University of Chester

Programme Specification
Early Years BEd (Hons) (Single Honours)
2014 - 2015

Bachelor of Education (Single Honours)

Early Years

Early Years

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 Teacher's 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 and young people are at the heart of the work of the Faculty of Education and Children's Services;
  • to reflect the Faculty of Education and 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 students 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 the agendas set out in the Teachers' Standards (2012) or subsequent equivalent national requirements;
  • to undertake the education and training of the "University of Chester Teacher" able to teach the core curriculum (and foundation stage equivalents) independently and be able to teach the Foundation subjects and RE (and foundation stage equivalents) 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 Teacher to develop an enhanced understanding of children's development and learning in the early years;
  • 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 can be recommended for QTS;
  • to deliver the programme in partnership with educational partners involved in curricular development, training and assessment.


Knowledge and Understanding

  • the principles of early years and 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 early years education and key stage 1 of the National Curriculum;
  • curricular documentation, both statutory and advisory;
  • in the management, organisation and delivery of early years education;
  • significant current and emerging theories and principles relating to children's learning and development,
  • how to plan, implement and evaluate the early years curriculum and pedagogy for children, including those with special educational needs;
  • the norms and cultural aspects relating to the role of families and 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 early years 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 early years 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 early years 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;
  • 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 NCTL skills test for literacy administeredduring the programme;
  • use and develop their own mathematical and scientific knowledge and skills to ensure the effective modelling of practice with children;
  • pass the NCTL numeracy skills test, administered during the programme;
  • use ICT to support their own development and to guide and support the learning of children;
  • improve their own performance through critical self-reflection, the implementation of evidence-based practice, and ongoing professional development activities;
  • work with teams 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 the Teachers' Standards and subsequent 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 Early Years 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 placements by providing Associate Teachers with the knowledge, skills and understanding of early years education and learning and teaching required to become a successful early years teacher.

In addition, Associate Teachers will undertake an in-depth study of Early Years from birth to 7 and develop expertise in early learning and child development to enable them ultimately to take a lead role supporting colleagues in the work place.

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 Early Years settings. A balance of input is provided across the core subjects of the primary curriculum (English, Mathematics, Science), Information and Communications Technology (ICT), together with Foundation Stage equivalents and a general introduction to the non-core subjects with a particular focus on Physical Education and Development and Religious Education (and Foundation Stage equivalents).  In addition, two modules of the Associate Teacher's specialism (Early Years) are studied. These are designed to provide Associate Teachers with a grounding knowledge and understanding of the principles and practices associated with Early Years Education. The school-based learning in Year 1 runs throughout the year starting with an initial immersion in the first term, followed by a combination of day visits and block placements 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 National Curriculum core subjects and ICT and their Early Years Foundation Stage equivalents, there is a general focus on aspects of creative development, with integrated modules covering creativity in different media and the exploration of links with young children's linguistic, physical, personal, social and emotional development. Aspects of the National Curriculum in Art, Drama and Music will also be addressed. Two modules on PDE further enhance Associate Teacher's knowledge of learning and teaching, with an emphasis on the creative curriculum, classroom management and the implications of global issues. Knowledge and Understanding of the Early Years as a specialism are further developed through two 10 credit taught modules. There are two school-based learning placements; one focusing on the development of classroom practice and the other providing an opportunity to investigate settings other than school. 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 non-core subject modules is similarly studied at Level 5. Modules covering communication, language and literacy; problem solving, reasoning and numeracy and some aspects of knowledge and understanding of the world, together with the KS1 National Curriculum 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 modules which are at Level 5. These two modules provide Associate Teachers with opportunities to develop their knowledge and understanding of creative development in the context of art, music and drama education and also to focus on an aspect of the curriculum (Early Years Foundation Stage or Key Stage 1) which interests them. 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 Early Years education. The assignment for the specialism builds on the final school-based Learning in Year 3 and provides an opportunity for Associate Teachers to explore and report upon an aspect of their own choosing related to Early Years education. 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 Early Years will accumulate 120 credits at level 4 and will be eligible for the exit award of Certificate of Higher Education. Students with this award cannot be recommended for QTS.
  2. Associate Teachers who successfully complete year 1 of the BEd Early Years 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 can not be recommended for QTS.
  3. Associate Teachers wishing to exit the BEd Early Years 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 can not be recommended for QTS.
  4. Associate Teachers, who are 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 and 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 Early Years 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 will be 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
PR4011 4 EY Specialism 1.1: Learning & Development 10 N/A
PR4012 4 EY Specialism 1.2: Perspectives on Play 10 N/A
PR4102 4 PDE 1.2: Learning to Learn 10 N/A
PR4111 4 PDE 1.1E: The Power of Learning: Working in the Early Years 10 N/A
PR4201 4 Professional Practice 1: Engaging the Learner 20 N/A
PR4311 4 Curriculum English 1E: An Introduction to English and Communication, Language and Literacy in the Curriculum 10 N/A
PR4411 4 Curriculum Mathematics 1E: Investigating Mathematics in the Early Years 10 N/A
PR4511 4 Curriculum Science 1E: Learning to Learn in Early Years Science Education 10 N/A
PR4611 4 Curriculum ICT 1E: Finding Things Out with ICT in Early Years Settings 10 N/A
PR4711 4 Curriculum Studies 1.1E: Learning & Teaching PE in Early Years settings 10 N/A
PR4712 4 Curriculum Studies 1.2E: Introduction to Religious Education in the Early Years 10 N/A
PR5011 5 EY specialism 2.1: The child and family in contemporary society 10 N/A
PR5012 5 EY specialism 2.2: Evolution and Innovation in Early Years Practice 10 N/A
PR5111 5 PDE 2.1E: Early Years: The Learner in Society – part 1 10 N/A
PR5112 5 PDE 2.2E: Early Years: 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
PR5311 5 Curriculum English 2E: Creativity in English in the Early Years 10 N/A
PR5411 5 Curriculum Mathematics 2E: Creativity and Mathematics in the Early Years 10 N/A
PR5511 5 Curriculum Science 2E:Creativity in Science Education in the Early Years 10 N/A
PR5611 5 Curriculum ICT 2E: Exchanging and Sharing Information with ICT in Early Years settings 10 N/A
PR5711 5 Curriculum Studies 2.1E: Creative processes in music and drama in the Early Years 10 N/A
PR5712 5 Curriculum Studies 2.2E: Creative Design in the Early Years 10 N/A
PR5714 5 Curriculum Studies 3.2E: Developing practice in PE and RE in Early Years settings 10 Comp
PR5715 5 Curriculum Studies 4.2E: Creative processes; connections and possibilities in the Early Years 10 Comp
PR5716 5 Curriculum Studies 4.3E: Contemporary Issues in the Key Stage 1 Non-core Curriculum & related aspects of the Foundation Stage 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
PR6111 6 PDE 3E: Achieving potential in the Early Years 20 Comp
PR6112 6 PDE 4E: Issues and Values in Contemporary Early Years Education 20 Comp
PR6123 6 Individual Specialist Study 40 Optional
PR6311 6 Curriculum English 3E: English, Communication, Language and Literacy: Inclusion in early years settings 10 Comp
PR6411 6 Curriculum Mathematics 3E: Effective Mathematics in the Early years 10 Comp
PR6511 6 Curriculum Science 3E: Extending Opportunities in Science Education in the Early Years 10 Comp
PR6611 6 Curriculum ICT 3E: Developing Ideas with ICT in Early Years settings 10 Comp
PR6612 6 Curriculum Studies 4.1E: Professional Values, Knowledge and Understanding in the Early Years 20 Comp
PR6713 6 Curriculum Studies 3.1E: The Humanities in the Early Years 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 a Associate Teacher to progressivelyaccumulate:
  • 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 a Associate Teacher to progressivelyaccumulate:
  • 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 VCE 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, Associate Teachers enrolled on the course will be required to be provisionally registered with the National College for Teaching and Leadership (NCTL) and meet their 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 influence all aspects of provision.  The 'Teachers' Standards' outline in detail the teaching standards that must be met and a statement regarding Personal and Professional Conduct which must be adhered to. A second Teaching Agency 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 Handbook.

 

A key feature of the programme will be the modelling of effective primary and early years 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 enable the Associate Teachers to explore the learning and teaching process by reflecting 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 PR5711: Creative Processes in Music & Drama in the Early Years, for example, enables tutors from different subject disciplines (drama and music) to work collaboratively with Associate Teachers on projects exemplifying the principles underpinning creativity. In Year 3, the overall theme is Assessment and Inclusion, 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 PR6611: Curriculum ICT: Developing Ideas with ICT in Early Years settings, 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. PR6713 Curriculum Studies 3.1: The Humanities in the Early Years

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 through continuously updating their ‘Professional Development Files' (PDF). 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 course, 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 Early Years and relevant aspects of the primary curricula in need of further development and enhancement.

Support during periods of school-based learning

The School-based Learning elements of this programme require the maintenance of a carefully managed partnership between the Faculty of Education and Children's Services and the schools and educational settings it uses. The Faculty of Education and 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 (2012) specify the arrangements which must be followed for the involvement of schools in partnership with the Faculty of Education and Children's Services 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. The Faculty has a nationally acclaimed web-based resource to enable ease of communication with schools and provides training activities and resources for mentors to guide their input to Associate Teachers and to assist with the moderation of assessments.

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 required 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 to 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 and 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 early years 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 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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