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.
- 9X73 Course Code
- 3 - 4.5* Years
- 96 Typical UCAS Tariff
Education is integral to solving the challenges of the 21st century. Consequently, this interdisciplinary degree draws upon philosophy, psychology and sociology to provide you with the critical thinking, creative and collaborative skills to reflect on how education is fundamental to shaping a fairer, more compassionate world.
One of Newman’s strengths is its small size which allows staff and students to work in partnership to rethink education in a friendly, supportive environment.
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.
We continue to accept applications for September 2023. Applications to join us in 2024 can be submitted on UCAS from this September.
Studies in Primary Education is a dynamic and engaging course which provides an imaginative platform for future employment in the field of primary education and wider settings. In the first year you will be exploring big questions such as What is the purpose of education? How do children develop and thrive? And how can we best support children with SEND?
In the second year, you will attend placement and reflect upon your professional development. You will explore creativity, digital childhoods and engage with feminism, critical race and queer theory to better understand how inequalities are perpetuated and challenged in schools. In the third year, you will examine education systems in the UK and abroad, to give you an international perspective on primary education. You will explore alternative approaches to education, as well as the increasing role of technology in learning and teaching. You will also undertake a dissertation around an area of education that you are passionate about, and you will have the opportunity to carry out your own research and data analysis.
In Studies in Primary Education, we don’t believe in high-stakes exams. Instead, we believe that assessment should be a supportive and holistic experience. Consequently, we have a range of assessments potentially including:
- written coursework assignments
- poster presentations
- group/syndicate presentations
- individual presentations
- collaborative investigation
- Web-based publications
You will be provided with tutorials and feedback to support you in developing your academic and professional skills.
Many of our students go on to complete their PGCE year and gain QTS and find that this degree gives them a solid foundation with the necessary transferable skills to be a successful teacher.
However, due to the wide-ranging academic nature of the degree other students have gone on to find roles in a variety of education positions including becoming SENDCos, ELSAs, teaching assistants, and even working in Further Education, hospitals and prisons.
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.
The University accepts appropriate T Levels as part of its usual entry requirements.
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.
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 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 September 2023 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 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 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 year-long module offers you 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 you with you. You will complete 100 hours in the work setting. You will then 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.
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 the various ways in which young people's digital behaviour can be understood (including both empowerment and protectionist discourses), as well as young people’s uses of and attitudes to technology. The module also considers e-safety issues and conditions for promoting digital literacy.
This module offers you the opportunity to build on your level 5 work placement through the more developed application of a negotiated work-based research project. You will agree with your 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 workplace. It is in the spirit of this module that wherever possible, the focus will be on social or community / sustainable development.
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 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.
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 and learning. You will be introduced to the perspective that the spread of technologies is the source of some profound cultural changes that have huge implications for both socialisation and educational processes. You 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. You will be expected to demonstrate that you can use the new technologies in your own creative educative production that critiques the impact of technologies on education.