1

s PROGRAMME SPECIFICATION

Final

PART 1: COURSE SUMMARY INFORMATION Course summary Final award

BA (Hons) Primary English Education with QTS BA (Hons) Primary Mathematics Education with QTS

Intermediate award

BA (Hons) Primary English Education BA (Hons) Primary Mathematics Education BA Primary English Education with QTS BA Primary Mathematics Education with QTS BA Primary English Education BA Primary Mathematics Education Diploma of Higher Education Primary English Education Diploma of Higher Education Primary Mathematics Education Certificate of Higher Education Primary English Education Certificate of Higher Education Primary Mathematics Education

Course status Validated Awarding body University of Brighton School School of Education Campus Falmer Partner institution N/A Start date September 2019 Admissions

Admissions agency UCAS

Entry requirements Check the University’s website for current entry requirements.

The admissions policy for the course has been developed to ensure that all general University requirements are met and that all entrants meet the minimum requirements laid down by the Department for Education (DfE) 2016.

Criteria for selection include academic qualifications, commitment to teaching, and experience with children (preferably in a primary phase setting), appropriate personal qualities, sound work habits and the ability to communicate effectively. The admissions policy and entry requirements are reviewed annually.

General DFE ITT Admissions Criteria (2016)

C1.1 That all entrants have achieved a standard equivalent to a grade C in the GCSE examinations in English and mathematics, and that all who intend to train to teach pupils aged 3-11 additionally have achieved a standard equivalent to a grade C in the GCSE examination in a science subject.

C1.2 That, in the case of graduate programmes of ITT, all entrants hold a first

degree of a United Kingdom higher education institution or equivalent qualification.

C1.3 That all entrants, as part of the provider's selection procedures, have

taken part in a rigorous selection process designed to assess their suitability to teach.

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Mode of study Duration of study Maximum registration period Full-time 3 years 8 years Course codes/categories

UCAS code English – XQ13 Mathematics – XG1C

Contacts Programme Leader Jackie Hannay

Admissions Tutor Pippa Totraku

Examination and Assessment

External Examiner(s)

Name Place of work Tenure Expiry Dr Louise Pagden University of Winchester 30/09/21 Mark Heaton Sheffield Hallam University 30/09/21 Philip Jeffries University of Middlesex 30/09/22 Catriona Robinson University of Worcester 30/09/22 Pablo Mayorga University of Roehampton 30/09/22 Cara Broadhurst University of Reading 30/09/22

Examination Board(s) (AEB/CEB)

Combined Area Examination Board BA(Hons) Primary Education with QTS Course Examination Board

Approval and review Approval date Review date

Validation 1990s1

Periodic Review: June 2013 CDR/Periodic Review April 2018

2022/23

Programme Specification September 20182

(October 2018 - Editorial)

(November 2018 / May 2019 – Editorial: addition of External Examiner details) (January 2019 - update to Module EP405 title)

January 2020

1 Date of original validation. 2 Month and year this version of the programme specification was approved (normally September).

C1.4 That all entrants beginning ITT on or after 1 August 2013 have passed the professional skills tests prior to entry.

Programme Specific Admissions Criteria

In addition to the above minimum entry requirements:

Three A levels: Preferably to include specialist subject area (Mathematics/English Language/English Literature) Those applying for the Maths subject specialism need at least a grade B at GCSE mathematics Applicants with two A levels will be considered on an individual basis;

OR, ND/C (Level 3: DMM);

OR, International Baccalaureate: 32 points;

OR, QAA-approved access course;

The equivalent of at least two weeks’ recent work experience with children, preferably in a nursery or primary school setting.

Course and route requirements The admissions policy for the course has been developed to ensure that all general University requirements are met and that all entrants meet the minimum requirements laid down by the Department for Education (DfE). The admissions policy and entry requirements are reviewed annually.

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Professional, Statutory and Regulatory Body 1 (if applicable):

DfE / Ofsted

Ofsted inspection: April 2018 – Oct 20183

Tbc

3 Date of most recent review by accrediting/ approving external body.

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PART 2: COURSE DETAILS AIMS AND LEARNING OUTCOMES Aims

The major intention of this course is to prepare students to be knowledgeable, thoughtful and effective teachers within the primary age phase particularly in their subject specialist area of either English or Mathematics.

Graduates will know what constitutes good teaching pedagogy across the primary age phase and will be able to carry out and implement principles of effective practice from one key stage to another. Their strengths will lie in their excellent subject knowledge within their specialist area of English or Mathematics. This expertise puts such teacher graduates in a strong position to share their subject knowledge and understanding with colleagues. In turn helping to co-ordinate successful delivery and raise standards within English or Mathematics in a primary school context.

The aims of the programme are for students to develop:

Knowledge and pedagogic understanding, which will inform their thinking, planning and implementation of their teaching across Key Stages 1 and 2;

Secure knowledge of their specialist subject beyond that which is necessary for teaching in Key Stage 1 and 2 and a sound working knowledge of the Primary core and foundation subjects (and Religious Studies) with a willingness to explore and expand this subject knowledge;

Commitment to and enthusiasm for classroom practice together with the intellectual, and organisational skills to create a stimulating learning environment;

The ability to evaluate critically and reflect upon subject knowledge and professional attributes and skills that will facilitate continued professional development (CPD) as well as the capacity to respond to the changing educational context, and with due regard to national priorities;

An advanced level of understanding and critical awareness of concepts and theories related to education;

The ability to meet the Department for Education’s Teachers’ Standards (2012).

Learning outcomes

The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate4.

Knowledge and theory

By the end of the programme, students will have, within the context of a Primary setting:

1. A secure and up- to- date knowledge of both the Key Stage 1 and 2

curriculums and their specialist subject, combined with the pedagogical ability to be able to plan and teach them confidently and effectively.

2. The ability to apply, evaluate and reflect on the skills required in their specialist subject and the primary curriculum in order to facilitate lifelong learning and respond to future educational change.

3. The ability to prepare creative, stimulating lessons using a range of resources and to ensure that the environment is well organised to maximise learning.

4. An understanding of continuity and progression within their specialist subject and the ability to reflect, identify and develop their continuing professional needs (CPD).

5. An understanding of the broader issues underlying statutory and non- statutory curricular and other current initiatives and the ability to appraise critically frameworks for learning.

6. The capacity to select and use skills in literacy, numeracy and information and communications technology to underpin their teaching and support their wider professional activities.

Skills Includes

intellectual skills (i.e. generic skills relating to

By the end of the programme, students will have, within the context of a Primary setting:

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academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

7. The ability to use a range of teaching, learning and assessment strategies in their specialist subject and across the primary curriculum and know how to use and adapt them to meet the varying needs of learners.

8. The capacity to undertake independent research, which engages them in critical reflection, analysis and evaluation of practice.

9. The ability to make provision effective for all learners by creating a purposeful learning environment that reflects high expectations of learning and takes active and practical account of the principles of equality, inclusion and diversity in their teaching.

10. The capacity to work collaboratively with colleagues and as a member of a team to be involved in the learning and teaching process, to assess learning needs, set appropriate learning objectives and targets and make positive contributions to the attainment of all learners.

11. The ability to use a range of monitoring, assessment, recording and reporting strategies to enable learners to become more independent and use these as the basis for constructive dialogue with learners, parents, carers and colleagues.

12. The capacity to reflect critically upon the quality of their teaching and its impact on learners’ progress and the ability to use the findings to improve future practice.

QAA subject benchmark statement5 Education Studies 2015

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

Accredited by the Department for Education (DfE) for the purpose of delivering initial teacher training programmes to achieve Qualified Teacher Status (QTS). Qualified Teacher Status is awarded by the Teaching Regulation Agency (TRA).

The programme (in common with all Initial Teacher Training provision) is accredited and has student numbers allocated to it by the DfE6.

All student teachers must achieve the Department for Education’s Teachers’ Standards before they can be awarded QTS and therefore the programme has been designed to provide students with appropriate opportunities and experiences to meet these Standards7 and with due regard to ongoing national priorities.

Finally, the DfE uses information about the quality and efficiency of provision obtained through inspections undertaken by Ofsted8. The University of Brighton is currently designated an ‘Outstanding’ provider by Ofsted.

5 Please refer to the QAA website for details.

6 http://www.education.gov.uk/get-into-teaching/; 7 Details of the Standards are available from: https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00066-2011 8 http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/70005

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Learning and Teaching Methods

The learning and teaching approaches have been chosen as ones which will promote a positive approach to learning in the course, the development of questioning approaches and increased autonomy and independence of students. The range of strategies will help direct students’ work, develop critical understanding and confidence, and provide underpinning support for self-development. The emphasis is on students as active agents rather than passive consumers in the teaching and learning process.

We recognise the importance of informal learning arrangements which students encounter individually or in peer groups through non-contact research and study. The overall aim is to provide a learning experience which will enable students to develop knowledge, commitment and skills. The course can be seen as comprising of: taught components, individual study and school based training.

Learning and teaching strategies include:

Key lectures and tutor-led workshops to introduce and explore underpinning knowledge and understanding, theoretical argument, practical skills, central issues, key texts and inter-professional fields of study.

Critical study of key texts and supplementary reading to enable students to identify relevant subject matter that will enhance their understanding and intellectual ability.

Participation in group discussion, presentation and debate, to encourage students to develop their skills of critical analysis and further increase involvement and collaboration in order to improve their interpersonal, group and communication skills.

Case studies and problem- solving tasks to provide opportunities to develop approaches that will deepen levels of understanding and professional judgement, including multi agency approaches where relevant.

Development of practice-based competence and skills of critical reflection through guided individual mentoring during placements.

Assessment tasks designed to assess the appropriate level of professional and academic knowledge, understanding and skills required and which encourage increasing levels of independence as well as the development of critical analysis, reflection and evaluation.

Professional development planning via the Pebblepad e-portfolio, to facilitate the capacity to evaluate critically and reflect upon learning in order to identify strengths, development needs and in light of these, develop and implement improvement plans.

The use of digital technologies and virtual learning environments to facilitate independent investigation and, where appropriate, discussion of professional issues.

ASSESSMENT

Assessment methods

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

Assessment within the course arises from the principles of assessment within the University’s General Examination and Assessment Regulations for taught Courses (GEAR).

The programme uses a variety of assessment methods which are designed to relate to the learning and teaching strategies and the learning outcomes of the programme. Assessment methods will vary from module to module. All modules are assessed using the assessment criteria detailed on the individual modules outlines, which are linked to the learning outcomes for that module. Additionally, the criteria for the award of particular marks or grades are provided by the University’s Grading Criteria / Grading Descriptors.

Methods of assessment include:

Written assignments (essays, evaluation reports etc.)

Group and individual seminars and presentations

Portfolios including E-Portfolio

Independent Tasks (practical work eg dance/gymnastics sequences, posters, creation of resources)

School based training reports

Peer evaluation

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Assessments will be submitted, where appropriate, electronically.

Where relevant students who cannot complete group assessment tasks will be offered an alternative individual task at the discretion of the module leader and in relation to the School of Education policy.

Learning Outcome Key Element

1. A secure and up to date knowledge and understanding of both the primary curriculum and their specialist subject combined with the pedagogical ability to be able to plan and teach them confidently and effectively.

1 Specialist subject (EE406, EM407, EE512, EM519, EE513, EM520, EE613, EM617)

2. The ability to apply, evaluate and reflect on the skills required in their specialist subject and primary curriculum in order to facilitate lifelong learning and respond to future educational change.

4. An understanding of continuity and progression within their specialist subject from one key stage to another and the ability to reflect, identify and develop their continuing professional needs.

7. The ability to use their knowledge and understanding of their subject and leadership and management theories to lead and support others to deliver their subject effectively.

9. The ability to use a range of teaching, learning and assessment strategies in their specialist subject and the primary curriculum and know how to use and adapt them to meet the varying needs of learners.

2. An ability to apply, evaluate and reflect on the skills required in their specialist subject and the wider primary curriculum in order to facilitate lifelong learning and respond to future educational change

2 Primary Curriculum Theory and Practice

(EM406,EE405, EP405, ES405, EE511, EM518, EP611)

5. An understanding of the broader issues underlying statutory and non-statutory curricular and other current initiatives and the ability to appraise critically frame works for learning.

9. The ability to use a range of teaching, learning and assessment strategies in their specialist subject and the primary curriculum and know how to use and adapt them to meet the varying needs of learners.

13. The ability to use a range of monitoring, assessment, recording and reporting strategies to enable learners to become more independent and use these as the basis for constructive dialogue with learners, parents, carers and colleagues.

4. An understanding of continuity and progression within their specialist subject and the ability to reflect, identify and develop their continuing professional needs.

3 Education Studies (EV403, EV507, EV605)

7. The ability to use their knowledge and understanding of their subject and leadership and management theories to lead and support others to deliver their subject effectively.

9. The ability to use a range of teaching, learning and assessment strategies in their specialist subject and across the primary curriculum and know how to use and adapt them to meet the varying needs of learners.

11. The ability to make provision effective for all learners by creating a purposeful learning environment that reflects high expectations of learning and takes active and practical account of the principles of equality, inclusion and diversity in their teaching.

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1. A secure and up to date knowledge and understanding of both the Key Stage 1 and 2 curricular and their specialist subject combined with the pedagogical ability to be able to plan and teach confidently and effectively.

4 School Based Training (ET402, ET505, ET604)

3. The ability to prepare creative, stimulating lessons using a range of resources and to ensure that the environment is well organised to maximise learning.

6. The capacity to select and use skills in literacy, numeracy and information and communications technology to underpin their teaching and support their wider professional activities.

9. The ability to use a range of teaching, learning and assessment strategies in their specialist subject and the primary key curriculum and know how to use and adapt them to meet the varying needs of learners.

12. The capacity to work collaboratively with colleagues and as a member of a team to be involved in the learning and teaching process, to assess learning needs, set appropriate learning objective and targets and make positive contribution to the attainment of all learners.

7. The ability to use their knowledge and understanding of their subject to lead and support others to deliver their subject effectively.

5 Professional Development (EP612, and the e-portfolio)

8. An increasingly critical awareness and sensitivity to the use and application of research that informs educational policy and practice.

9. The ability to use a range of teaching, learning and assessment strategies in their specialist subject and across the primary curriculum and know how to use and adapt them to meet the varying needs of learners.

10. The capacity to undertake independent research, which engages them in critical reflection, analysis and evaluation of practice.

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SUPPORT AND INFORMATION

University All students benefit from: University induction week Student Contract University VLE

Extensive library facilities Open learning centre Computer pool rooms E-mail address

Student services including Welfare Centre Personal Academic Tutor for advice and guidance

Course-specific In addition, students on this course benefit from:

BA (Hons) Primary English/Mathematics Education with QTS Yearly Handbook (online access) Partnership in Education Handbook School Experience: Guidelines for Students School Based Training Handbook (year 1, 2, and final year)

During the University-based components, support is offered to students through the Programme Leader, Route Leader, Year Leaders and Support Tutors. Individual tutorials are timetabled throughout the programme and arranged as needed and there is a great deal of peer support, which is perpetuated through various forums on Studentcentral. Further to this, students nominate representatives within their subject specialism to meet with the Programme Leader at allocated times throughout the year.

Whilst on school-based training, students are supported by a network of placement- based professionals, this includes a school mentor and a placement tutor. Mechanisms are in place to support students falling behind expectations of achieving at least a good grade on placement. Contact is also maintained with the university subject tutor throughout the placement via email communication and Studentcentral.

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PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

Programme Details 1. Introduction

This stimulating and creative undergraduate course is for those who wish to teach the primary age range and have Mathematics or English as a specialist subject. With their outstanding subject knowledge and a clear understanding of pedagogic practice across the primary key stages, graduates from the course have excellent career prospects.

2. Programme Structure

The programme provision is organised into five key elements, the structure of which is designed to enable students to develop increasing breadth and depth of understanding of these key elements through the provision of a coherent and progressive curriculum both within and across modules. As part of this progressive curriculum, students will be encouraged from the start of the course to study independently in order to research activities as they engage with level 4 modules. These five key elements are underpinned by the equality, diversity and inclusion agendas evident in the Teachers’ Standards 2012.

The five key strands are:

Specialist Subject

Primary Curriculum Theory and Practice

Education Studies

School Based Training

Professional Development

2.1 Specialist Subject

Students’ specialist subject is a key feature of the programme and provides opportunities for students to pursue specialist knowledge and understanding to the expected professional level and draw upon this in both academic and professional contexts to:

Gain a depth of knowledge and understanding of the subject that is balanced against an understanding of pedagogy;

Develop the capacity to take a role in the leadership and development of their specialism throughout their career;

Adopt a creative and constructively critical approach towards innovation of their subject and demonstrate the capacity to improve practice.

2.2 Education Studies

Education studies modules (EV403, EV507, EV605) underpin all aspects of the programme and introduce key themes that are expanded and refined in both the school and university based modules. The development of effective teaching is dependent upon an understanding of the processes through which human learning occurs, including an appreciation of individual differences. The study of the principles and practices of learning and teaching occurs through the school and university based programmes as a means of enabling students to develop practical competences supported by relevant, analytical skills. Therefore, the Education Studies programme will enable students to:

Refine their understanding of pedagogy, including an appreciation of current and emerging educational theories and debate

Understand how to use and adapt a range of teaching, learning management and assessment strategies in order to meet the varying needs of learners

Understand how the progress and wellbeing of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

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2.3 School Based Training

School based training is provided in each year of the programme. Students will undertake 3 placements in a Primary setting.

Placements are designed in a progressive manner to enable students to meet the Teachers’ Standards 2012. The overall aims for the placements are to:

Facilitate the development of students’ professional attributes, skills, knowledge and understanding.

Provide specific experiences that enable students to reflect and build on professional strengths and take responsibility for their own professional development.

Enable students to work collaboratively with colleagues in order to develop an understanding of the ways in which the attainment, development and wellbeing of all learners should be promoted.

Develop understanding about ways in which the attainment, development and wellbeing of children and young people should be promoted.

Provide opportunities that enable students to adopt a creative and constructively critical approach towards innovative practice supported by appropriate reading and research.

School based training is organised by the Partnership Office and undertaken in Partnership Schools, Each placement has specific expectations and these are published in the School of Education Partnership Handbooks and the School Based Training Handbooks. During school placements, university placement tutors and school mentors support students and take shared responsibility for their professional development in a primary setting.

The following activities are undertaken during each placement:

Negotiation and review of a professional action plan to identify strengths, development needs and actions.

Targeted observations (including some joint observations) of practice followed by feedback.

Summative assessment of the students’ achievements linked explicitly to the outcomes of the placement.

Support via e-portfolio

The outcome of each placement is determined on a pass / fail basis and university tutors and school based mentors use the university assessment schedule to make judgements about each student’s achievement. These judgements are based on observations of the student’s teaching as well as scrutiny of evidence contained within the professional files.

During and at the end of each placement students will reflect upon their professional development within the context of the Teachers’ Standards 2012.

(Alternative to placement modules (ET403, ET506 & ET606) will be offered at the programme leader’s discretion where a student is unable to complete the School-based training module. In taking any of these modules the student will no longer be able to graduate with QTS)

2.4 Professional Development

Professional development is linked to the Personal Academic Tutoring programme and is designed to enable students to evaluate and reflect upon their learning in order to make improvements. Students are expected to gather and justify evidence of their achievements on a regular basis and in the light of this, develop and implement professional and academic action plans.

Pebblepad is the online e-portfolio that contains evidence of these achievements and it is reviewed at key points during the programme. The professional action plan (used to support professional development during placements) is also contained within this and constitutes a significant part of the improvement planning process.

At the end of the programme, the e-portfolio provides evidence that the student has met the ITTs Teachers’ Standards 2012.

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2.5 Primary Curriculum Theory and Practice

These modules enable students to:

Have a secure knowledge and understanding of the wider Key Stage 1 and 2 curriculums to enable them to teach effectively across the relevant age range.

Develop a critical understanding of the relevant statutory and non-statutory curricula and other current initiatives.

Know the assessment arrangements for these subjects and be able to interpret and analyse critically local and national statistical data.

3. Overview of the Programme

BA (Hons) Primary English Education with QTS BA (Hons) Primary Mathematics Education with QTS

The following overview of the programme illustrates how the key elements have been combined to provide a coherent and progressive curriculum both within and across modules.

The first year of the programme is characterised by an emphasis on what it is to be and what it is to become, a learner. This provides a structure for specialist subject modules and is underpinned by the knowledge and understanding that will take the students forward in their thinking. A close connection between theory and practice will be achieved through the juxtaposition of Curriculum, Specialist Subject and Education Studies modules.

The content of all modules will be influenced by the development of:

• Subject knowledge in their specialist subject, and the wider primary curriculum subjects • Transference of subject knowledge into medium planning and lesson plans that show

continuity and progression through the use of evaluation and assessment. • Ability to communicate effectively and work independently and collaboratively with peers. • Ability to organise and manage pupil and resources effectively. • Engagement in academic writing both independently and collaboratively.

These will be refined, deepened and expanded throughout the following two years of the programme. During the year, all participants will begin to develop their understanding of the central role of learning for all in education, school students and university students alike.

Year 1 of the programme provides students with an introduction to all the statutory subjects that make up the primary curriculum. Alongside this students will begin to explore in more detail their chosen subject specialist area of mathematics or English. Via the Education Studies module students will also begin to explore how key educational theories and policies relate to practice. The year will culminate in a paired school placement.

The second year of the programme provides students with opportunities to deepen curriculum knowledge and understanding and further develop pedagogical skills relevant to teaching and learning and to ensure pupil progress. Within their subject specialism students will explore the subject in order to deepen their subject knowledge and pupil learning.

The second school placement will enable students to manage the learning environment effectively with respect to both learners and associated professional colleagues. On completion of the placement they will continue to critically reflect on their practice and with the support of tutors will identify their professional strengths and areas for development. Through this critical reflection they will set targets as part of their action plans as part of their professional development.

The final year is framed with an extensive school placement designed to enable participants to meet the Teachers’ Standards 2012.

The remaining modules in the key elements of the programme will ensure that participants engage with current and emerging professional knowledge and understanding in order that they are fully equipped to undertake their professional role and are prepared for lifelong learning.

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BA (Hons) Primary English/Mathematics Education with QTS

Year 1

Semester 1 Semester 2

School-Based Training: 2 days a week

EV403: Education Studies: How Children Learn 20 Level 4 Credits

ET402:

School-Based Training 1

20 Level 4 Credits

EM406: Exploring Learning and Teaching in Mathematics and Computing 20 Level 4 Credits

EE405: English and Language Acquisition 20 Level 4 Credits

Subject Specialism 1

EE406: Children’s Literature Or

EM407: Exploring Mathematical Thinking

20 Level 4 Credits

EP405: Introducing the Foundation Subjects 20 Level 4 Credits

Year 2

Semester 1 Semester 2

EV507: Education Studies: Creating an Inclusive Learning Environment

20 Level 5 Credits

ET505: School Based

Training 2 20 Level 5 Credits

EV507: (continued)

EE511: Teaching English, Principled Practice and Current Policy 20 Level 5 Credits (Mathematics Specialists Only)

20 Level 5 Credits Or

EM518: Deepening Subject and Pedagogic Knowledge to Impact on Children’s Mathematical Understanding

(English Specialists Only) 20 Level 5 Credits

EE511 (continued)

Or

EM518 (continued)

ES514: Effective and Creative Teaching of Primary Science 20 Level 5 Credits

ES514: (continued)

Subject Specialism 2 EE512:Talk for Thinking and Literacy Learning in the 21st Century

Or EM519: Enhancing and Embedding the Learning and Teaching of

Mathematics

20 Level 5 Credits

Subject specialism 2

EE512 (continued) Or

EM519 (continued)

Subject Specialism 3

EE513:Exploring Challenging Texts through Drama and Writing Or

EM520: Deepening Understanding of Progression in Mathematics Learning

20 Level 5 Credits

Subject Specialism 3

EE513 (continued) Or

EM520 (continued)

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Year 3

Semester 1 Semester 2

EP611: Contemporary Curriculum Studies and SEND 20 Level 6 Credits

ET604:

School Based Training 3 (30 Level 6 Credits)

EP611 (continued)

Subject Specialism 4

EE613: Contemporary Developments, Theories and Practices in primary English

Or EM617: Contemporary issues in the Teaching and Learning

of Primary Mathematics

20 Level 6 Credits

Subject Specialism 4 (continued)

EV605: Education Studies : Preparing to Lead Children’s Learning

20 Level 6 Credits

EV605 (continued)

EP612: Individual Professional Enquiry (30 level 6 credits)

EP612 (continued)

Graduation

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Modules

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

Level Code Status Title Credit

Year 1

4 EV403 C Education Studies: How Children Learn 20

4 EM406 C Exploring Learning and Teaching in Mathematics and Computing 20

4 EE405 C English and Language Acquisition 20 4 EP405 C Introducing the Foundation Subjects 20

4 ET402 M School-Based Training 1 20

Subject Specialism 1 (20 credits according to specialism)

4 EE406 C Children’s Literature 20

4 EM407 C Exploring Mathematical Thinking 20

Year 2

5 EV507 C Education Studies: Creating an Inclusive Learning Environment 20

5 EE511 C Teaching English, Principled Practice and Current Policy 20

5 EM518 C Deepening Subject and Pedagogic Knowledge to Impact on Children’s Mathematical Understanding

20

5 ES514 C Effective and Creative Teaching of Primary Science 20

5 ET505 M School-Based Training 2 20

Subject Specialism 2 (20 credits according to specialism)

5 EE512 C Talk for Thinking and Literacy Learning in the 21st Century 20

5 EM519 C Enhancing and Embedding the Learning and Teaching of Mathematics 20

Subject Specialism 3 (20 credits according to specialism)

5 EE513 C Exploring Challenging Texts Through Drama and Writing 20

5 EM520 C Deepening Understanding of Progression in Mathematics Learning 20

Year 3

6 EP611 C Contemporary Curriculum Studies and SEND 20

6 EV605 C Education Studies: Preparing to Lead Children’s Learning 20

6 EP612 C Individual Professional Enquiry 30

6 ET604 C School-Based Training 3 30

Subject Specialism 4 (20 credits according to specialism)

6 EE613 C Contemporary Developments, theories and Practices in Primary English 20

6 EM617 C Contemporary Issues in the Teaching and Learning of Primary Mathematics

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Alternative to placement modules (ET403, ET506 & ET606) below will be offered at the programme leader’s discretion where a student is unable to complete the School-based training module. In taking any of these modules the student will no longer be able to graduate with QTS

4 ET403 C* Reflecting on Professional Practice 20

5 ET506 C* Alternative Placement 20

6 ET606 C* Small Scale Professional Study 40

* Compulsory (for non-QTS pathway)

AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits9

Minimum credits at level of award10

Ratio of marks11:

Class of degree

Final BA (Hons) Primary English Education with QTS* 6 360 90 (L5/L6) 25:75 Honours

Final BA (Hons) Primary Mathematics Education with QTS* 6 360 90 (L5/L6) 25:75 Honours Intermediate BA (Hons) Primary English Education 6 360 90 (L5/L6) 25:75 Honours Intermediate BA (Hons) Primary Mathematics Education 6 360 90 (L5/L6) 25:75 Honours

Intermediate BA Primary English Education with QTS* 6 300 60 (L5/L6) 25:75 Ordinary Intermediate BA Primary Mathematics Education with QTS* 6 300 60 (L5/L6) 25:75 Ordinary

Intermediate BA Primary English Education 6 300 60 (L5/L6) 25:75 Ordinary Intermediate BA Primary Mathematics Education 6 300 60 (L5/L6) 25:75 Ordinary

Intermediate Dip HE Primary English Education 5 240 90 L5 marks n/a

Intermediate Dip HE Primary Mathematics Education 5 240 90 L5 marks n/a Intermediate Cert HE Primary English Education 4 120 90 L4 marks n/a

Intermediate Cert HE Primary Mathematics Education 4 120 90 L4 marks n/a

Honours Degree Award classification

Mark/ band % Honours degree

70% - 100% First (1)

60% - 69.99% Upper second (2:1)

50% - 59.99% Lower second (2:2)

40% - 49.99% Third (3)

* The conferment of Qualified Teacher Status is subject to the satisfactory completion of the DfE’s relevant skills tests. All BA/BA (Hons) awards may be conferred without QTS

9 Total number of credits required to be eligible for the award. 10 Minimum number of credits required, at level of award, to be eligible for the award. 11 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g., dissertation) must be in the corresponding class of award.

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EXAMINATION AND ASSESSMENT REGULATIONS Specific regulations which materially affect assessment, progression and award on the course

E.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

The course regulations are in accordance with the University's General Examination and Assessment Regulations (available from the School Office or Academic Services)

Classification algorithm:

All level 5 and 6 percentage-marked modules indicated in the course structure section of this programme specification contribute to the classification algorithm.

Course specific regulations

The following course specific regulations apply:

1. The Programme Leader’s permission is required prior to commencing a placement module. The Programme Leader will take account of the following factors when determining whether a placement can be commenced by a student:

Whether there are any Fitness to Practise issues which mean that it is inappropriate or unsafe for a student to commence a school-based placement;

Whether the student has gained a recommended mark of refer or fail in any of the other modules comprising the same stage of study as the placement module.

2. Failure of a placement within Initial Teacher Education courses

If a placement module or a placement element within a module contributing to an Initial Teacher Education course is failed, trainees are normally offered an opportunity to retrieve the failure subject to meeting specific criteria. Please refer to the School of Education’s Failure of a placement within Initial Teacher Education courses regulations for further details.

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