if you take 4 modules per year) up to a maximum of 8 years to complete. You will be taught alongside full-time undergraduate students.

Timetables: find out when information is available to students

 

  1. This module seeks to introduce discussion of the purposes and processes of educational systems from a number of different perspectives. The module is designed to give students insights into the nature of primary education as a field of study and the disciplines, concepts and themes that inform the study of 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. This introductory 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.
  2. This module provides students 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 students will consider in detail the role of school staff in supporting teaching and learning effectively. Students 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. Students will also consider some of the ways in which teaching strategies may be matched to specific learner needs. The students 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.
  3. 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.
  4. 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 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.
  5. This, level four, module will introduce students to a range of issues surrounding the inclusion of so-called ‘vulnerable’ groups in the English 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. Thus, for example, the needs of Gypsy, Roma, Traveller children, looked after children, and refugee children will be considered, as will support for pupils whose first language is not English. National policy and guidelines in this area, in relation to primary education, will be explored, as will wider issues of perceptions, attitudes and potential prejudice.
  6. This module aims to enhance students’ understanding of a range of factors that impact upon the ‘life journeys’ and ‘life chances’ of individuals and groups, during their primary education. 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.’
  1. This module will enable students 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 students understand the difference between different methodological approaches and their broad philosophical and ideological standpoints, and where social science research is now positioned. Students 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. Students 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.
  2. 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, labeling, 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.
  3. 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.
  4. This module enables students to enhance their critical understanding of the concepts of equality and diversity and engage with their own diverse experiences. Students will critically engage with research and debates surrounding historical debates and contemporary practices. These will include analysis and interpretations of ‘race’, ethnicity, social class, gender, disability, ageing and sexuality and how these are mediated by the concept of intersectionality. Students will blend experiences and a review of research and policy to produce a group poster on a theme and specific issue of their choice. The module ensure there is an impetus on academics as well as on students to develop cultural competence and knowledge of a range of perspectives.
  5. 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.
  6. 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.
  7. This level 5 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.
  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 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. Students will deepen their knowledge of the whole child in the primary classroom and critically analyse the roles of professionals involved in supporting these in primary schools. They will gain a critical understanding of how these can affect pupils’ participation and learning and can lead to underachievement. They will explore and critically evaluate support strategies and interventions designed to improve outcomes for primary children.
  3. 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.
  4. 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.
  5. 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.
  6. 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 students 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.