Early Years-Primary BA (Hons) (Single Honours)
2015 - 2016
Bachelor of Arts (Single Honours)
University of Chester
University of Chester
University of Chester (Riverside Campus)
Partnership schools and settings
Undergraduate Modular Programme
Classroom / Laboratory,
Annual - September
Education & Children's Services
Initial Teacher Education
QAA Descriptors for HE qualifications at levels 4, 5 and 6.
Education Studies benchmarking examples are used as the closest in subject matter to teacher education.
ITE Module Assessment Board
Tuesday 1st May 2012
The Programme aims to:
Enable Associate Teachers to become excellent Early Years teachers and managers of learning specialising in the 3-7 age range;·
Engage Associate Teachers in an intellectually rigorous study of educational processes, and the cultural, political and historical contexts within which they are embedded;
Empower Associate Teachers to take responsibility for the development of the curriculum that takes account of the fact that children develop and learn in different ways and at different rates;
Encourage Associate Teachers to critically evaluate emerging pedagogy (received practice), drawing upon current research and inspection evidence;
Develop the philosophy and principles, professional knowledge and understanding that enables Associate Teachers to draw on evidence and experience to inform practice, facilitate high quality learning and recognise children at the centre of learning and teaching;
Engender a sense of professionalism and accountability as leaders of learning, and prepare Associate Teachers for collaboration, management and leadership at all levels;
Develop strong partnerships with parents and carers in the interests of children’s development and learning in an atmosphere of mutual reciprocity;
Develop Associate Teachers who have the capacity to facilitate learning within the context of a diverse, globalised, sustainable world and a changing society;
Develop in Associate Teachers capacity for intellectual flexibility, enquiry, and informed independence, and develop and clarify values and beliefs to underpin their own developing philosophy of learning and teaching young children which reflects the dynamic, interactive nature of teaching;
Promote a model of analytical and reflective practice, self- evaluation and responsibility for learning;
Develop Associate Teachers' skills in setting and meeting targets for their on-going professional development, and their impact on their own and the children’s learning;
Enable Associate Teachers to embrace change positively and respond in a critical, flexible informed and innovative manner;·
Develop Associate Teachers who can confidently, creatively and productively use ICT as a tool for learning and teaching and as an essential skill for life.
On successful completion of the programme Associate Teachers will have achieved the following outcomes:
Developed the academic, personal, professional and transferable skills required by Associate Teachers;· Evidenced professional competence and successful achievement of the Teachers’ Standards DfE (2012); Evidenced a critically and intellectually rigorous study of educational processes and applied an understanding of child development, educational theories and theoretical frameworks to the development of professional practice; Demonstrated the knowledge, skills and attitudes necessary to support professional autonomy;· Demonstrated a commitment to teamwork, the ability to lead colleagues and develop the curriculum. · Demonstrated a critical understanding of the diversity of learners and the complexities of the education process with a high level of commitment towards equality, diversity and inclusion; Identified and explained the principles, concepts, theories, values and beliefs of education in relation to political, social, economic and cultural contexts, within local, national and global contexts; Analysed and synthesised research and inspection evidence to develop a personal philosophy of learning and teaching young children; Reflected critically on themselves as learners and teachers, analysed strengths and needs and adapted their practice to meet the needs of the children (where benefits and improvements are identified) and set targets for their continued professional development; Undertaken a range of tasks, activities and assessments within both the University and in schools and settings which demonstrate clearly their ability to communicate effectively in a range of modes to different audiences including parents/carers and colleagues from multi-disciplinary agencies; Engaged with a range of resources including new and emergent technologies.
Knowledge and Understanding
Evidenced a critically and intellectually rigorous study of educational processes and applied an understanding of educational theories and theoretical frameworks to the development of professional practice; Demonstrated the knowledge, skills and attitudes necessary to support professional autonomy; Demonstrated a critical understanding of the diversity of learners and the complexities of the education process with a high level of commitment towards equality, diversity and inclusion; Identified and explained the principles, concepts, theories, values and beliefs of education in relation to political, social, economic and cultural contexts, within local, national and global contexts; (evidenced throughout the Programme)
Application of Number
Information Literacy and Technology
Improving own learning and performance
Working with others
Transferable Professional Skills
Evidenced professional competence and successful achievement of the Standards for Newly Qualified Teachers ; Undertake further training, develop existing skills, and acquire new competences that will enable them to assume significant responsibility within organisations; (evidenced throughout the Programme). Evidence professional competence and successful achievement of the Standards for Newly Qualified Teachers;· Undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations; (Evidenced throughout the Programme.)
PROFESSIONAL BENCHMARK STATEMENTSTEACHERS’ STANDARDS 2012In order to be recommended for QTS, trainees are required to demonstrate they have successfully addressed all of the Teachers’ Standards 2012 reproduced below.
PREAMBLE Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct.Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.
PART ONE: TEACHING A teacher must: 1 Set high expectations which inspire, motivate and challenge pupils
establish a safe and stimulating environment for pupils, rooted in mutual respect
set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
2 Promote good progress and outcomes by pupils
be accountable for pupils’ attainment, progress and outcomes
plan teaching to build on pupils' capabilities and prior knowledge
guide pupils to reflect on the progress they have made and their emerging needs
demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
encourage pupils to take a responsible and conscientious attitude to their own work and study.
3 Demonstrate good subject and curriculum knowledge
have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
4 Plan and teach well structured lessons
impart knowledge and develop understanding through effective use of lesson time
promote a love of learning and children’s intellectual curiosity
set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
reflect systematically on the effectiveness of lessons and approaches to teaching
contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
5 Adapt teaching to respond to the strengths and needs of all pupils
know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
6 Make accurate and productive use of assessment
know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
make use of formative and summative assessment to secure pupils’ progress
use relevant data to monitor progress, set targets, and plan subsequent lessons
give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
7 Manage behaviour effectively to ensure a good and safe learning environment
have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
8 Fulfil wider professional responsibilities
make a positive contribution to the wider life and ethos of the school
develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
deploy support staff effectively
take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
communicate effectively with parents with regard to pupils’ achievements and well-being
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
showing tolerance of and respect for the rights of others
not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
Thinking or Cognitive Skills
Analysed and synthesised evidence to develop a personal philosophy of teaching; Reflected critically on themselves as learners and teachers, analysed strengths and needs and adapted their practice where benefits and improvements are identified and set targets for continued development; (evidenced throughout the Programme)
Undertaken a range of tasks, activities and assessments within both the University and schools and settings which demonstrate clearly their ability to communicate effectively in a range of modes. Developed the academic, personal, professional and transferable skills required by trainee teachers:(evidenced throughout the Programme)
Upon completion of the Degree, students will be able to:
(i)Communicate ideas effectively in speech and writing; (ii)Use and develop their own mathematical and scientific skills to ensure the effective delivery of these skills to young children; (iii)Use ICT to support their own development and the learning of children; (iv) Improve their own performance through critical self-reflection, the implementation of evidence-based practice, and continual professional development activities; (v)Work within a team to complete an agreed task; (vi)Solve problems that may occur whilst carrying out the role of a teacher within a school or setting. (Key skills evidenced throughout the Programme)
The BA Early Years-Primary Education is a single Honours Undergraduate degree Programme over three years. Associate Teachers accrue 120 credits in each year of the Programme. The Programme is delivered through a combination of University and School-based professional training with school colleagues and University tutors responsible for the design, delivery, training and assessment of Associate Teachers. Associate Teachers gain academic awards by participating in the Programme (attendance is expected) and successfully completing the required assessments. Associate Teachers are also required to comply with the proposed National College of Teaching and Leadership ( TA) Requirements (2012) for an Undergraduate programme of Initial Teacher Training which includes a minimum of 120 days (24 weeks) in schools/settings. The Programme is structured along a progressive and cohesive programme of training in schools/settings and the University with Associate Teachers developing increasing subject knowledge, confidence and skills whilst incrementally assuming greater responsibility for whole class learning and teaching. The following awards are available:
Level 4: Certificate in Early Years-Primary Education; exit award. This exit award is not professionally accredited.
Level 5: Diploma in Early Years-Primary Education; exit award. This is not professionally accredited.
Level 6: BA (Hons) Early Years-Primary Education with Qualified Teacher StatusBA (Hons) Early Years-Primary Programme
University-based Professional Training
All University-based Professional Training modules are taught in technology-rich environments. The Faculty recognises the importance of providing Associate Teachers with ready access to information and resources which support flexible delivery. The Programme team will continue to review and develop Programme materials and pedagogic approaches which exploit the learning potential of new technologies for flexible and distance learning and the dissemination of information and learning resources. Blended Learning is an approach used by the Programme Team. This has the potential to enhance learning by taking into account different learning styles and intelligence profiles and exploiting opportunities presented by increased availability of personal and mobile online devices to the student population. Within a blended learning approach, tutors seek to combine face-to-face learning and teaching within traditional lecture theatres and seminar rooms, with opportunities to learn and develop from materials and contexts which have been created online by both staff and Associate Teachers. The locus of control shifts on the continuum of Tutor-Associate Teacher participation as appropriate. This enables Associate Teachers to confidently take their own learning forward having first developed a sound grasp of basic ideas and principles within collaborative contexts. Throughout the Programme, Education Professional Studies will provide ‘safe spaces’ in which Associate Teachers are provided with opportunities to explore their developing pedagogical knowledge and understanding, challenge their tutors and peers and have their own beliefs and views challenged; this culminates in the preparation for their Induction year as newly qualified teachers.
Year 1 The Reflective Teacher
First year modules will focus on the reflective teacher. The modules have been designed to support Associate Teachers’ transition into Higher Education. Associate Teachers will be required to explore the learning and teaching process through reflecting on their own experiences as learners. They will develop skills of observation and reflection to enable them to develop a shared understanding of the learning and teaching process. There is a focus on the process of learning and the development of the individual rather than the acquisition of pre-specified knowledge and skills. The emphasis on academic writing will support effective written communication at Level 4.
Year 2 The Inclusive Teacher
Second year modules will focus on the inclusive teacher and have a strong focus on engaging critically with theory and research. Associate Teachers will be guided to understand there are alternative perspectives to learning and teaching which are age appropriate. As they engage with Programme material, they will extend their knowledge of children by analysing what is happening developmentally to the child and choosing approaches and goals that are for the developmental benefit of the child. They will be encouraged to communicate their developing awareness through discussion, directed activities, small-scale seminars, formative assignments and presentations. During Year 2, Associate Teachers will have the opportunity to participate in a broad enrichment programme and gain additional qualifications. Those offered will normally include a range of sports coaching qualifications and Makaton.
Year 3 The Researching Teacher
Third year modules will focus on the researching teacher. Associate Teachers will be expected to increasingly become independent learners and to develop the skills of collaborative and negotiated learning. Applied research skills, innovation, critical thinking and independent judgment will support Associate Teachers to develop their own voice and values. Action learning sets and the School-based, research-informed module will be integral to this. Associate Teachers will be required to work with a high level of independence, but also to work collaboratively with peers and practitioners. Fundamental to the delivery of the University-based professional training programme will be the contribution of a wide range of other professionals; these will include: specialists from schools/settings, Local Authorities, local, regional and national experts. This will ensure currency and relevance of the modules as well as enabling Associate Teachers to broaden understanding of practice, enhance their learning and promote a diversity of views, approaches and perspectives.
Throughout the Programme, Associate Teachers will be immersed in the underpinning knowledge, theory and practical skills needed to become an effective leader of learning. Associate Teachers will have a range of School-based Professional Training opportunities; this will include continuous periods of training in three different schools and settings, plus a range of enhancement opportunities which include SEN schools/settings, non-standard settings including museums, galleries, Forest Schools, Outdoor Education Centres and placements abroad. School-based Learning is carefully scaffolded throughout each year to support learning and progress towards independence. Associate Teachers will have their first experience of large groups/whole class teaching in Year 1, and will build upon this in Year 2 before they assume responsibility for the whole class for the majority of their final period of School-based learning . However, it is also recognised that teaching a small group places particular demands on Associate Teachers in terms of Early Years’ pedagogy and pedagogical subject knowledge practice.
In Year 3, as well as managing the whole class, Associate Teachers will be expected to plan for precision intervention with groups of children; guided work with children very closely focused on their next steps. Periods of training will be individualised for Associate Teachers to enable them to address specific targets and areas for development and/or enhancement articulated in the Professional Development File. As a consequence, percentage of teaching time, responsibility for whole class teaching, working with additional adults will be negotiated by the Associate Teachers and Mentor. This position will be reflected in the choice and focus of the Associate Teachers’ range of enhancement opportunities. Learning in school will be closely integrated with University learning, teaching and assessment. University sessions will make explicit what Associate Teachers will know, understand and be able to do as a result of University-based training, and how this will strengthen and inform their teaching and the children’s learning. The process of research-informed teaching, observation, active learning, mediated and individual reflection centred on concrete School-based experience as well as academic development, will together strengthen learning and practice. Examples of learning and teaching approaches will include micro-teaching, which aims to support Associate Teachers to become confident in their teaching skills. Associate Teachers will normally teach a single concept, using a specific teaching skill for a short time to a very small number of children. This will strengthen Associate Teachers’ subject knowledge and understanding of how children learn and appropriate pedagogical approaches. Micro-teaching sessions in school and University may also be videoed. This will provide the opportunities for Associate Teachers to constructively comment on their own and their peers’ teaching, and influence their own teaching through observing others. Associate Teachers will also be introduced to collaborative classroom-based professional learning. This is likely to involve two Associate Teachers planning a lesson together with the class-teacher or Professional Mentor. In this situation, one Associate Teacher teaches whilst the other Associate Teacher and the teacher observe the learning or may work with a small group or individual in the class. The observation and feedback focuses on the learning and progress made by children, while Associate Teachers develop specific pedagogic techniques designed to improve a particular aspect of learning and teaching. The primary focus is not only what children learn, but how they learn. It is particularly powerful in enabling risk-taking within a supportive environment. The training and assessment of Associate Teachers is the responsibility of the Professional Mentor working with individual class teachers. Mentoring and coaching of Associate Teachers will be provided by Professional Mentors who are best placed to provide regular, focused support.
In Year 1 School-based Learning is in three parts. Professional development begins with a number of ‘Immersion’ Weeks where groups of Associate Teachers work in dedicated schools on specific themes, for example behaviour management and Safeguarding. Involvement of Headteachers and Professional Mentors underpins a whole-school approach. This model has been successfully developed and employed on the current Primary B.Ed Programme. Associate Teachers continue to work in schools over the autumn, spring and summer term and this culminates in a period of continuous training in the summer term. The School-based Learning module ensures close synergy between University and School-based Professional development. It provides Associate Teachers with experience of the whole school year and enriches their understanding of how learning and pedagogy develop from the Early Years Foundation Stage to Year 6. The module has been designed to support Associate Teachers’ understanding of the role of the teacher as the leader of learning, and the responsibility teachers have for ensuring the progression and attainment of all children. For the continuous period of School-based Learning, there will normally be two or more Associate Teachers in the school to promote peer support, peer observation and peer assessment. Key themes will underpin School-based and University-based learning ; there will be a strong focus on professionalism, the role of the teacher, observation skills, and understanding and applying models of reflective practice. Sessions will include an introduction to ‘fit-for-purpose’ pedagogies, and effective planning to support learning. Associate Teachers will also be supported with developing whole class teaching. Sessions in University-based professional training are important opportunities to consider how theory and research has informed practice, and enable Associate Teachers to reflect on the learning that has taken place; this then feeds directly back into their School-based Professional Training and work with the Professional Mentor and class teacher. Towards the end of the year, Associate Teachers will be introduced to a collaborative classroom-based approach to professional training, as a preparation for using this approach in the second year.
In Year 2 there are two periods of School-based Professional Training. The first and continuous period will focus on the development of classroom practice and there will normally be two Associate Teachers placed in each school/setting to promote peer support, peer observation and peer assessment. The second period is in a range of non-standard settings, including Special educational needs settings, museums, galleries, Forest Schools, Outdoor Education Centres and placements abroad. Key themes will underpin School-based and University-based Professional development; there is a strong focus on assessment, inclusion and diversity, overcoming barriers to learning for a range of learners, working with parents/carers and children as carers. Associate Teachers will have training in the pedagogy and practicalities of paired School-based Professional development, and will be offered models to demonstrate how to maximise this important opportunity. During their period of continuous work in schools/settings, Associate Teachers will see first-hand how a range of colleagues are applying the current legislative framework, discuss and debate different approaches within School-based and University-based professional development sessions. They will be expected to reflect together on the tasks that they have undertaken and develop their own understandings and perspectives in the light of reading and experience. As part of specific modules, Associate Teachers will undertake tasks in schools/settings such as shadowing a child and a subject leader to gain an understanding of continuity and progression in children’s learning and development and in the curriculum
In Year 3, Associate Teachers will have a continuous period of School-based Learning . They will be required to work with a high level of independence, but also to work collaboratively with teachers and plan for and manage other practitioners. Training will also focus on preparation for applying for the first teaching post, interviews, and the NQT year. Those working with Associate Teachers will continue to review and develop materials and pedagogical approaches which exploit the learning potential of new technologies for flexible and distance learning and the dissemination of information and learning resources. The methodologies include: Workshops; Seminars; Peer observations; Group work; Presentations; Lectures; Discussions and debates; Action learning sets; Individual and group tutorials; Associate Teacher-led sessions and seminars; Formative peer and self-assessment; Independent study and research.
Key Themes within the Programme
A number of key themes run through the Programme. These include:
Information and Communication Technologies (ICT)
Technologies can have powerful and transformative impact on learning and teaching at all levels. The BA QTS degree reflects and responds to these changes and imperatives at four levels: It reflects the all-pervading nature of technology in learning by embedding ICT practice and pedagogy in all aspects of the Programme in University and in schools. Discrete ICT-focused units and sessions are a feature of some taught modules, but an emphasis is placed on the links and connections, which make up digitally literate learning and teaching in University and School-based Professional Training. The Programme is constructed around an awareness of the impact of technologies on the everyday lives and relationships of Associate Teachers and the children they will teach. The Programme aims to provide bridges between social and learning-focused ICT by harnessing the potential of technology-facilitated social learning, connectivism, personal devices and professional learning networks. The Programme reflects an awareness of the importance of Safeguarding when working with technologies, in terms of appropriate professional conduct by Associate Teachers and learning and teaching of an age-appropriate e-safety curriculum in School-based Professional Training contexts. ICT training in schools and University will maintain a sustained focus on the critical analysis and evaluation of technologies, so that Associate Teachers are equipped to select and use tools, which will genuinely enrich, extend and/or transform learning. The third year ICT content will particularly focus on providing Associate Teachers with a toolkit of strategies to critically evaluate new developments, distinguishing transformative tools for learning from passing ‘fads’.
Inclusive practice and pedagogy includes removing barriers to participation and learning and eliminating discrimination and promoting equality. It is embedded throughout the Programme in University and in schools in three ways:
1) By meeting the Learning Outcomes in individual modules, in particular EPS. Associate Teachers are introduced to the diversity of learners from the first module, and the importance of supporting individual needs and enhancing inclusive provision. The second year EPS module focuses on ensuring barriers to participation, learning and achievement are removed, inclusion and equality are promoted and a high quality education for all is developed and sustained. The core subjects module will have a particular focus on supporting EAL learners. Associate Teachers will be sensitised to potential barriers to learning for different groups of learners and the Programme gives careful consideration to enhancing inclusive provision for all children.
2) Through School-based Professional Learning. Each period of School-based Professional Learning will take place in a different context. The Programme seeks to challenge Associate Teachers to explore how learners learn and the teacher's role in monitoring, reviewing and facilitating inclusive provision, including those children with SEN and disability and those learning in an SEN setting. Associate Teachers will explore the roles and responsibilities of key staff and personnel engaged in inclusive provision to support personalised learning.
3) By following a particular interest. Those with a particular interest in SEN and disability can request that their non-standard setting professional learning is in an SEN school, and strengthen their knowledge through the school-based, research-focused specialist study in Year 3.
Leadership and the Management of Change
The emphasis on leadership and management in the BA QTS recognises that this is integral to the role of Associate Teachers and NQTs, and will be important for their future roles. Associate Teachers will be prepared to lead learning and innovation in their own classrooms, and more widely in the school in three key ways:
1) Associate Teachers will recognise the change involved in moving from observing or supporting learning to leading learning in the classroom and ensuring that their teaching impacts on children’s learning. They will develop the skills they need, including knowing how to use data effectively, planning for progression and tracking and evaluating progress. Associate Teachers will develop excellent subject knowledge to be able to plan next steps for children, recognise where children have made good progress, and where there are barriers to their learning.
2) Associate Teachers will develop a strong philosophy and vision that will underpin their approach to learning and teaching. They will develop intellectual and professional skills, qualities and attitudes that will enable them, not just to adapt to the many changes in educational policy and practice that they will meet in the course of their careers, but to be capable of initiating change and reflecting critically on changes initiated by others.
3) The subject specialism module will include a focus on leadership, management and change. The School-based project is designed to develop and enhance skills of leadership and management, communication and collaboration. EPS and School-based Professional Training modules will provide much of the theoretical underpinning, and School-based colleagues will support Associate Teachers to put learning into practice. Associate Teachers will develop the skills they need to plan for, work and communicate with other adults in the classroom.
In order to meet professional requirements, the BA QTS has applied for approval for the derogation from the Regulations for assessment. There will be no compensation for failed modules. Associate Teachers who fail or who discontinue their studies shall be entitled to receive the award of either Certificate or Diploma in Early Years-Primary Education provided the required number of credits for these awards has been passed. In order to gain a named award Associate Teachers must successfully complete all the requisite modules of the award. BA (Hons) Early Years-Primary Education with QTS: 360 credits. This follows the standard weighting calculation for Honours degrees in the University and includes satisfactory completion of all of the Teachers’ Standards (2012). Certificate in Early Years-Primary Education: 120 credits. Diploma in Early Years-Primary Education: 240 credits. For each period of School-based Learning there will be an alternative module assessment for: 1. Associate Teachers who fail the module at the first attempt and do not wish to progress on the QTS route. At Level 4 ATs who fail the module at the first attempt and do not wish to progress on the QTS route will undertake an alternative assessment which will comprise a 4000 word written assignment and will generate 20 credits. Marks will be capped at 40% These Associate Teachers cannot be recommended for QTS and cannot progress into Year 2 of the BA (Hons) Early Years-Primary Education with QTS Programme. Associate Teachers will exit with a Certificate in Early Years-Primary Education. At Level 5 ATs who fail the module at the first attempt and do not wish to progress on the QTS route will undertake an alternative assessment which will comprise a 4000 word written assignment and will generate 20 credits. Marks will be capped at 40% These ATs cannot be recommended for QTS and cannot progress into Year 3 of the Programme. ATs will exit with a Diploma in Early Years-Primary Education. At Level 6 ATs who fail the module at the first attempt and do not wish to progress on the QTS route will undertake an alternative assessment which will comprise a 4000 word written assignment and will generate 20 credits. Marks will be capped at 40% These ATs cannot be recommended for QTS. ATs will exit with a BA (Hons) Early Years-Primary Education
2. Associate Teachers who take the decision not to avail themselves of the School-based Professional Training assessment. At Level 4 ATs who opt not to undertake a School-based Professional Learning assessment and do not wish to progress on the QTS route will undertake an alternative assessment which will comprise a 4000 word written assignment and will generate 20 credits. These ATs cannot be recommended for QTS and cannot progress into Year 2 of the BA (Hons) Early Years-Primary Education with QTS Programme. ATswill exit with a Certificate in Early Years-Primary Education. At Level 5 ATs who opt not to undertake a School-based Learning assessment and do not wish to progress on the QTS route will undertake an alternative assessment which will comprise a 4000 word written assignment and will generate 20 credits. These ATs cannot be recommended for QTS and cannot progress into Year 3 of the Programme. ATs will exit with a Diploma in Early Years-Primary Education. At Level 6 ATs who opt not to undertake a School-based learning assessment and do not wish to progress on the QTS route will undertake an alternative assessment which will comprise a 4000 word written assignment and will generate 20 credits. These ATs cannot be recommended for QTS. ATs will exit with a BA (Hons) Early Years-Primary Education.
Successful completion of the National College for Teaching and Leadership Skills Tests (due to NCTL changes those already enrolled on the programme will be required to pass the skills tests prior to completion)
A minimum of 280-300 UCAS points from GCE A Levels or equivalent
BTEC National Diploma: Distinction, Merit, Merit
OCR National Extended Diploma: Distinction, Merit, Merit
Irish Highers/Scottish Highers: B in 4 subjects
International Baccalaureate: 28 points
QAA recognised Access to HE Diploma, Open College Units or Open University Credits
The Advanced Diploma: acceptable on its own
Welsh Baccalaureate: Pass (included in our tariff offer)
As part of the University’s OFFA agreement the Programme seeks to support applications from suitably qualified people from under-represented groups in ITT in particular BME and males into Early Years-Primary.
In accordance with National College for Teaching and Leadership Requirements 2012, all suitable applicants will be interviewed by members of the Partnership and University tutors according to published criteria. All applicants are required to be in possession of a satisfactory Criminal Records Bureau Enhanced Disclosure at the beginning of the Programme. The DBS process is managed by the University Compliance Officer.
There are currently no direct QAA subject Benchmark Statements for BA QTS Programmes. However, in designing this Programme, the team have taken into account the QAA Descriptors for HE qualifications at levels 4, 5 and 6, Education Studies benchmark statements (QAA 2007) along with the requirements of the Teachers’ Standards 2012 (DfE 2011), the ITT Criteria and the current Ofsted Framework for Inspection of ITT. The Programme as a whole aims to develop teachers who demonstrate, on graduation, the relevant academic and professional qualities and skills as indicated within the aforementioned references.
The BA Early Years - Primary Education Programme is jointly delivered and assessed by tutors in University and class teachers and a range of colleagues in schools/settings. The Early Years-Primary degree is informed by the best possible evidence on how young children develop and learn, and reflects the broad range of skills, knowledge and attitudes young children need as a foundation for good future progress. Working with our Partnership colleagues, ATs on this programme will develop the skills and confidence to teach young children by drawing on the theoretical underpinning of subject knowledge and pedagogy taught in University. There is therefore synergy between University-based Learning and School-based Learning with Associate Teachers continually refining their knowledge, understanding and skills in both contexts.
Innovation in Learning, Teaching and Assessment
The notion of the 21st century teacher is central to the degree programme with the 21st century teacher being open-minded, yet critical of innovation and new developments in learning, teaching and assessment. He or she is also inter-culturally aware and able to locate learning and teaching in appropriate contexts to meet the needs of increasingly diverse communities. The 21st century teacher has tools to critically evaluate new developments and adopt new ideas and approaches in a culturally sensitive and technologically literate manner. The Programme does not aim to predict what innovative tools and approaches may be available in two or three years’ time, but builds in opportunities for ATs to develop evaluative strategies and tools so that innovations are objectively assessed and their potential for learning subjected to critical scrutiny, consistent with what is expected of the 21st century teacher. Tutors will adopt the same approach when planning learning, teaching and assessment methods and strategies. The degree has been structured so as to allow for flexibility in terms of pedagogy and assessment methodology and will be able to accommodate the incorporation of future innovation as appropriate. All learning and teaching is underpinned by principles that support diversity, shared values and inclusive practices, and the differentiated needs of Associate Teachers as learners. Those who work with Associate Teachers will employ a range of methodologies and take account of best practice as identified from Inspection and research evidence. The modelling of innovative and evidence-based pedagogy and pedagogical subject knowledge practice is at the heart of all learning and teaching throughout the Programme. The Programme emphasises independent and self-managed learning. ATs are required to progressively take greater responsibility for their learning rather than continually being guided in great detail. Action learning sets for example, are based on Associate Teachers’ real issues and are used as a model of professional enquiry in Education and Professional Studies. This gives Associate Teachers the opportunity to focus on their concerns and address some of the complex issues not easily resolved through lectures or individual study. It is a powerful context for ATs to learn from each other. Throughout the Programme, strong links are made between theory and practice both in terms of their own and children’s learning. In University-based learning , ATs consider and interpret theory in relation to their own experience and observations. By reflecting on their own personal practice with the mediation of an ‘expert other’, ATs come to understand that learning is an active process where knowledge is constructed, learning is social, and learning communities are equal and inclusive. They learn that views may be presented strongly while being open to the views of others. Learning and teaching strategies are deployed to encourage trainee participation and active learning; promote collaborative learning as well as the autonomy and self-motivated engagement of learners; reflect the dynamic, interactive nature of teaching; enable learners to take advantage of resources including new and emergent technologies; and support reflective practice and research-based enquiry.
The development of Professional Standards is a pre-requisite of the Programme and is integral to all modules. ATs are expected to reflect on and evaluate their own experience of Primary practice. They will record their progress in addressing the Teachers’ Standards through continuously updating their Professional Development File (PDF) Attendance at lectures, seminars, workshops, action learning sets and tutorials is expected. Associate Teachers will participate in group discussion and presentations to encourage the development of their skills of critical analysis. They will need to listen carefully to the views of others, question values and opinions, investigate evidence and draw on their own informed conclusions. Case Studies and problem solving tasks will provide opportunities to deepen levels of understanding and professional judgement. Team work and collaboration will strengthen communication skills.
ATs’ learning is personalised from the time they are accepted onto the Programme to the end of the NQT year. Early subject knowledge auditing informs the support Associate Teachers are offered as they begin the Programme. They move from studying a common suite of modules to a richness of specialism and choice in the second year. They follow the Early Years-Primary Programme, select a specialist subject and a non- standard placement, and can choose from a number of enrichment opportunities. In the third year they can follow their interests in the core subjects module and the school-focused research-based specialist module. ATs are supported by their Personal Academic Tutor (PAT).Their progress is tracked through the Professional Development File (PDF) which informs the Career Entry Profile (CEP). Online support and the option of additional training is planned to continue into the NQT year.
The Programme adheres to the assessment regulations of the University. The regulations can be found at: https://ganymede.chester.ac.uk/index.php?page_id=163698 In order to meet professional requirements, the BA QTS has applied for approval for the derogation from the Regulations for assessment in relation to compensation. There will be no compensation for failed modules.The Faculty of Education and Children’s Services is committed to principles of assessment that:Support formative assessments that provide feedback and constructive guidance;Support summative assessments that indicate clearly how criteria have been met and that are consistent and comparable; Enable Associate Teachers to demonstrate their achievements against the Level at which they are studying and national agendas;· Promote learning;Inform planning and Programme Development;Support manageable assessment tasks within an agreed timeframe;Enable Associate Teachers to reflect on and take personal responsibility for their own learning.(Learning, Teaching and Assessment Policy, 2011). A wide range of formal and informal formative assessment strategies are employed by the Programme Team. These range from small group, semi-structured discussions where Associate Teachers can demonstrate knowledge and understanding of a key topic and on-going verbal feedback from both tutors and peers within taught sessions and via electronic means, to assignments which have been deliberately structured so as to provide formative feedback between submissions which are related. For example Year 3 Associate Teachers will submit a report presentation which, along with formative feedback, will inform their final Research Report. It is also anticipated that cohort feedback will be offered from previous year groups for significant assignments, so that Associate Teachers are aware of common pitfalls and areas for development. Module Leaders identify the most appropriate assessment methodology to best assess the Learning Outcomes for each module. The assessment tasks are selected by the team from a wide range of methods. Robust moderation procedures will ensure equity across the trainee groups. The tutor will normally provide podcast or written feedback.
All assessed work is graded according to a percentage scale 0-100 using the University’s grading criteria linked to the QAA requirements. Areas for improvement and development are presented as targets. Feedback on the work is intended to identify strengths and points of development. All Associate Teachers complete an assignment front cover sheet on which they describe how they have addressed previously identified targets. Associate Teachers may receive formative, verbal feedback on plans or on a specified amount of work identified by the tutor. All work is first marked and an appropriate sample, in line with University regulations, is monitored. A representative sample of work is made available to an External Examiner and includes all fails and firsts.
Assessment criteria are communicated to Associate Teachers through Programme and module handbooks. Assignment guidance explains the important features of each assignment. Feedback and assessment judgements are made using module specific interpretations of the following criteria:Knowledge and understanding; Critical analysis; Linking theory to practice; Communication, presentation and structure; Reference to sources.
On completion of the Early Years-Primary Education Programme Associate Teachers will be able to demonstrate a secure understanding of the concepts and principles of learning and teaching, including a critical appreciation of their relevance to a variety of settings and contexts. Chester graduate teachers will see themselves as leaders of learning, with a strong sense of professionalism and accountability for children’s achievement. They will have the specific intellectual and professional skills, qualities and attitudes that will enable them to adapt to the many changes in educational policy and practice that they will meet in the course of their careers. At the same time they will be capable of innovation, initiating change and reflecting critically on changes initiated by others. Graduate teachers will have the intellectual skills of evidence and theory-based reflection and critical analysis. They will be self-motivated, resilient and autonomous learners proficient with 21st century technologies. Graduates will be analytical, self- evaluative and responsible within the context of life-long learning and continuing professional development.
The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.
As successful progression through the BA (Hons) Early Years-Primary Education Programme leads to a professional qualification, failed modules are not normally compensated.
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