BA (Hons) Primary Education (3-11) with QTS – FD Progression

This module will develop a critical awareness and understanding of current and key issues affecting primary education. Flexibility in the module will allow for new issues to be explored, whilst still providing an opportunity to consider the long-term salient issues affecting primary teachers. Content may include but is not limited to: the changing nature of schools, successful school systems, pedagogical models of teaching and the impact of policy on classroom practice. The module will allow for a critical appraisal and interrogation of pertinent literature as well as a development of critical reflection and professional learning. The module will provide the opportunity to examine the wider role of teachers in the 21st century, enabling a deeper understanding of professional value systems and providing an opportunity for increased confidence in presenting content and analysis to both specialist and non-specialist audiences in a visually creative format.

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications and the ITT Core Content Framework (2019). University-based training is provided through the full range of modules undertaken at level 6: these consolidate the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. This module provides the opportunity to identify and apply these in practice during an assessed work-related placement with the preferred primary age-range in a school setting. Successful completion of all elements of the module are required for recommendation for Qualified Teacher Status. In this work-related module, the focus is on Meeting the Professional Standards. University-based training sessions reflect aspects of professional studies arising as national, local and individual priorities. Students complete 50 days work-related placement over 11-weeks in the preferred age range (5-11). During their placement, students’ professional practice is assessed against the professional standards embedded in the Newman Curriculum monitoring framework as they take increasing responsibility for classroom management and fulfil the duties expected of a teacher, including taking over accountability for pupils’ learning and progress. Students will extend their knowledge and understanding of issues related to professional development and experience. Evidence of an appropriate professional standard is necessary for recommendation for Qualified Teacher Status (QTS).

In this module you will be provided with opportunity to explore how the National Curriculum requirements extend beyond the academic, technical and vocational outcomes. You will develop an understanding that across Early Years, Key stage 1 and Key Stage 2 it is important to provide for learnersÊ broader development which enables them to develop their character, and to discover their individual interests and talents. You will have the opportunity to appreciate that supporting learners with their resilience is essential, as well as learning how to support learners in developing confidence and independence whilst maintaining a good level of physical and mental health. This will include gaining an understanding of how to respond appropriately to the physical and mental needs of learners as they arise, and having a clear understanding of how good physical and mental health can be promoted within the learning environment. Additionally, within the module trainees will learn how to promote the safety and welfare of their learners by understanding statutory safeguarding duties and responsibilities.

This module will provide you with the opportunity to apply acquired knowledge and understanding of research approaches. You will design and undertake an independent educational based research project, with the aim of extending your pedagogical knowledge in a specialist focus area. You will demonstrate an understanding of a complex body of knowledge, evaluating evidence, arguments and assumptions to reach sound judgments and to communicate them effectively. In engaging critically with research, you will be able to critique practice and thereby strengthen your pedagogical and subject knowledge. You will also adopt a systematic approach through developing a practical awareness of research designs, paradigms and ethical considerations. Overall, this dissertation module will support your development of research skills and critical thinking, preparing you for scholarly work in professional education settings.

The module is designed to enable students to critically analyse issues in relation to management and leadership in their chosen area of subject expertise across settings and age ranges in the Primary phase. 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. They will critically analyse and reflect upon literature in order to enhance their knowledge and understanding within their subject focus. Students will be encouraged to engage in professional discussion and collaborative dissemination of information and will be critically reflecting on professional development.

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications and the ITT Core Content Framework (2019). University-based training is provided through the full range of modules undertaken at level 6: these consolidate the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. This module provides the opportunity to identify and apply these in practice during an assessed work-related placement with the preferred primary age range in a school setting. Successful completion of all elements of the module are required for recommendation for Qualified Teacher Status. In this work-related module, the focus is on Meeting the Professional Standards. University-based training sessions reflect aspects of professional studies arising as national, local and individual priorities. Students complete 50 days work-related placement over 11-weeks in their preferred age range (7-11). During their placement, students’ professional practice is assessed against the professional standards embedded in the Newman Curriculum monitoring framework as they take increasing responsibility for classroom management and fulfil the duties expected of a teacher, including taking over accountability for pupilsÊ learning and progress. Students will extend their knowledge and understanding of issues related to professional development and experience. Evidence of an appropriate professional standard is necessary for recommendation for Qualified Teacher Status (QTS).

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications and the ITT Core Content Framework (2019). University-based training is provided through the full range of modules undertaken at level 6: these consolidate the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. This module provides the opportunity to identify and apply these in practice during an assessed work-related placement with the preferred primary age range in a school setting. Successful completion of all elements of the module are required for recommendation for Qualified Teacher Status. In this work-related module, the focus is on Meeting the Professional Standards. University-based training sessions reflect aspects of professional studies arising as national, local and individual priorities. Students complete 50 days work-related placement over 11-weeks in the preferred age range (3-7). During their placement, students’ professional practice is assessed against the professional standards embedded in the Newman Curriculum monitoring framework as they take increasing responsibility for classroom management and fulfil the duties expected of a teacher, including taking over accountability for pupils’ learning and progress. Students will extend their knowledge and understanding of issues related to professional development and experience. Evidence of an appropriate professional standard is necessary for recommendation for Qualified Teacher Status (QTS).