University of Chester

Programme Specification
Primary BEd (Hons) (Single Honours)
2014 - 2015

Bachelor of Education (Single Honours)

Primary

Primary

University of Chester

University of Chester

University of Chester (Riverside campus)

Undergraduate Modular Programme

Full-time

Classroom / Laboratory,

4 years

7 Years

Annual - September

X320

X100

Yes

17a. Faculty

17b. Department

Education & Children's Services Initial Teacher Education

Not Available

n/a

Primary Programmes Subject Assessment Board

Sunday 1st April 2007

  The aims of the programme are:

  • to produce reflective practitioners able to take responsibility for their own learning, equipped with a theorised understanding of practice and an ability to use research and reflection to inform that practice. Associate Teachers' educational practice will be underpinned by values that they can articulate and for which they can provide a professional rationale;
  • to reflect the view that children are at the heart of the work of the Faculty of Education & Children's Services;
  • to reflect the Faculty of Education & Children's Services principles of learning and teaching in that they will:
        • promote open minded systematic enquiry and reflective practice;
        • encourage Associate Teachers to take responsibility for their own learning and teachers/tutors to take responsibility for facilitating that learning;
        • enable the expansion of opportunity and the removal of unnecessary barriers to learning;
        • facilitate the development of learning that will equip Associate Teachers as life-long learners;
  • that all learning and teaching will be underpinned by a rationale for equity, diversity and inclusion;
  • to take account of relevant legislation concerning the development and well-being of children and young people and any subsequent or consequent legislation;
  • to reflect national initiatives and reflect changing contexts in relation to, for example, international dimensions and global issues;
  • to encourage Associate Teachers to look at ways in which experienced colleagues take control of the curriculum. Teaching and learning will reflect fhe Teachers' Standards (2012) or any equivalent national requirements;
  • to undertake the education and training of the "University of Chester Teacher" able to teach the core curriculum independently and be able to teach the Foundation subjects and RE with the support and advice from an experienced colleague where appropriate;
  • to adopt creative and innovative elements reflecting and responding to national initiatives and changing agendas. The programme will offer distinctive features that will enable the University of Chester to compete successfully against other providers;
  • to enable Associate Teachers to develop an enhanced understanding of a combination of subjects appropriate to teaching the National Curriculum at Key Stages 1 and 2;
  • to ensure that assessments on the programmes will be formative and summative and reflect achievement appropriate to the level of study and the credits awarded. They will ensure that successful Associate Teachers achieve honours degree status and meet the Teachers' Standards (2012);
  • to run the programme in partnership with educational partners involved in curricular development, training and assessment.


Knowledge and Understanding

  • the principles of primary education, learning and development, including those relating to anti-discriminatory practice and equality of opportunity;
  • the regulatory and legislative framework governing the organisation and delivery of primary education;
  • curricular documentation, both statutory and advisory;
  • in the management, organisation and delivery of primary education;
  • significant current and emerging theories and principles relating to children's learning and development,
  • how to plan, implement and evaluate the primary curriculum and pedagogy for children, including those with special educational needs;
  • a particular area of specialism relating to the primary curriculum drawn from either the teaching and learning of a modern foreign language, the impact of the global dimensions on children's learning or the implications for learning and teaching of creativity and communication across the curriculum;
  • the norms and cultural aspects relating to the role of other adults in child development and learning;
  • the ability to apply underlying concepts and principles of working with children to the school context and other educational settings;
  • relationships between adult and child, adult and other professionals, and between organisation and organisation;
  • the professional duties and responsibilities of a professional, including issues such as confidentiality, health and safety and child protection;
  • knowledge of the main methods of enquiry in the field of primary education and an understanding of the limits of their knowledge and how this influences analyses and interpretations based on that knowledge.


Thinking or Cognitive Skills

  • communicate ideas, principles and theories, arguments and analysis effectively to specialist and non-specialist audiences, using written, visual, verbal and ICT media, with a sense of audience;
  • demonstrate appropriate critical thinking skills e.g. identify and summarise main points in an argument, develop an argument drawing upon evidence and literature, analyse and synthesise research, theories and ideas, examining issues from a range of professional perspectives and produce evaluative responses;
  • use a range of established techniques to initiate and undertake critical analysis of information relating to their emerging role as primary teachers, and to propose solutions to problems arising in work settings;
  • reflect and evaluate self, including the potential effect of personal attitudes, values and behaviours on work with children, parents, colleagues and other professionals;
  • work independently and collaboratively - managing time, workload and the demands and responsibilities of being a professional.


Practical Skills

  • demonstrate the experience, knowledge and skills that underpin effective primary practice, both evidence based and reflective;
  • carry out effectively the work roles expected of a professional in a school or educational setting;
  • communicate effectively with children, parents and other professionals;
  • design, implement, monitor and assess specific activities which support the individual development and learning of children and which meet statutory requirements;
  • demonstrate a thorough understanding of difference and diversity, recognising individual needs as well as developing tolerance and understanding of others;
  • have a commitment to collaboration and co-operative working;
  • demonstrate qualities and transferable skills necessary for employment, requiring the exercise of personal responsibility e.g. to manage and organise time, resources, records and information to support decision making.


Key Skills
  • Communication
  • Application of Number
  • Information Literacy and Technology
  • Improving own learning and performance
  • Working with others
  • Problem solving


  • communicate ideas effectively in speech, writing and the use of ICT;
  • pass the National College for Teaching and Leadership skills test for literacy administered towards the end of the programme;
  • use and develop their own mathematical and scientific knowledge and skills to ensure the effective modelling of practice with children;
  • pass the National College for Teaching and Leadership numeracy skills test, administered towards the end of the programme;
  • use ICT to support their own development and to guide and support the learning ofchildren;
  • improve their own performance through critical self-reflection, the implementation of evidence-based practice, and ongoing professional development activities;
  • work with team of peers and professional colleagues in school and educational workplace settings to contribute to their own and others' learning;
  • solve problems that occur whilst carrying out the role of a primary school practitioner - drawing upon their own knowledge and expertise and taking account of the views of fellow professionals, inspection evidence and the results of research-based enquiry.


Transferable Professional Skills

  • undertake continued training, develop existing skills, and acquire new competences that will enable them to assume significant responsibility within educational organisations;
  • have a creative and constructively critical approach towards innovation, being prepared to adapt their practice where benefits and improvements are identified;
  • act upon advice and feedback and be open to coaching and mentoring;
  • monitor their progress and negotiate targets for improvement in relation to theTeachers' Standardsand anysubsequent professional standards;
  • on completion of the programme, compose a career entry profile (CEP) to guide their continuing professional development.

The Bachelor of Education (Honours) degree in Primary Education is studied over four years full time. School-based learning in schools and other educational settings occupies a minimum of 32 weeks of the programme (approximately 25%), the remainder is devoted to university-based components designed to complement the school-based learning by providing Associate Teachers with the knowledge, skills and understanding of primary education, learning and teaching required to become a successful primary school teacher.  

On entry to the programme, Associate Teachers choose a specialism from: Modern Foreign Languages (MFL), Global Dimensions (GD) or Creative Communication (CC). These enable Associate Teachers to focus on particular aspects of primary education and develop expertise ultimately to support colleagues.

 First Year

In the first year, all modules are studied at Level 4. Two modules are provided in Professional Development Education (PDE); one is taught intensively in the first term and provides Associate Teachers with grounding in aspects of learning and teaching with a focus on their personal development to support their transition into academic study in Higher Education. The second module runs throughout the year and enables Associate Teachers to develop a foundation knowledge of learning and teaching in the primary school. A balance of input is provided across the core subjects of the primary curriculum (English, mathematics and science), Information and Communications Technology (ICT) and a general introduction to the non-core subjects with a particular focus on Physical Education and Religious Education. Two modules of Associate Teachers' specialism are studied. The school-based learning is in three parts: an initial immersion in the first term, followed by a combination of day visits and block school-based learning during the succeeding terms. 120 units of credit at Level 4 are accumulated on successful completion of Year 1.

 Second Year

All modules in Year 2 are studied at Level 5. In addition to continuing input on the core subjects and ICT, there is a general focus on aspects of creativity across the curriculum, with integrated modules in art, music and drama and a discrete module covering aspects of design & technology. Two modules on PDE further enhance Associate Teachers' knowledge of learning and teaching, with an emphasis on the creative curriculum, classroom management and the implications of global issues. The specialisms are further developed through two taught modules. There are two school-based learning modules; one focusing on the development of classroom practice and the other providing an opportunity to investigate particular aspects of creativity through a non-standard school-based learning placement. MFL specialist Associate Teachers spend one of their school-based learning placements teaching abroad. 120 units of credit at Level 5 are accrued on successful completion of Year 2.

 Third Year

The majority of modules are studied at Level 6. The school-based learning is assessed at Level 5 and one of the two non-core subject modules is similarly studied at Level 5. The core subjects, ICT and a specialism module continue at Level 6. The PDE module (Level 6) has assessment as its key focus. 30 units of credit at Level 5 and 90 units of credit at level 6 are accumulated on successful completion of Year 3.

 Fourth Year

Modules are studied at Level 6, apart from the school-based learning of at least 9 weeks and two non-core subject modules (Level 5). The core subjects and ICT content is provided through a combination of discrete and integrated sessions. The PDE module is designed to support Associate Teachers making the transition from the programme into their first teaching appointments and explores contemporary issues and developments in primary education. The assignment for the specialism provides an opportunity for Associate Teachers to explore and report upon an aspect of their own choosing. 60 units of credit at Level 5 and 60 units of credit at Level 6 are gained on successful completion of Year 4.

As successful progression through the BEd programme leads to a professional qualification, failed modules are not normally compensated.

 Exit Awards

Associate Teachers are carefully screened as to their commitment to the teaching profession but if, following appropriate advice and guidance from their PAT and the Programme Leader, they are determined on a change of career then the following exit points with award are available to them in accordance with the regulations of the University of Chester:

1.    Associate Teachers who successfully complete year 1 of the BEd Primary will accumulate 120 credits at level 4 and will be eligible for the exit award of Certificate of Higher Education. Associate Teachers with this award cannot be recommended for QTS.

2.    Associate Teachers who successfully complete year 1 of the BEd Primary and year 2 will accumulate 120 credits at level 4 plus 120 credits at level 5 and will be eligible for the exit award of Diploma of Higher Education. Diplomats with this award cannot be recommended for QTS.

3.    Associate Teachers wishing to exit the BEd Primary at the end of year 3 having successfully completed all modules will have accumulated 120 credits at level 4, 150 credits at level 5 and 90 credits at level 6 and will be eligible for the exit award of Diploma of Higher Education. Diplomats with this award cannot be recommended for QTS.

4.    Associate Teachers intending to exit the programme at the end of year 3 having successfully completed all modules will have accumulated 120 credits at level 4, 150 credits at level 5 and 90 credits at level 6 may be given the opportunity to study for a further 30 credits at level 6. Successful completion of these further 30 credits at level 6 will lead to the award of BA(Hons) in Education. Graduates with this award cannot be recommended for QTS.

5.    Associate Teachers wishing to exit the BEd Primary during or at the end of year 4 who have at least 120 credits at level 6 will be eligible for the award of BA(Hons) in Education. Graduates with this award cannot be recommended for QTS. In the following table, Module titles indicate the year in which the module is studied - for example, PR4201: Professional Practice 1: Engaging the Learner will be studied in Year 1 and PR5204: Professional Practice 4: Meeting the Standards is studied in Year 4. 

Mod-Code Level Title Credit Single
PR4031 4 MFL Specialism 1.1: Introduction to Modern Foreign Languages 10 N/A
PR4032 4 MFL Specialism 1.2: Learning a Foreign Language 10 N/A
PR4041 4 GD Specialism 1.1: Heritage & Cultures 10 N/A
PR4042 4 GD Specialism 1.2: Local Issues, Global Issues 10 N/A
PR4051 4 CC Specialism 1.1: Creative Communication 10 N/A
PR4052 4 CC Specialism 1.2: Creativity & Creative People 10 N/A
PR4102 4 PDE 1.2: Learning to Learn 10 N/A
PR4121 4 PDE 1.1P: The Power of Learning: Working in the Primary School 10 N/A
PR4201 4 Professional Practice 1: Engaging the Learner 20 N/A
PR4321 4 Curriculum English 1P: An Introduction to English in the Primary Curriculum 10 N/A
PR4421 4 Curriculum Mathematics 1P: Investigating Mathematics in Primary Education 10 N/A
PR4521 4 Curriculum Science 1P: Learning to Learn in Science Education 10 N/A
PR4621 4 Curriculum ICT 1P: Finding Things Out with ICT in Primary Classrooms 10 N/A
PR4721 4 Curriculum Studies 1.1P: Learning & Teaching in PE in the Primary School 10 N/A
PR4722 4 Curriculum Studies 1.2P: Introduction to RE in the Primary School 10 N/A
PR5032 5 MFL Specialism 2.2: Intercultural awareness 10 N/A
PR5033 5 MFL specialism 2.3: Professional practice 10 N/A
PR5034 5 MFL Specialism 2.2: Intercultural awareness (UK Based) 10 N/A
PR5041 5 GD Specialism 2.1: Education for Sustainable Development 10 N/A
PR5042 5 GD Specialism 2.2: Beyond the Classroom 10 N/A
PR5051 5 CC Specialism 2.1: Communication & Learning 10 N/A
PR5052 5 CC Specialism 2.2: Creativity in the Curriculum 10 N/A
PR5121 5 PDE 2.1P:The Learner in Society 10 N/A
PR5122 5 PDE 2.2P: The Learner in Society - Part 2 10 N/A
PR5201 5 Professional Practice 2.1: Enriching Professional Practice 10 N/A
PR5202 5 Professional Practice 2.2: The Creative Professional 10 N/A
PR5204 5 Professional Practice 4: Meeting the Standards 40 Comp
PR5321 5 Curriculum English 2P: Creativity in English in the Primary Years 10 N/A
PR5421 5 Curriculum Mathematics 2P: Creativity and Mathematics in the Primary School 10 N/A
PR5521 5 Curriculum Science 2P: Creativity in Science Education in the Primary School 10 N/A
PR5621 5 Curriculum ICT 2P: Exchanging and Sharing Information with ICT in the Primary Classroom 10 N/A
PR5721 5 Curriculum Studies 2.1P: Creative processes in music and drama in the Primary School 10 N/A
PR5722 5 Curriculum studies 2.2P: Creative Design in the Primary School 10 N/A
PR5724 5 Curriculum Studies 3.2P: Developing practice in PE and RE in the Primary School 10 Comp
PR5725 5 Curriculum Studies 4.2P: Creative processes; connections and possibilities in the Primary School 10 Comp
PR5726 5 Curriculum Studies 4.3P: Contemporary issues in the Foundation Subjects and Religious Education 10 Comp
PR5203 6 Professional Practice 3: The Effective Teacher 20 Comp
PR6001 6 Specialism 3: Investigating Teaching in the Specialism 10 Comp
PR6002 6 Specialism 4: Specialist Teaching in Primary School / Early years settings 20 Comp
PR6121 6 PDE 3P: Achieving potential 20 Comp
PR6122 6 PDE 4P: Issues and Values in Contemporary Education 20 Comp
PR6123 6 Individual Specialist Study 40 Optional
PR6321 6 Curriculum English 3P: English for Inclusion 20 Comp
PR6421 6 Curriculum Mathematics 3P: Effective Mathematics in the Primary School 10 Comp
PR6521 6 Curriculum Science 3P: Extending Opportunities in Science Education in the Primary School 10 Comp
PR6621 6 Curriculum ICT 3P: Developing Ideas with ICT in the Primary Classroom 10 Comp
PR6622 6 Curriculum Studies 4.1P: Professional Values, Knowledge and Understanding in the Primary Classroom 20 Comp
PR6723 6 Curriculum Studies 3.1P: The Humanities in the Primary Classroom 20 Comp

  • Year 1 - 120 credits at Level 4
  • Year 2 - 120 credits at Level 5
  • Year 3 -30 credits at level5 +90 credits at Level 6
  • Year 4 - 60 credits at Level5 + 60 credits at Level 6
Hence successful completion of the programme will enable an Associate Teacher to propressivelyaccumulate:
  • Year 1 - 120 x L4
  • Year 2 - 120 x L4 + 120 x L5
  • Year 3 - 120 x L4 + 150 x L5 + 90 x L6
  • Year 4 - 120 x L4 +210 x L5 + 150 x L6
As successfulprogression throughthe BEd programme leads to a professional qualification, failed modules are not normally compensated.
  • Year 1 - 120 credits at Level 4
  • Year 2 - 120 credits at Level 5
  • Year 3 -30 credits at level5 +90 credits at Level 6
  • Year 4 - 60 credits at Level5 + 60 credits at Level 6
Hence successful completion of the programme will enable an Associate Teacher to propressivelyaccumulate:
  • Year 1 - 120 x L4
  • Year 2 - 120 x L4 + 120 x L5
  • Year 3 - 120 x L4 + 150 x L5 + 90 x L6
  • Year 4 - 120 x L4 +210 x L5 + 150 x L6
As successfulprogression throughthe BEd programme leads to a professional qualification, failed modules are not normally compensated.

  • Successful completion of the National College for Teaching and Leadership Skills Tests (due to NCTL entry requirement changes those on the programme will need to complete these prior to completion)

  • A minimum of 240 UCAS points, of which 200 points must be obtained from GCE and/or VC A Levels (12 or 6 unit awards), including a grade C in one subject. The remaining points may be achieved from GCE and/or VCE A/AS Levels, VCE double award, or from Level 3 Key Skills certification
  • BTEC National Diploma/Certificate: merit profile
  • Irish Highers/Scottish Highers: B in 4 subjects
  • International Baccalaureate: a minimum of 70%
  • QAA approved Access course, Open College Units or Open University Credits.
  • All candidates must have a GCSE grade C or above (or equivalent) in English Language, Maths and Science

All prospective Associate Teachers will be interviewed. We will normally interview only those applicants who have had some experience of working in schools. This experience will not need to be extensive, but we will need to ascertain that they are committed to becoming a teacher.

To ensure that applicants have a secure knowledge of English, Mathematics and Science, they will be asked to undertake a written test in each of these subjects at interview.

As the programme involves working with children, applications will be required to disclose any previous criminal convictions, cautions or bindovers irrespective of when they occurred. All successful candidates who receive an offer of a place will be required to apply for and be in receipt of an enhanced DBS Disclosure before taking up their place. Only on the receipt of successful clearance from the DBS will the place on the programme be confirmed. In addition, students will be provisionally registered with the National College for Teaching and Leadership (NCTL) and required to meet their stringent entry requirements.

There are no published QAA benchmark statements which are directly applicable to professional Teacher Education courses; however there are three key external documents which inform all aspects of provision.  The ‘Teachers' Standards' outline in detail the teaching standards that must be met and the Personal and Professional Conduct which must be adhered to.  A second National College for Teaching and Leadership document entitled ‘Initial Teacher Training (ITT) criteria' specifies ‘Entry Criteria', ‘Training Criteria' and ‘Management and Quality Assurance Criteria'.  Thirdly, provision is subject to regular inspections as outlined in the Ofsted Initial Teacher Education Inspection Framework.

A key feature of the programme will be the modelling of effective primary classroom practice by tutors. This, of necessity, involves the deployment of a range of strategies for teaching, supporting learning and making assessment of Associate Teachers' progress. For example, the first PDE module encountered by Associate Teachers in the Autumn Term of Year 1 (PR4102: Learning to Learn) is designed to support Associate Teachers' transition into Higher Education by enabling them to explore the learning and teaching process through reflection on their own experiences as learners. They will be encouraged to communicate their developing awareness through discussion, directed activities, small-scale seminars, formative essays, presentations and poster displays. The aim will be to enable the Associate Teachers to develop a shared, negotiated understanding of the learning and teaching process which will form the basis for other aspects of their study through the programme.

 Each year has an overarching focus which guides the content and the learning and teaching approaches across all modules. For example, in Year 2 of the programme, the focus will be on creativity. Seed-corn funding was made available to enable tutors to draw upon the expertise of fellow professionals in the field of creativity to inform teaching and learning and develop independent thinking and problem-based approaches to learning. The curriculum studies module PR5721: Creative Processes in Art, Drama and Music, for example, enables tutors from different subject disciplines (art, music and drama) to work collaboratively with Associate Teachers on projects exemplifying the principles underpinning creativity. In Year 3, the overall theme is Assessment for Learning, more specifically the relationship between assessment and the planning and preparation of learning experiences. Hence, curriculum studies in all subjects will explore the implications of ‘Assessment for Learning' for the development of effective classroom practice. In PR6621: Curriculum ICT: Developing ideas, for example, Associate Teachers will make use of internet-based resources to enhance their understanding of the assessment process and then communicate what they have found to their peers and to school-based colleagues through a dedicated website.

Learning throughout the programme will be supported by material in hard copy and/or electronic format delivered through the university's Virtual Learning Environment. Some modules will make extensive use of web-based learning resources to model blended learning approaches for Associate Teachers (eg PR5051: Communication and Learning).

 

Throughout the programme, Associate Teachers will be encouraged to be critically reflective; to listen carefully to the views of others; to question values and opinions; to investigate evidence and to draw their own informed conclusions. They will be expected increasingly to become independent learners and to develop the skills of collaborative and negotiated learning. The development of professional standards is a pre-requisite of this programme and is integral to all modules with Associate Teachers being encouraged to reflect on and evaluate their own experience of primary practice. Associate Teachers will record their progress in addressing the Teachers' Standards (2012) through continuously updating their ‘Professional Development File'. In negotiation with the Personal Academic Tutor (PAT) and their school-based and university mentors, they will set their own targets and monitor their progress in meeting these targets by reference to supportive evidence. The development of autonomy, and a self-improving attitude is necessary for the progression to further study and the effective deployment of their professional role.

 Learner Support

Every Associate Teacher will be assigned to a PAT who contributes to the programme and has oversight of the Associate Teacher's progress. In addition to monitoring each Associate Teacher's progress in relation to the Teachers' Standards, regular meetings with the PAT will provide guidance for successful completion of the modules and focus on effective strategies for the enhancement of Associate Teachers' academic profile. This academic/pastoral relationship lasts for the duration of the programme. Associate Teachers who are assessed at the outset as requiring additional support for specific needs will be referred to the Academic Support Tutors, or at any subsequent time during the programme, if the learner and tutor feel this is appropriate. Regular auditing of subject knowledge takes place throughout the programme, enabling Associate Teachers to identify areas of the primary school curriculum in need of further development and enhancement.

 Support during School Based Learning

The school-based learning elements of this programme require the maintenance of a carefully managed partnership between the Faculty of Education & Children's Services and the schools and educational settings it uses. The Faculty of Education & Children's Services has considerable and long-term experience of working with local schools and has established a well organised and comprehensive approach to training, supporting and collaborating with school-based colleagues. The requirements for QTS set out in the Teachers' Standards (2012), specify the arrangements which must be followed for the involvement of schools in partnership with the Faculty and to this end all school-based mentors are expected to attend training at regular intervals to ensure that the school-based components of the programme are complementary and mutually supportive.

 Critical reflection of classroom practice and the feedback from assignments linking current ideas and theories to Associate Teachers' school-based experiences are recorded in the Associate Teachers' Professional Development Files which are available for scrutiny by mentors, tutors and PATs. Hence, the monitoring of progress through target-setting and ongoing professional development are focused on identified individual needs and the first-hand experiences of each Associate Teacher on the programme 

As the outcome of this programme has to satisfy the national requirements for QTS (Qualified Teacher Status) in addition to the assessment requirements for a University of Chester honours degree, the assessment procedures are both rigorous and comprehensive. The following principles guide our assessment and record-keeping procedures:
  • All module assessments are mapped on to the Teachers' Standards (2012);
  • Assessments will be informed by the level related criteria provided by the QAA through the Framework for Higher Education Qualifications (FHEQ);
  • Assessments will be based on practical teaching and/or on assignments which link theory to practice through reflection, critical analysis and evaluation;
  • Assessment will take a variety of forms e.g. presentations, reflective essays, evaluative reports, reflective portfolios, hot-house tutorials, web-based presentations, practice-based tasks, etc.;
  • Use will be made of portfolio and case study material to enhance the synergy between work-based learning and academic study;
  • The feedback from assessments will be formative to enable Associate Teachers to continuously enhance their performance;

Assessment is undertaken in accordance with the University of Chester's regulations and requirements. In general terms, Associate Teachers are assessed on their ability to: demonstrate knowledge and understanding, in breadth and in depth, of the subject-matter studied; to discuss, interpret, and critically analyse a range of literature; and to utilise effectively the transferable communication and rhetorical skills of speaking, listening, reading, writing, and arguing; conduct independent and collaborative research, using relevant skills and methods (including ICT).

 Associate Teachers will be informed about the assessment requirements of each element of their programme. The formal assessment requirements are described in each module descriptor and will be communicated through module handbooks. Associate Teachers will be provided with assignment specific criteria that relate to the learning outcomes for that module in the module handbook as well as generic level assessment descriptors appropriate for each level of the programme.

Reassessment will, as far as possible, follow the original format as detailed in the module descriptor. Where this is not possible, e.g. as may be the case for presentations, an alternative will be prescribed which gives the Associate Teacher a similar opportunity to demonstrate achievement of the learning outcomes (see module descriptors). Such arrangements will be discussed with the relevant External Examiner.

It will be expected that those graduating from this programme will exhibit the following:

  1. An ability to apply the methods, techniques and modes of professional practice that they have learned and to review, consolidate, extend and apply their knowledge and understanding to enhance the quality of their practice in the primary classroom;
  2. A willingness to take account of data from assessments and evaluative studies and use relevant information from research and inspection reports and studies to question their own practice and that of others  to continually appraise and enhance their practice;
  3. The skills to be able to communicate information, ideas, problems, and solutions, in a variety of formats appropriate to children, parents and fellow professionals;
  4. The knowledge and understanding require to initiate, research, and sustain projects centred on the effectiveness of their own and others' practice, based on individual initiative and/or research, and to present findings in a variety of media;
  5. An appreciation of the importance of undertaking additional training of a rigorous and professional nature, enabling them to take initiatives and accept significant responsibility within organisations;
  6. Confidence to be able to demonstrate the qualities and transferable skills necessary for employment in situations requiring the exercise of personal responsibility, including the potential for decision making in complex and unpredictable contexts of a professional or equivalent nature.

In addition, they will meet the specific requirements for those entering the teaching profession: 

  1. An ability to form effective working relationships with children which enable them can achieve their full educational potential;
  2. An awareness of the professional duties of teachers and the statutory framework within which they will work;
  3. An ability to communicate effectively with children, colleagues, parents and carers and to recognise and respect the contribution that others can make to the development and well-being of children;
  4. An appreciation of the importance of reflecting on and improving their practice through creative and constructively critical approaches towards innovation;
  5. Knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential;
  6. Knowledge of  how to use the assessment requirements and arrangements for the primary curriculum and be able to use a range of approaches to assessment;
  7. Knowledge and understanding of the relevant statutory and non-statutory curricula, frameworks;
  8. Knowledge of how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities;
  9. Understanding of how children and young people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences;
  10. Knowledge of how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching;
  11. Knowledge and understanding of the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs and disabilities and other individual learning needs;
  12. An awareness of current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people and a knowledge of how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support;
  13. The capability to plan for progression across the primary age and ability range;
  14. The skills necessary to teach lessons and sequences of lessons using a range of teaching strategies and resources;
  15. The knowledge and skills required to accurately assess the learning needs of those they teach in order to set challenging learning objectives;
  16. The ability to evaluate the impact of their teaching on the progress of all learners, and modify their planning and classroom practice where necessary;
  17. Knowledge of how to create a purposeful and safe learning environment conducive to learning and identify opportunities for learners to learn in out of school contexts;
  18. Experience of working as a team member to ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil.

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.

To this end, the programme will:

  • ensure that all Associate Teachers, staff (including those in partnership schools) are treated with respect;
  • no Associate Teacher or professional colleague will be knowingly discriminated against;
  • all participants in and contributors to the programme will be encouraged to become involved in the development, management, delivery and evaluation of the effectiveness of the programme.

As successful progression through the BEd programme leads to a professional qualification, failed modules are not normally compensated.

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