Primary Education (5-11) with QTS – Teacher Education BA (Hons)

Apply via UCAS
Request a ProspectusVisit Us
man smiling in classroom

Accreditations

Ofsted Good Provider

You are viewing Course summary

Course Summary

At the heart of this course is a vision of transforming you in to a teacher, ready to enter the profession as a skilled professional with confidence and equipped to make a significant contribution to the education of children now and into the future.

Our three-year course offers you:

  • Qualified Teacher Status
  • Experience across Key Stage One and Key Stage 2, with enhancement in age-phases either side
  • Extensive experience in schools with at least 24 weeks in at least four schools or settings
  • Excellent coverage of primary curriculum subject areas to enhance your skills, confidence and potential employment prospects
  • The opportunity to develop an area of personal, professional significance interest
  • Guidance and support from a team of highly skilled and dedicated tutors in University and in schools
BA (Hons) Primary Education and Early Years with QTS

BA (Hons) Primary Education and Early Years with QTS

What you'll Study

Year 1 focuses on the reflective teacher, and supports the transition into higher education. You will gain a depth of knowledge about teaching and learning.

Module content:

This module is a combination of university-based learning and school-based learning. 

Common strands explored within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

There are additional focuses on the importance of developing relationships; child development; study of education (e.g. history, sociology, politics and legislation), curriculum construction and learning and teaching for the inclusion of all along with relevant theory, policy and research. Developing resilience and 'managing self' is a core theme that runs through all professional studies-related modules.

Throughout, Associate Teachers (ATs) will be encouraged to pursue active enquiries and to practice the tools of ethical enquiry introduced in the module.  This will enable them to develop a critical and interactive engagement between theory and practice, forming a pragmatic understanding of which approaches are most useful, inclusive and workable in different contexts.  

Attachment weeks in school will enable students to reflect on and relate aspects of the taught programme to classroom practice with weeks focusing particularly on observing the following: developing positive classroom relationships; classroom environment and children's engagement in and motivation for learning; the wider life of the school; how material is broken down and prior knowledge is used in class; the use and impact of systematic synthetic phonics; inclusive practice and the diversity of needs;  curriculum design and how classroom activities, sequences of lessons and homework fit into broader curriculum frameworks; planning; and assessment practices including questioning.  The block placement will enable students to build on what they have learnt during the attachment weeks and develop their planning and teaching skills, working with small groups and the whole class.  ATs will also observe and reflect on colleagues’ collaborating with each other, the nature of the professional dialogue, including with parents and carers particularly in relation to how colleagues illicit the support of others, including parents and carers, to help who are in danger of underachievement or exclusion.  ATs will be supported to manage their own workload and make sure that activities are undertaken promptly and to secure a productive work/life balance.

The module will include an initiation to a range of concepts for undertaking research and enquiry (reflectivity; reflexivity; validity; reliability; ethical considerations) and be an introduction to notions of what constitutes a claim to knowledge. 

The module will introduce the ATs to the Core Content Framework and encourage them to make connections between that and their learning in this module.

 


Module aims:

  • To introduce ATs to professional practices relating to safeguarding and children's well-being, inclusivity in all its forms, creating a positive classroom environment conducive to engagement and respecting diversity.
  • To enable ATs to observe and contribute to building curricula and sequences of lessons designed to ensure the progression of all. 
  • To support ATs to pursue ethical enquiries in a number of areas (see content) and to enable ATs to make important pedagogical and curriculum choices on the basis of the information they have.
  • To develop ATs' resilience and ability to manage their work and well-being. 
  • To generate interaction between, and reflection on, theory and practice and enable ATs to understand classroom practice more critically. 

Module content:

This module is a combination of university-based learning and school-based learning. 

Common strands explored within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

There are additional focuses on the importance of developing relationships; child development; study of education (e.g. history, sociology, politics and legislation), curriculum construction and learning and teaching for the inclusion of all along with relevant theory, policy and research. Developing resilience and 'managing self' is a core theme that runs through all professional studies-related modules.

Throughout, Associate Teachers (ATs) will be encouraged to pursue active enquiries and to practice the tools of ethical enquiry introduced in the module.  This will enable them to develop a critical and interactive engagement between theory and practice, forming a pragmatic understanding of which approaches are most useful, inclusive and workable in different contexts.  

Attachment weeks in school will enable students to reflect on and relate aspects of the taught programme to classroom practice with weeks focusing particularly on observing the following: developing positive classroom relationships; classroom environment and children's engagement in and motivation for learning; the wider life of the school; how material is broken down and prior knowledge is used in class; the use and impact of systematic synthetic phonics; inclusive practice and the diversity of needs;  curriculum design and how classroom activities, sequences of lessons and homework fit into broader curriculum frameworks; planning; and assessment practices including questioning.  The block placement will enable students to build on what they have learnt during the attachment weeks and develop their planning and teaching skills, working with small groups and the whole class.  ATs will also observe and reflect on colleagues’ collaborating with each other, the nature of the professional dialogue, including with parents and carers particularly in relation to how colleagues illicit the support of others, including parents and carers, to help who are in danger of underachievement or exclusion.  ATs will be supported to manage their own workload and make sure that activities are undertaken promptly and to secure a productive work/life balance.

The module will include an initiation to a range of concepts for undertaking research and enquiry (reflectivity; reflexivity; validity; reliability; ethical considerations) and be an introduction to notions of what constitutes a claim to knowledge. 

The module will introduce the ATs to the Core Content Framework and encourage them to make connections between that and their learning in this module.

 


Module aims:

  • To introduce ATs to professional practices relating to safeguarding and children's well-being, inclusivity in all its forms, creating a positive classroom environment conducive to engagement and respecting diversity.
  • To enable ATs to observe and contribute to building curricula and sequences of lessons designed to ensure the progression of all. 
  • To support ATs to pursue ethical enquiries in a number of areas (see content) and to enable ATs to make important pedagogical and curriculum choices on the basis of the information they have.
  • To develop ATs' resilience and ability to manage their work and well-being. 
  • To generate interaction between, and reflection on, theory and practice and enable ATs to understand classroom practice more critically. 

Module content:

The module will focus on a range of academic skills, including: auditing academic skills and identifying individual needs; locating research, policies and other information (paper-based and electronic); making judgements on the validity and reliability of data; the conventions of academic text and writing; speaking and listening to learn in seminar groups and tutorials; collaborative learning; interrogating texts; writing accurately and using references and citations appropriately.

The module will also explore some of the complexities involved in making interpretations of theory and practice and enables ATs to challenge overly simplistic translations of 'theory into practice'. 

Opportunities to demonstrate and practise the skills learnt in this module, alongside further application and development of skills, will be explicitly available in PR4820, as well as in other level 4 modules.

 


Module aims:

  • To enable Associate Teachers (ATs) to audit and reflect upon their existing, transferable study skills and to identify their needs as an independent learner in H.E.
  • To equip students with the skills to interact constructively and critically with source material.
  • To explain the demands and conventions of academic writing at university level and ensure that students’ written English is sufficiently accurate to allow their successful completion of Level Four.
  • To offer models of procedure for the researching, planning and writing of assignments.

Module content:

The module will focus on a range of academic skills, including: auditing academic skills and identifying individual needs; locating research, policies and other information (paper-based and electronic); making judgements on the validity and reliability of data; the conventions of academic text and writing; speaking and listening to learn in seminar groups and tutorials; collaborative learning; interrogating texts; writing accurately and using references and citations appropriately.

The module will also explore some of the complexities involved in making interpretations of theory and practice and enables ATs to challenge overly simplistic translations of 'theory into practice'. 

Opportunities to demonstrate and practise the skills learnt in this module, alongside further application and development of skills, will be explicitly available in PR4820, as well as in other level 4 modules.

 


Module aims:

  • To enable Associate Teachers (ATs) to audit and reflect upon their existing, transferable study skills and to identify their needs as an independent learner in H.E.
  • To equip students with the skills to interact constructively and critically with source material.
  • To explain the demands and conventions of academic writing at university level and ensure that students’ written English is sufficiently accurate to allow their successful completion of Level Four.
  • To offer models of procedure for the researching, planning and writing of assignments.

Module content:

Common strands explored within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  With these embedded principles, this module introduces Associate Teachers (ATs) to the importance of reading to enable all children to access knowledge, social and cultural capital.  ATs will understand place of reading within EYFS and KS1 and 2 statutory documentation; the importance of reading, the 'simple view' of reading, and reading for pleasure.  It will introduce ATs to ways in which all children can learn to read including teaching word reading and the role of Systematic Synthetic Phonics (SSP) in early reading (EYFS and KS1).  The module will also introduce the teaching of reading comprehension in KS1 and 2 and ensure ATs understand the importance of developing the teacher's own knowledge of high quality children's literature.


Module aims:

  • To support ATs to become confident, inclusive and effective teachers of reading.
  • To introduce ATs to provisions in statutory documentation around reading within EYFS and KS1 and 2.
  • To enable ATs to understand the uses and impact of Systematic Synthetic Phonics (SSP) in early reading.
  • To support ATs to understand how to teach reading for comprehension and the importance of a discerning knowledge of children's literature.

Module content:

Common strands explored within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  With these embedded principles, this module introduces Associate Teachers (ATs) to the importance of reading to enable all children to access knowledge, social and cultural capital.  ATs will understand place of reading within EYFS and KS1 and 2 statutory documentation; the importance of reading, the 'simple view' of reading, and reading for pleasure.  It will introduce ATs to ways in which all children can learn to read including teaching word reading and the role of Systematic Synthetic Phonics (SSP) in early reading (EYFS and KS1).  The module will also introduce the teaching of reading comprehension in KS1 and 2 and ensure ATs understand the importance of developing the teacher's own knowledge of high quality children's literature.


Module aims:

  • To support ATs to become confident, inclusive and effective teachers of reading.
  • To introduce ATs to provisions in statutory documentation around reading within EYFS and KS1 and 2.
  • To enable ATs to understand the uses and impact of Systematic Synthetic Phonics (SSP) in early reading.
  • To support ATs to understand how to teach reading for comprehension and the importance of a discerning knowledge of children's literature.

Module content:

Common strands explored within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module will introduce Associate Teachers to statutory documentation including the National Curriculum and the Early Years Foundation Stage Framework (EYFS). The focus of this module will be the core subjects of English, mathematics and science. These will be studied in the context of both the EYFS (as communication, language and literacy; mathematics; and understanding the world) and the National Curriculum (the Programmes of Study in Key Stage 1 and 2). As well as this there will be an introduction to learning theories, pedagogical and curriculum concepts applicable to the core subjects and opportunities to explore experiences and attitudes towards learning in the core subjects.  The module will also support ATs' own substantive content, pedagogical and professional knowledge development based on selected foci from the EYFS framework and KS1 and 2 Programmes of Study and there will be an introduction to effective and inclusive lesson planning in the core subjects that promotes engagement and participation from all learners.  ATs will be invited to reflect on harmonies and dissonances between practices recommended in this module and those evident in placement settings.  In this way, they will engage in productive and professional dialogue in the spirit of the skills developed in PR4821 to develop critical insights into theory and practice.


Module aims:

  • To introduce ATs to key aspects of teaching and learning in English, mathematics and science in the Early Years Foundation Stage (EYFS) and Primary age phases. 
  • To introduce ATs to key pedagogical and curriculum concepts and learning theory applicable to the core subjects and related areas of learning from the EYFS.
  • To develop ATs' own substantive content, pedagogical and professional knowledge and to enable them to manage their own progression and development in identified areas of particular need.
  • To introduce ATs to lesson planning and design within broader curricular frameworks and how the needs of all learners can be met.
  • To deepen ATs' engagement in academic discussions relating to theory and practice in these subject areas.

Module content:

Common strands explored within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module will introduce Associate Teachers to statutory documentation including the National Curriculum and the Early Years Foundation Stage Framework (EYFS). The focus of this module will be the core subjects of English, mathematics and science. These will be studied in the context of both the EYFS (as communication, language and literacy; mathematics; and understanding the world) and the National Curriculum (the Programmes of Study in Key Stage 1 and 2). As well as this there will be an introduction to learning theories, pedagogical and curriculum concepts applicable to the core subjects and opportunities to explore experiences and attitudes towards learning in the core subjects.  The module will also support ATs' own substantive content, pedagogical and professional knowledge development based on selected foci from the EYFS framework and KS1 and 2 Programmes of Study and there will be an introduction to effective and inclusive lesson planning in the core subjects that promotes engagement and participation from all learners.  ATs will be invited to reflect on harmonies and dissonances between practices recommended in this module and those evident in placement settings.  In this way, they will engage in productive and professional dialogue in the spirit of the skills developed in PR4821 to develop critical insights into theory and practice.


Module aims:

  • To introduce ATs to key aspects of teaching and learning in English, mathematics and science in the Early Years Foundation Stage (EYFS) and Primary age phases. 
  • To introduce ATs to key pedagogical and curriculum concepts and learning theory applicable to the core subjects and related areas of learning from the EYFS.
  • To develop ATs' own substantive content, pedagogical and professional knowledge and to enable them to manage their own progression and development in identified areas of particular need.
  • To introduce ATs to lesson planning and design within broader curricular frameworks and how the needs of all learners can be met.
  • To deepen ATs' engagement in academic discussions relating to theory and practice in these subject areas.

Module content:

Common strands explored within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module focuses in addition on developing ATs’ domain-specific subject, curriculum and pedagogical knowledge for effective teaching in the Foundation subjects at Key stages 1 and 2 and related areas of learning in the Early Years Foundation stage (EYFS). Tools for subject knowledge auditing will enable ATs to initiate independent research to address gaps in their knowledge. The module focuses ATs' attention on curriculum overview and mapping across several subjects and ATs will be given opportunities to articulate key theoretical concepts related to classroom practice and curriculum design and be able to relate them to Foundation subjects and relevant areas of learning in the EYFS.  ATs will be invited to make connections between different foundation subjects and how these may affect decision-making about teaching and curricular design.  


Module aims:

The module aims to:

  • Develop ATs' knowledge of the National Curriculum and EYFS statutory frameworks in each Foundation subject and area of learning.
  • Introduce ATs to techniques and resources for the development of ATs’ own subject, curriculum and pedagogical knowledge.
  • To acquaint ATs with key pedagogical and curriculum concepts within Foundation subjects and EYFS areas of learning and how they can be practically represented in the curriculum in order to ensure it is inclusive, coherent, connected and ambitious.
  • To enable ATs to consider the above in designing inclusive curricula in each subject and to consider the principles upon which we should plan learning at EYFS, KS1 and 2.

 

 

Module content:

Common strands explored within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module focuses in addition on developing ATs’ domain-specific subject, curriculum and pedagogical knowledge for effective teaching in the Foundation subjects at Key stages 1 and 2 and related areas of learning in the Early Years Foundation stage (EYFS). Tools for subject knowledge auditing will enable ATs to initiate independent research to address gaps in their knowledge. The module focuses ATs' attention on curriculum overview and mapping across several subjects and ATs will be given opportunities to articulate key theoretical concepts related to classroom practice and curriculum design and be able to relate them to Foundation subjects and relevant areas of learning in the EYFS.  ATs will be invited to make connections between different foundation subjects and how these may affect decision-making about teaching and curricular design.  


Module aims:

The module aims to:

  • Develop ATs' knowledge of the National Curriculum and EYFS statutory frameworks in each Foundation subject and area of learning.
  • Introduce ATs to techniques and resources for the development of ATs’ own subject, curriculum and pedagogical knowledge.
  • To acquaint ATs with key pedagogical and curriculum concepts within Foundation subjects and EYFS areas of learning and how they can be practically represented in the curriculum in order to ensure it is inclusive, coherent, connected and ambitious.
  • To enable ATs to consider the above in designing inclusive curricula in each subject and to consider the principles upon which we should plan learning at EYFS, KS1 and 2.

 

 

Module content:

Through independent research and tutorial support, the module enables students to explore a range of careers associated with education (excluding the role of class teacher). Students will explore possible careers identifying the skills and knowledge associated with those careers. Students are to consider how the careers, skills and knowledge support children's education. 


Module aims:

Students following this module have made the decision not to continue with the QTS element of the Programme and not, at this point, to continue with teaching. The module enables students to explore a range of careers within education that may lead to possible future employment.

  • To enable students to explore a range of careers in education (beyond classroom teaching).
  • To equip students with an understanding of the skills and knowledge essential to a range of careers within education
  • To enhance the student's employability within the education sector.

Module content:

Through independent research and tutorial support, the module enables students to explore a range of careers associated with education (excluding the role of class teacher). Students will explore possible careers identifying the skills and knowledge associated with those careers. Students are to consider how the careers, skills and knowledge support children's education. 


Module aims:

Students following this module have made the decision not to continue with the QTS element of the Programme and not, at this point, to continue with teaching. The module enables students to explore a range of careers within education that may lead to possible future employment.

  • To enable students to explore a range of careers in education (beyond classroom teaching).
  • To equip students with an understanding of the skills and knowledge essential to a range of careers within education
  • To enhance the student's employability within the education sector.

Year 2 focuses on the developing teacher, and you will explore your own interests. There is a strong emphasis on inclusion throughout the year.

Module content:

Common strands running throughout the degree and developed within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

The module prepares ATs for and encompasses their second period of school-based learning and their enrichment placement.  ATs will undertake a range of activities in a school or educational setting over a period of approximately 40 days.  There is a continuing emphasis throughout the degree and in particular at level 5 on supporting the needs of all children and how pedagogy and curriculum planning can be inclusive - as such ATs' lesson planning to include those with a diverse range of needs will be a particular focus.  The module will also constitute an opportunity to observe, plan, co-teach, and individually teach a variety of different subjects at KS1 or 2 and/or different areas of learning in the EYFS.  ATs will be making pedagogical and curriculum choices on the basis of developing subject knowledge expertise in Core and Foundation subjects and/or in areas of learning.  ATs will have opportunities to develop techniques designed to improve literacy, reading, writing and oracy and will reflect on enactments of important curricular and pedagogical concepts (e.g. scaffolding; dialogue; questioning; meaning-making; working memory; long-term memory; cognitive load; engagement; identity transformation; sequencing; interleaving; knowledge-rich; coherence; cumulativity; cultural capital; connectivity).  ATs will also have opportunities to develop their own management of classrooms and pupil behaviour, and be able to seek support of other colleagues and, where appropriate and with guidance, parents and carers to help pupils learn.  ATs will follow advice and feedback from a variety of sources, including from colleagues, tutors, mentors and from pupils to inform their lesson planning and will have opportunities to break knowledge down, scaffold, practice and present it in learnable ways connecting it to other content.  ATs will also participate in the delivery of sequenced and balanced curriculum and reflect on how their own lesson planning and homework setting fits into broader curricular frameworks.  ATs will develop strategies for motivating children of all kinds to learn and become more autonomous and will have opportunities to exercise judgement in the use of assessment so that it is purposeful and not overly burdensome.  ATs will be invited to participate in professional conversations with colleagues that enable collaboration, teamwork and shared, mutual learning.  ATs will also be challenged to manage their own workload and to use techniques for ensuring a productive work-life balance.

The enrichment placement provides additional opportunities for ATs to work with other adults and professionals in the wider children’s workforce and in educational contexts that do not necessarily constitute formal school settings.  This could be education in environments other than mainstream UK schools or education systems and practices in other countries.  ATs will explore student learning experiences within these other educational contexts; and reflect upon similarity and difference in relation to educational environments, practices and systems.


Module aims:

  • To equip Associate Teachers to make progress commensurate with their experience, stage of training and ITE curriculum.
  • To plan inclusive sequences of lessons to support those with a diverse range of needs.
  • To enable ATs to participate in the delivery of an inclusive, sequenced and balanced curriculum and reflect on how their own lesson planning and homework setting in a variety of different subjects at KS1 or 2 and/or different areas of learning at EYFS fit into broader curricular frameworks. 
  • To develop ATs' management of classrooms and pupil behaviour, their strategies for motivating children of all kinds to learn and become more autonomous and for ATs to exercise judgement in the use of assessment so that it is purposeful and not overly burdensome. 
  • To enable ATs to manage their own workload, take responsibility for their own professional development and to use techniques for ensuring a productive work-life balance.
  • To widen and enrich ATs' knowledge and experience of alternative educational settings. 
  • To reflect upon similarity and difference in relation to educational environments, practices and systems.

Module content:

Common strands running throughout the degree and developed within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

The module prepares ATs for and encompasses their second period of school-based learning and their enrichment placement.  ATs will undertake a range of activities in a school or educational setting over a period of approximately 40 days.  There is a continuing emphasis throughout the degree and in particular at level 5 on supporting the needs of all children and how pedagogy and curriculum planning can be inclusive - as such ATs' lesson planning to include those with a diverse range of needs will be a particular focus.  The module will also constitute an opportunity to observe, plan, co-teach, and individually teach a variety of different subjects at KS1 or 2 and/or different areas of learning in the EYFS.  ATs will be making pedagogical and curriculum choices on the basis of developing subject knowledge expertise in Core and Foundation subjects and/or in areas of learning.  ATs will have opportunities to develop techniques designed to improve literacy, reading, writing and oracy and will reflect on enactments of important curricular and pedagogical concepts (e.g. scaffolding; dialogue; questioning; meaning-making; working memory; long-term memory; cognitive load; engagement; identity transformation; sequencing; interleaving; knowledge-rich; coherence; cumulativity; cultural capital; connectivity).  ATs will also have opportunities to develop their own management of classrooms and pupil behaviour, and be able to seek support of other colleagues and, where appropriate and with guidance, parents and carers to help pupils learn.  ATs will follow advice and feedback from a variety of sources, including from colleagues, tutors, mentors and from pupils to inform their lesson planning and will have opportunities to break knowledge down, scaffold, practice and present it in learnable ways connecting it to other content.  ATs will also participate in the delivery of sequenced and balanced curriculum and reflect on how their own lesson planning and homework setting fits into broader curricular frameworks.  ATs will develop strategies for motivating children of all kinds to learn and become more autonomous and will have opportunities to exercise judgement in the use of assessment so that it is purposeful and not overly burdensome.  ATs will be invited to participate in professional conversations with colleagues that enable collaboration, teamwork and shared, mutual learning.  ATs will also be challenged to manage their own workload and to use techniques for ensuring a productive work-life balance.

The enrichment placement provides additional opportunities for ATs to work with other adults and professionals in the wider children’s workforce and in educational contexts that do not necessarily constitute formal school settings.  This could be education in environments other than mainstream UK schools or education systems and practices in other countries.  ATs will explore student learning experiences within these other educational contexts; and reflect upon similarity and difference in relation to educational environments, practices and systems.


Module aims:

  • To equip Associate Teachers to make progress commensurate with their experience, stage of training and ITE curriculum.
  • To plan inclusive sequences of lessons to support those with a diverse range of needs.
  • To enable ATs to participate in the delivery of an inclusive, sequenced and balanced curriculum and reflect on how their own lesson planning and homework setting in a variety of different subjects at KS1 or 2 and/or different areas of learning at EYFS fit into broader curricular frameworks. 
  • To develop ATs' management of classrooms and pupil behaviour, their strategies for motivating children of all kinds to learn and become more autonomous and for ATs to exercise judgement in the use of assessment so that it is purposeful and not overly burdensome. 
  • To enable ATs to manage their own workload, take responsibility for their own professional development and to use techniques for ensuring a productive work-life balance.
  • To widen and enrich ATs' knowledge and experience of alternative educational settings. 
  • To reflect upon similarity and difference in relation to educational environments, practices and systems.

Module content:

Common strands developed within the context of this module include safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

The module has a core focus on inclusion in all its forms.  It will explore specific areas of special educational needs and disability (SEND); more able learners; social disadvantage; looked after children; cultural diversity; adverse childhood experiences and English as an additional language.  ATs will develop the principles of responsive teaching as part of a commitment to inclusivity and the implications this may have for practitioners, planning and curricular design.  This will involve taking an increasingly critical perspective to approaches which either have no clear effect or worse exacerbate gaps and underachievement especially for those pupils who are in danger of being left behind by such practices.The module covers the importance of the relationships children have with each other, and between teachers and pupils and how groupings affect and result from them.  It includes the impact teaching can have on developing positive relationships, motivation, well-being, and attainment especially of those from disadvantaged backgrounds and how this affects child development.  ATs will also develop their repertoire and understanding of approaches to dealing with disruption in classes.  The centrality of the curriculum and important concepts of curriculum design (e.g. sequencing; interleaving; knowledge-rich; coherence; cumulativity; cultural capital; connectivity).  The module also builds on earlier work in level 4 on theories of learning and teaching, and what this may mean for developing critical insights into policy, research and the history, sociology, and politics of education.  ATs will also be given opportunities to develop their techniques for managing themselves in terms of developing professional relationships with colleagues, including additional adults in classrooms, based on collaboration and mutuality; conducting professional dialogues at appropriate times with colleagues and, with guidance, with parents and carers where appropriate; leading their own professional development and managing their own well-being and workload.

Developing resilience and 'managing self' is a core theme of all professional studies-related modules.

Throughout, ATs will be expected to develop their ability to challenge the relevance and validity of emerging theoretical and practical perspectives. The placement module
(PR5820) will enable students to relate aspects of the taught programme to classroom practice.

The module's assessment enables students to reflect on their own inclusive practice and identify targets for their final placement.


Module aims:

This level 5 module is designed to build on the range of ideas and themes related to education and teaching in primary and early years settings that were introduced in PR4820. The module has a core focus on inclusion, and develops concepts critical in understanding safeguarding, promoting environments conducive to learning, designing sequences of lessons and encouraging the ATs to take charge and initiate their own professional development.  In addition, the module aims to develop: 

  • ATs' understanding of principles and concepts of inclusion in all its forms and the implications this has for their own practice, lesson and curricular design.
  • ATs' understanding of the range of barriers to learning which children face and recognise how these impact upon children’s well-being and progress.
  • ATs' recognition of the impact of teaching on developing positive relationships with pupils and the effect this can have on motivation, well-being, and attainment, especially of those from disadvantaged backgrounds. 
  • ATs' understanding of the role of additional adults in primary classrooms and EYFS classrooms/ settings, and to consider their impact on children’s learning.
  • ATs' critical engagement in policy, practice, and theory using contemporary research on curriculum, teaching, and education more generally.

Module content:

Common strands developed within the context of this module include safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

The module has a core focus on inclusion in all its forms.  It will explore specific areas of special educational needs and disability (SEND); more able learners; social disadvantage; looked after children; cultural diversity; adverse childhood experiences and English as an additional language.  ATs will develop the principles of responsive teaching as part of a commitment to inclusivity and the implications this may have for practitioners, planning and curricular design.  This will involve taking an increasingly critical perspective to approaches which either have no clear effect or worse exacerbate gaps and underachievement especially for those pupils who are in danger of being left behind by such practices.The module covers the importance of the relationships children have with each other, and between teachers and pupils and how groupings affect and result from them.  It includes the impact teaching can have on developing positive relationships, motivation, well-being, and attainment especially of those from disadvantaged backgrounds and how this affects child development.  ATs will also develop their repertoire and understanding of approaches to dealing with disruption in classes.  The centrality of the curriculum and important concepts of curriculum design (e.g. sequencing; interleaving; knowledge-rich; coherence; cumulativity; cultural capital; connectivity).  The module also builds on earlier work in level 4 on theories of learning and teaching, and what this may mean for developing critical insights into policy, research and the history, sociology, and politics of education.  ATs will also be given opportunities to develop their techniques for managing themselves in terms of developing professional relationships with colleagues, including additional adults in classrooms, based on collaboration and mutuality; conducting professional dialogues at appropriate times with colleagues and, with guidance, with parents and carers where appropriate; leading their own professional development and managing their own well-being and workload.

Developing resilience and 'managing self' is a core theme of all professional studies-related modules.

Throughout, ATs will be expected to develop their ability to challenge the relevance and validity of emerging theoretical and practical perspectives. The placement module
(PR5820) will enable students to relate aspects of the taught programme to classroom practice.

The module's assessment enables students to reflect on their own inclusive practice and identify targets for their final placement.


Module aims:

This level 5 module is designed to build on the range of ideas and themes related to education and teaching in primary and early years settings that were introduced in PR4820. The module has a core focus on inclusion, and develops concepts critical in understanding safeguarding, promoting environments conducive to learning, designing sequences of lessons and encouraging the ATs to take charge and initiate their own professional development.  In addition, the module aims to develop: 

  • ATs' understanding of principles and concepts of inclusion in all its forms and the implications this has for their own practice, lesson and curricular design.
  • ATs' understanding of the range of barriers to learning which children face and recognise how these impact upon children’s well-being and progress.
  • ATs' recognition of the impact of teaching on developing positive relationships with pupils and the effect this can have on motivation, well-being, and attainment, especially of those from disadvantaged backgrounds. 
  • ATs' understanding of the role of additional adults in primary classrooms and EYFS classrooms/ settings, and to consider their impact on children’s learning.
  • ATs' critical engagement in policy, practice, and theory using contemporary research on curriculum, teaching, and education more generally.

Module content:

Common strands explored within the context of this module include commitments to inclusivity in all its forms; safeguarding of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, Associate Teachers (ATs) will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module in addition considers the teacher’s role in developing both the health and well-being of pupils.  Key content includes enabling ATs to deliver Personal, Social, Health and Economic
(PSHE) education in the Primary and Early-Years Phases including 'Relationship and Health Education' (RHE) (DfE, 2019).

The module will also allow ATs to develop their confidence and subject knowledge in the teaching of related elements of Physical Education
(PE) including outdoor and adventurous education (OAE) as well as learning outside the classroom (LOTC) and Forest schools.

The importance of healthy emotional development including children’s emotional regulation, self-esteem and resilience is explored as part of the teacher’s role in recognising and supporting mental health needs.

Cross curricular links and how key themes within health and wellbeing will be integrated across subjects. Through examination of policy and drawing on a range of theoretical ideas, the module illustrates how teachers, parents and professionals all bear a responsibility to work together to support and protect children’s health and wellbeing.  

The module will integrate certificated qualifications where possible (for example: Forest school level 1 award, certificate of Professional Development in PSHE Education) and offer options for ATs to gain further qualifications within their allocated independent learning hours for the module (for example; paediatric first aid, mental health first aid). This will enhance AT employability as well as their preparedness for their NQT year.

Module aims:

  • To introduce to ATs and explore how to teach their pupils about health and wellbeing. 
  • To enable ATs' to support and develop children's emotional health, resilience to challenge, self-esteem, and mental health.
  • To explore current policy and theory related to this area of schooling with particular emphasis on Personal, Social, Health and Economic
    (PSHE) education and some elements of Physical Education
    (PE) in the Primary and Early-Years Phases.  
  • To provide an opportunity to explore and develop ATs' confidence in how to teach PSHE and PE effectively to enhance their pupils' health and wellbeing.

Module content:

Common strands explored within the context of this module include commitments to inclusivity in all its forms; safeguarding of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, Associate Teachers (ATs) will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module in addition considers the teacher’s role in developing both the health and well-being of pupils.  Key content includes enabling ATs to deliver Personal, Social, Health and Economic
(PSHE) education in the Primary and Early-Years Phases including 'Relationship and Health Education' (RHE) (DfE, 2019).

The module will also allow ATs to develop their confidence and subject knowledge in the teaching of related elements of Physical Education
(PE) including outdoor and adventurous education (OAE) as well as learning outside the classroom (LOTC) and Forest schools.

The importance of healthy emotional development including children’s emotional regulation, self-esteem and resilience is explored as part of the teacher’s role in recognising and supporting mental health needs.

Cross curricular links and how key themes within health and wellbeing will be integrated across subjects. Through examination of policy and drawing on a range of theoretical ideas, the module illustrates how teachers, parents and professionals all bear a responsibility to work together to support and protect children’s health and wellbeing.  

The module will integrate certificated qualifications where possible (for example: Forest school level 1 award, certificate of Professional Development in PSHE Education) and offer options for ATs to gain further qualifications within their allocated independent learning hours for the module (for example; paediatric first aid, mental health first aid). This will enhance AT employability as well as their preparedness for their NQT year.

Module aims:

  • To introduce to ATs and explore how to teach their pupils about health and wellbeing. 
  • To enable ATs' to support and develop children's emotional health, resilience to challenge, self-esteem, and mental health.
  • To explore current policy and theory related to this area of schooling with particular emphasis on Personal, Social, Health and Economic
    (PSHE) education and some elements of Physical Education
    (PE) in the Primary and Early-Years Phases.  
  • To provide an opportunity to explore and develop ATs' confidence in how to teach PSHE and PE effectively to enhance their pupils' health and wellbeing.

Module content:

Common strands developed within the context of this module and the Core subjects include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module additionally develops ATs' substantive content, pedagogical and professional subject knowledge in the core subjects (linked with selected foci from the Key Stage 1 & 2 programmes of study).  An important focus of this module is to enable ATs to analyse and evaluate inclusive approaches to teaching and differentiation in core subjects that promote positive relationships, motivation, well-being, and attainment especially of those from disadvantaged backgrounds.  Intrinsic to this is how pupils’ needs can be discerned from efficient and effective assessment practices (oral, written, self-assessment, peer assessment
etc.) that do not overly burden learners and colleagues.  ATs will be supported to plan for progression through sequences of lessons and make pedagogical and curricular decisions on the basis of research and theory.  The module also encourages ATs to take an increasingly critical approach to practices that serve no evident purposes, or are not evidence-based.


Module aims:

  • To develop ATs' substantive content, pedagogical and professional subject knowledge in the core subjects (linked with selected foci from the Key Stage 1 & 2 programmes of study).  
  • To enable ATs to analyse and evaluate inclusive approaches to teaching and differentiation in core subjects that promote positive relationships, motivation, well-being, and attainment especially of those from disadvantaged backgrounds. 
  • To introduce ATs to assessment practices that do not overly burden learners and teachers.
  • To support ATs to plan for progression through sequences of lessons and make pedagogical and curricular decision on the basis of research and theory. 
  • To encourages ATs to take an increasingly critical approach to practices that serve no evident purposes, or are not evidence-based.

Module content:

Common strands developed within the context of this module and the Core subjects include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module additionally develops ATs' substantive content, pedagogical and professional subject knowledge in the core subjects (linked with selected foci from the Key Stage 1 & 2 programmes of study).  An important focus of this module is to enable ATs to analyse and evaluate inclusive approaches to teaching and differentiation in core subjects that promote positive relationships, motivation, well-being, and attainment especially of those from disadvantaged backgrounds.  Intrinsic to this is how pupils’ needs can be discerned from efficient and effective assessment practices (oral, written, self-assessment, peer assessment
etc.) that do not overly burden learners and colleagues.  ATs will be supported to plan for progression through sequences of lessons and make pedagogical and curricular decisions on the basis of research and theory.  The module also encourages ATs to take an increasingly critical approach to practices that serve no evident purposes, or are not evidence-based.


Module aims:

  • To develop ATs' substantive content, pedagogical and professional subject knowledge in the core subjects (linked with selected foci from the Key Stage 1 & 2 programmes of study).  
  • To enable ATs to analyse and evaluate inclusive approaches to teaching and differentiation in core subjects that promote positive relationships, motivation, well-being, and attainment especially of those from disadvantaged backgrounds. 
  • To introduce ATs to assessment practices that do not overly burden learners and teachers.
  • To support ATs to plan for progression through sequences of lessons and make pedagogical and curricular decision on the basis of research and theory. 
  • To encourages ATs to take an increasingly critical approach to practices that serve no evident purposes, or are not evidence-based.

Module content:

Common strands developed within the context of this module and the foundation curriculum include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module additionally builds on earlier work from level 4 and will involve updating subject knowledge auditing and aims to develop the ATs’ ability to inform pedagogical and curriculum decision-making on the basis of research and theory and developing subject knowledge expertise in Foundation subjects. A pivotal focus of this module is to enable ATs to analyse and evaluate inclusive approaches to teaching and differentiation in foundation subjects that promote positive relationships, motivation, well-being, and attainment especially of those from disadvantaged backgrounds. Intrinsic to this is how pupils’ needs can be discerned from efficient and effective assessment practices (oral, and written) that do not overly burden learners and colleagues. ATs will also become increasingly confident in the use of subject specific terminology and how to communicate to lay stakeholders (e.g. Classroom Assistants, Parents and Carers) appropriately to co-plan and elicit support for pupils. Theory and research will be developed from level 4 to help ATs interpret and analyse practice relating to teaching and learning concepts and in connecting new content to prior learning (e.g. scaffolding; exemplars; analogy; multiple representations; demonstrations and explanations; dialogue; questioning; meaning-making; working memory; long-term memory; cognitive load; engagement; identity transformation). Similarly, theory and research will be developed from level 4 work to interpret and analyse key concepts relating to curriculum design within and across Foundation subjects (e.g. sequencing; interleaving; knowledge-rich; coherence; cumulativity; cultural capital; connectivity) and evaluate articulations of curricular intent for the Foundation subjects. The module also encourages ATs to take an increasingly critical approach to practices that serve limited purposes, or are not evidence-based.


Module aims:

The module aims:

  • To further develop ATs' subject knowledge in the Foundation subjects to support good pedagogy and curriculum design for learning across KS1 and KS2.
  • To develop ATs' understanding of inclusivity within the Foundation curriculum and to examine approaches that take the diverse needs of pupils into account.
  • To enable ATs to support those with barriers to learning and to identify pupils with specific needs through responsive teaching.
  • To equip ATs with appropriate language to engage with both subject specialist colleagues and lay stakeholders to elicit their support.
  • To enable ATs to model planning that incorporates key theoretical curriculum and pedagogical concepts.  
  • To develop ATs’ understanding of assessment within foundation subjects and how it can be used efficiently to demonstrate clear progression of knowledge and skills for National Curriculum year groups.
  • To encourage ATs to identify and take an increasingly critical and discerning view of teaching practices in Foundation subjects.

Module content:

Common strands developed within the context of this module and the foundation curriculum include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module additionally builds on earlier work from level 4 and will involve updating subject knowledge auditing and aims to develop the ATs’ ability to inform pedagogical and curriculum decision-making on the basis of research and theory and developing subject knowledge expertise in Foundation subjects. A pivotal focus of this module is to enable ATs to analyse and evaluate inclusive approaches to teaching and differentiation in foundation subjects that promote positive relationships, motivation, well-being, and attainment especially of those from disadvantaged backgrounds. Intrinsic to this is how pupils’ needs can be discerned from efficient and effective assessment practices (oral, and written) that do not overly burden learners and colleagues. ATs will also become increasingly confident in the use of subject specific terminology and how to communicate to lay stakeholders (e.g. Classroom Assistants, Parents and Carers) appropriately to co-plan and elicit support for pupils. Theory and research will be developed from level 4 to help ATs interpret and analyse practice relating to teaching and learning concepts and in connecting new content to prior learning (e.g. scaffolding; exemplars; analogy; multiple representations; demonstrations and explanations; dialogue; questioning; meaning-making; working memory; long-term memory; cognitive load; engagement; identity transformation). Similarly, theory and research will be developed from level 4 work to interpret and analyse key concepts relating to curriculum design within and across Foundation subjects (e.g. sequencing; interleaving; knowledge-rich; coherence; cumulativity; cultural capital; connectivity) and evaluate articulations of curricular intent for the Foundation subjects. The module also encourages ATs to take an increasingly critical approach to practices that serve limited purposes, or are not evidence-based.


Module aims:

The module aims:

  • To further develop ATs' subject knowledge in the Foundation subjects to support good pedagogy and curriculum design for learning across KS1 and KS2.
  • To develop ATs' understanding of inclusivity within the Foundation curriculum and to examine approaches that take the diverse needs of pupils into account.
  • To enable ATs to support those with barriers to learning and to identify pupils with specific needs through responsive teaching.
  • To equip ATs with appropriate language to engage with both subject specialist colleagues and lay stakeholders to elicit their support.
  • To enable ATs to model planning that incorporates key theoretical curriculum and pedagogical concepts.  
  • To develop ATs’ understanding of assessment within foundation subjects and how it can be used efficiently to demonstrate clear progression of knowledge and skills for National Curriculum year groups.
  • To encourage ATs to identify and take an increasingly critical and discerning view of teaching practices in Foundation subjects.

Module content:

Through research, students may consider:

  • Children’s Rights and legal entitlements;
  • Basic needs to ensure health and well-being;
  • The nature of physical social and emotional health and well-being for children and young people;
  • Factors contributing to poor health and well-being and the impact this has on children and young people’s development;
  • Transitions and stages in social, emotional, physical, and intellectual development;
  • The roles of adults, children and young people as health educators;
  • Common forms of illness and disease in childhood and adolescence;
  • Health inequalities – causes, effects and strategies to reduce these;
  • Strategies to develop health promotion.

Module aims:

The concept of health education in childhood connects the areas of physical, personal, social and cognitive development. Maximising health for children and young people is paramount in supporting individuals in achieving their full potential in society. This independent research module aims to examine the importance of health and well-being for children and young people. This module aims to:

  • help students develop a clear understanding of the role of educators in supporting learning and development of children and young people;
  • provide opportunities to develop understanding of integrated working;
  • develop students’ understanding of health and well-being, and how this relates to education;
  • develop students’ understanding of holistic development for children and young people;
  • examine the impact of external influences and key transitions on the holistic development of children and young people, specifically, health and well-being.

Module content:

Through research, students may consider:

  • Children’s Rights and legal entitlements;
  • Basic needs to ensure health and well-being;
  • The nature of physical social and emotional health and well-being for children and young people;
  • Factors contributing to poor health and well-being and the impact this has on children and young people’s development;
  • Transitions and stages in social, emotional, physical, and intellectual development;
  • The roles of adults, children and young people as health educators;
  • Common forms of illness and disease in childhood and adolescence;
  • Health inequalities – causes, effects and strategies to reduce these;
  • Strategies to develop health promotion.

Module aims:

The concept of health education in childhood connects the areas of physical, personal, social and cognitive development. Maximising health for children and young people is paramount in supporting individuals in achieving their full potential in society. This independent research module aims to examine the importance of health and well-being for children and young people. This module aims to:

  • help students develop a clear understanding of the role of educators in supporting learning and development of children and young people;
  • provide opportunities to develop understanding of integrated working;
  • develop students’ understanding of health and well-being, and how this relates to education;
  • develop students’ understanding of holistic development for children and young people;
  • examine the impact of external influences and key transitions on the holistic development of children and young people, specifically, health and well-being.

Year 3 focuses on the teacher as a leader of learning and manager of change, and you will undertake a substantial research-based, school-focused specialist study.

Module content:

This module enables Associate Teachers on ITE programmes, and their tutors, to establish, track and develop their fundamental knowledge for teaching in English, Maths and (for Primary and Early Years ATs only) in Science. 


Module aims:

The module aims to:

  • Audit ATs' fundamental knowledge for teaching in English, Maths and
    (Primary and Early Years only) in Science.
  • Signpost ATs' to resources to develop their fundamental knowledge for teaching in English, Maths and (for Primary and Early Years only) Science.

Module content:

This module enables Associate Teachers on ITE programmes, and their tutors, to establish, track and develop their fundamental knowledge for teaching in English, Maths and (for Primary and Early Years ATs only) in Science. 


Module aims:

The module aims to:

  • Audit ATs' fundamental knowledge for teaching in English, Maths and
    (Primary and Early Years only) in Science.
  • Signpost ATs' to resources to develop their fundamental knowledge for teaching in English, Maths and (for Primary and Early Years only) Science.

Module content:

Common strands continue to underpin this module and include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all. Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

The module encompasses ATs' final period of school-based professional training to support them in meeting the Teachers’ Standards consistently and confidently. ATs will further develop the planning of sequences of lessons in different subjects which take an inclusive approach and ensure the progress of all children, noting key assessment for learning information. ATs will also have opportunities to address areas for development identified in PR6821 concerning assessment practices and be able to practice and apply these during the 2-week intensive placement focused on assessment practices in the Autumn Term and the final placement in Spring. ATs will exercise judgement in drawing inferences from a range of assessment data in order to determine and adjust the next steps in children's learning. ATs will have an opportunity to initiate collaboration, on-going enquiry, professional dialogue with colleagues, including, where appropriate, with parents and carers, and to lead one’s own professional development activities which includes engagement in practitioner research.  They will also have opportunities to contribute to the wider life of the school or setting where they are placed. ATs will manage an increasingly intense workload while making sure that activities are undertaken promptly and to secure a productive work/life balance. 

Associate Teachers will take responsibility for the learning and teaching of the whole class and groups of children (in their base class and other classes as appropriate). The School-based Learning will enable Associate Teachers to undertake activities which will enhance their understanding of the Teachers’ Standards and prepare them for the induction period. This includes use of the Early Career Framework (DFE, 2019).


Module aims:

  • To enable ATs to plan sequences of lessons which take an inclusive approach and ensure the progress of all children. 
  • To help ATs establish cultures of mutual respect and high behavioural expectation in the classes of children they teach. 
  • To support ATs to exercise judgement in drawing inferences from a range of assessment data in order to determine and adjust the next steps in children's learning. 
  • To initiate collaboration, on-going enquiry, professional dialogue between ATs and colleagues, including, where appropriate, with parents and carers.
  • To enable ATs to take an increasingly professional approach to their own development activities.
  • To provide opportunities for ATs to contribute to the wider life of the school or setting where they are placed. 
  • To support ATs to manage an increasingly intense workload while making sure that activities are undertaken promptly and to secure a productive work/life balance. 
  • To prepare ATs for the first teaching post and the induction period.

Associate Teachers will be supported in meeting the aims and learning outcomes of this module through the partnership between the University and Schools/Settings.

 

Module content:

Common strands continue to underpin this module and include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all. Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

The module encompasses ATs' final period of school-based professional training to support them in meeting the Teachers’ Standards consistently and confidently. ATs will further develop the planning of sequences of lessons in different subjects which take an inclusive approach and ensure the progress of all children, noting key assessment for learning information. ATs will also have opportunities to address areas for development identified in PR6821 concerning assessment practices and be able to practice and apply these during the 2-week intensive placement focused on assessment practices in the Autumn Term and the final placement in Spring. ATs will exercise judgement in drawing inferences from a range of assessment data in order to determine and adjust the next steps in children's learning. ATs will have an opportunity to initiate collaboration, on-going enquiry, professional dialogue with colleagues, including, where appropriate, with parents and carers, and to lead one’s own professional development activities which includes engagement in practitioner research.  They will also have opportunities to contribute to the wider life of the school or setting where they are placed. ATs will manage an increasingly intense workload while making sure that activities are undertaken promptly and to secure a productive work/life balance. 

Associate Teachers will take responsibility for the learning and teaching of the whole class and groups of children (in their base class and other classes as appropriate). The School-based Learning will enable Associate Teachers to undertake activities which will enhance their understanding of the Teachers’ Standards and prepare them for the induction period. This includes use of the Early Career Framework (DFE, 2019).


Module aims:

  • To enable ATs to plan sequences of lessons which take an inclusive approach and ensure the progress of all children. 
  • To help ATs establish cultures of mutual respect and high behavioural expectation in the classes of children they teach. 
  • To support ATs to exercise judgement in drawing inferences from a range of assessment data in order to determine and adjust the next steps in children's learning. 
  • To initiate collaboration, on-going enquiry, professional dialogue between ATs and colleagues, including, where appropriate, with parents and carers.
  • To enable ATs to take an increasingly professional approach to their own development activities.
  • To provide opportunities for ATs to contribute to the wider life of the school or setting where they are placed. 
  • To support ATs to manage an increasingly intense workload while making sure that activities are undertaken promptly and to secure a productive work/life balance. 
  • To prepare ATs for the first teaching post and the induction period.

Associate Teachers will be supported in meeting the aims and learning outcomes of this module through the partnership between the University and Schools/Settings.

 

Module content:

Common strands underpinning this module continue to include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will continue to be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This level 6 module is also designed to develop a range of ideas and themes related to education and teaching in primary and early years settings that were introduced in PR4820 and PR5821.  Targets that had been set in PR5821 to enable ATs to develop their inclusive practice will be revisited and revised and ATs will be increasingly expected to make informed justifications of their approaches and actions to ensure all learners can make progress.  This module also has a principle focus on assessment in practice and how it can be used more effectively and efficiently to diagnose pupils' needs. This ties in closely with a fortnight-long focused placement in the autumn term. The module will give opportunities to challenge and take an increasingly critical perspective to assessment practice on the basis of research and policy.  Narrow, reductive, burdensome and repetitive assessment practices will come under the microscope particularly and connections to this will be made within specific subjects and areas of learning in PR6823, PR6824, PR6825 and PR6826.  ATs will be increasingly invited to justify their assessment practices from an informed perspective, making good use of research and accumulated experience on placement.  They will reflect on the implications this has for curricular design and pedagogy and further develop their understanding of key curricular and pedagogical concepts.  In this way ATs will be developing their own perspectives, philosophy and convictions about teaching, learning and assessment, drawing from recent and earlier experiences from Levels 4 and 5.  There are additional opportunities in this module to develop understanding of classroom management and how to encourage a classroom environment conducive to learning, motivation, high aspiration and the building of positive relationships.  ATs will be advised about the expectation to and how best to initiate collaboration, on-going enquiry, professional dialogue with colleagues, and if opportunities occur, how they should engage with parents and carers to elicit support for children's learning.  ATs will be given opportunities to develop techniques for managing increasing workload demands and how they can organise their schedules to include space for them to reflect, lead their own professional development and contribute to widening the life of a placement school.  ATs will be supported to make job applications and to consider their approaches to interviews in different schools and institutions with differing priorities.  ATs will also be prepared for their Early Career first teaching year (NQT year in Wales), knowing the areas they need to prioritise in order to develop their practice within the specific support offered by the Early Career Framework.

Developing resilience and 'managing self' is a core theme of all professional studies-related modules.

 


Module aims:

This level 6 module is designed to critically students' understanding of ideas and themes related to education and teaching in primary and early years settings. The module has a core focus on assessment and its implications for inclusion, curriculum design and pedagogy, and ATs will be encouraged to critically engage with underpinning research, policy and philosophy and come to their own convictions and views. The module also develops further the key strand of 'managing self' and considers what it is to be ready to be an Early Career Teacher (NQT in Wales).

  • To build on the range of ideas and themes related to education and teaching in primary and early years settings that were introduced in PR4820 and PR5821.  
  • To develop ATs' critical understanding of assessment in practice and to enable them to justify how it can be used more effectively and efficiently to diagnose pupils' needs.  
  • To further develop ATs' understanding of key curricular and pedagogical concepts and how they interrelate with assessment. 
  • To further develop ATs' understanding of classroom management and how to encourage a classroom environment conducive to learning, motivation, high aspiration and the building of positive relationships. 
  • To enable ATs to initiate collaboration, on-going enquiry, professional dialogue with colleagues, parents and carers to elicit support for children's learning. 
  • To support ATs to further develop techniques for managing increasing workload demands and to develop techniques for them to make space for leading their own professional development and contributing to widening the life of a placement school. 
  • To support ATs to make job applications and to consider their approaches to interviews in different schools and institutions with differing priorities. 
  • To enable ATs to be prepared for their Early Career Teaching years (NQT year in Wales) year knowing the areas they need to prioritise in order to develop their practice within the specific support offered by the Early Career Framework.

Module content:

Common strands underpinning this module continue to include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will continue to be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This level 6 module is also designed to develop a range of ideas and themes related to education and teaching in primary and early years settings that were introduced in PR4820 and PR5821.  Targets that had been set in PR5821 to enable ATs to develop their inclusive practice will be revisited and revised and ATs will be increasingly expected to make informed justifications of their approaches and actions to ensure all learners can make progress.  This module also has a principle focus on assessment in practice and how it can be used more effectively and efficiently to diagnose pupils' needs. This ties in closely with a fortnight-long focused placement in the autumn term. The module will give opportunities to challenge and take an increasingly critical perspective to assessment practice on the basis of research and policy.  Narrow, reductive, burdensome and repetitive assessment practices will come under the microscope particularly and connections to this will be made within specific subjects and areas of learning in PR6823, PR6824, PR6825 and PR6826.  ATs will be increasingly invited to justify their assessment practices from an informed perspective, making good use of research and accumulated experience on placement.  They will reflect on the implications this has for curricular design and pedagogy and further develop their understanding of key curricular and pedagogical concepts.  In this way ATs will be developing their own perspectives, philosophy and convictions about teaching, learning and assessment, drawing from recent and earlier experiences from Levels 4 and 5.  There are additional opportunities in this module to develop understanding of classroom management and how to encourage a classroom environment conducive to learning, motivation, high aspiration and the building of positive relationships.  ATs will be advised about the expectation to and how best to initiate collaboration, on-going enquiry, professional dialogue with colleagues, and if opportunities occur, how they should engage with parents and carers to elicit support for children's learning.  ATs will be given opportunities to develop techniques for managing increasing workload demands and how they can organise their schedules to include space for them to reflect, lead their own professional development and contribute to widening the life of a placement school.  ATs will be supported to make job applications and to consider their approaches to interviews in different schools and institutions with differing priorities.  ATs will also be prepared for their Early Career first teaching year (NQT year in Wales), knowing the areas they need to prioritise in order to develop their practice within the specific support offered by the Early Career Framework.

Developing resilience and 'managing self' is a core theme of all professional studies-related modules.

 


Module aims:

This level 6 module is designed to critically students' understanding of ideas and themes related to education and teaching in primary and early years settings. The module has a core focus on assessment and its implications for inclusion, curriculum design and pedagogy, and ATs will be encouraged to critically engage with underpinning research, policy and philosophy and come to their own convictions and views. The module also develops further the key strand of 'managing self' and considers what it is to be ready to be an Early Career Teacher (NQT in Wales).

  • To build on the range of ideas and themes related to education and teaching in primary and early years settings that were introduced in PR4820 and PR5821.  
  • To develop ATs' critical understanding of assessment in practice and to enable them to justify how it can be used more effectively and efficiently to diagnose pupils' needs.  
  • To further develop ATs' understanding of key curricular and pedagogical concepts and how they interrelate with assessment. 
  • To further develop ATs' understanding of classroom management and how to encourage a classroom environment conducive to learning, motivation, high aspiration and the building of positive relationships. 
  • To enable ATs to initiate collaboration, on-going enquiry, professional dialogue with colleagues, parents and carers to elicit support for children's learning. 
  • To support ATs to further develop techniques for managing increasing workload demands and to develop techniques for them to make space for leading their own professional development and contributing to widening the life of a placement school. 
  • To support ATs to make job applications and to consider their approaches to interviews in different schools and institutions with differing priorities. 
  • To enable ATs to be prepared for their Early Career Teaching years (NQT year in Wales) year knowing the areas they need to prioritise in order to develop their practice within the specific support offered by the Early Career Framework.

Module content:

Common strands explored within the context of this module include commitments to safeguarding, ethical enquiry and well-being of children.  Alongside this and in common with other modules, ATs will be supported to manage their initiation into professional communities of practice and enquiry.

This module provides opportunities for ATs to undertake school-focused educational research based on an authentic school issue. It will include: key issues in school or setting-focused research; issues surrounding supporting all learners in an educational setting; research methods and methodologies for educational contexts; the ethics of educational enquiry; identifying a line of enquiry to negotiate, plan, design, implement and evaluate a small scale educational research project; academic skills relating to the reporting of research and key findings.

Associate Teachers will be guided to design research projects within their scope and capable of yielding results which will be of value to the Associate Teacher, the participants and a broader audience. It will also equip Associate Teachers to review and reflect on their reading critically and to present results appropriately.   


Module aims:

This module aims to develop professional attributes, knowledge, understanding and skills in using research as an approach to collaborative learning and change in practice within an educational setting. It aims to:

  • Attune Associate Teachers to the importance of scholarship for professional decision-making.
  • Equip Associate Teachers to engage as critical readers with contemporary research on developments in the curriculum and  broader issues relating to education.
  • Enable Associate Teachers to explore individual pupil needs and teacher influences upon inclusive learning within whole class/setting context.
  • Ensure understanding of, and compliance with, the University’s regulations for research, ethics and reporting of data.
  • Explain and exemplify key research methodologies, and enable Associate Teachers to make appropriate, informed choices in relation to their own research.
  • Enable Associate Teachers to interpret and make informed judgements about the reliability of method and the validity of conclusions in qualitative and quantitative research.
  • Equip Associate Teachers to develop appropriate school-based research projects.
  • Demonstrate the conventions of reporting research findings as speakers and writers.

Module content:

Common strands explored within the context of this module include commitments to safeguarding, ethical enquiry and well-being of children.  Alongside this and in common with other modules, ATs will be supported to manage their initiation into professional communities of practice and enquiry.

This module provides opportunities for ATs to undertake school-focused educational research based on an authentic school issue. It will include: key issues in school or setting-focused research; issues surrounding supporting all learners in an educational setting; research methods and methodologies for educational contexts; the ethics of educational enquiry; identifying a line of enquiry to negotiate, plan, design, implement and evaluate a small scale educational research project; academic skills relating to the reporting of research and key findings.

Associate Teachers will be guided to design research projects within their scope and capable of yielding results which will be of value to the Associate Teacher, the participants and a broader audience. It will also equip Associate Teachers to review and reflect on their reading critically and to present results appropriately.   


Module aims:

This module aims to develop professional attributes, knowledge, understanding and skills in using research as an approach to collaborative learning and change in practice within an educational setting. It aims to:

  • Attune Associate Teachers to the importance of scholarship for professional decision-making.
  • Equip Associate Teachers to engage as critical readers with contemporary research on developments in the curriculum and  broader issues relating to education.
  • Enable Associate Teachers to explore individual pupil needs and teacher influences upon inclusive learning within whole class/setting context.
  • Ensure understanding of, and compliance with, the University’s regulations for research, ethics and reporting of data.
  • Explain and exemplify key research methodologies, and enable Associate Teachers to make appropriate, informed choices in relation to their own research.
  • Enable Associate Teachers to interpret and make informed judgements about the reliability of method and the validity of conclusions in qualitative and quantitative research.
  • Equip Associate Teachers to develop appropriate school-based research projects.
  • Demonstrate the conventions of reporting research findings as speakers and writers.

Module content:

Common strands underpinning this module include commitments to inclusivity in all its forms building on what was covered in PR5823; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module develops ATs' engagement with research informed approaches to teaching, learning and assessment in each of the core subjects.  ATs will be increasingly expected to take a critical look at recommended practices, particularly assessment practices from policy and research.  ATs' own knowledge development continues to be an important focus of the module along with how this can help ATs identify misconceptions in pupils' responses to stimuli and how curricula can be designed to address common misconceptions pupils are liable to develop.  This requires assessment to be woven coherently into curricular and lesson design and ATs will be supported to use data and feedback from a wide variety of sources in order to respond to pupils' needs.


Module aims:

  • To develop further what was covered in PR5823 and review ATs' understanding of inclusive approaches to teaching core subjects. 
  • To enable and inform ATs' planning sequences of lesson in the Core subjects underpinned by a commitment to safeguarding, well-being of children, and the promotion of a positive classroom environment.
  • To engage ATs with research informed approaches to teaching, learning and assessment in each of the core subjects. 
  • To continue to develop ATs' content, pedagogical and curricular knowledge and explore how this can help ATs identify misconceptions in pupils' responses to stimuli.
  • To develop ATs' understanding of how assessment can be woven coherently into curricular and lesson design and how to use data and feedback from a wide variety of sources in order to respond to pupils' needs.

Module content:

Common strands underpinning this module include commitments to inclusivity in all its forms building on what was covered in PR5823; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module develops ATs' engagement with research informed approaches to teaching, learning and assessment in each of the core subjects.  ATs will be increasingly expected to take a critical look at recommended practices, particularly assessment practices from policy and research.  ATs' own knowledge development continues to be an important focus of the module along with how this can help ATs identify misconceptions in pupils' responses to stimuli and how curricula can be designed to address common misconceptions pupils are liable to develop.  This requires assessment to be woven coherently into curricular and lesson design and ATs will be supported to use data and feedback from a wide variety of sources in order to respond to pupils' needs.


Module aims:

  • To develop further what was covered in PR5823 and review ATs' understanding of inclusive approaches to teaching core subjects. 
  • To enable and inform ATs' planning sequences of lesson in the Core subjects underpinned by a commitment to safeguarding, well-being of children, and the promotion of a positive classroom environment.
  • To engage ATs with research informed approaches to teaching, learning and assessment in each of the core subjects. 
  • To continue to develop ATs' content, pedagogical and curricular knowledge and explore how this can help ATs identify misconceptions in pupils' responses to stimuli.
  • To develop ATs' understanding of how assessment can be woven coherently into curricular and lesson design and how to use data and feedback from a wide variety of sources in order to respond to pupils' needs.

Module content:

Common strands underpinned in this module include how Foundation subjects can promote inclusivity in all its forms; safeguarding and well-being of children; help to create a positive classroom environment conducive to engagement and respecting diversity; and how curricula and sequences of lessons in Foundation subjects can be designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module also synthesises and extends ATs’ knowledge of foundation subjects developed in level 5 work. There is a particular emphasis on developing ATs' understanding of assessment within Foundation subjects and how this works to support pupils’ and teachers’ understanding of pupils’ needs and how it needs to serve holistic notions of pupil development as well as enable subject specific progression.  Key to this are developing notions of balance and coherence between skills, conceptual understanding, practical know-how, substantive knowledge and cultural capital in designing curricula and articulating curricular intent for different audiences. ATs will embed reading, literacy and numeracy within the Foundation curriculum and hone their ability to plan pupil activity, including homework that fits into broader curriculum frameworks. ATs will also become increasingly adept at using their subject knowledge to anticipate likely misconceptions, barriers to learning, unintended consequences and opportunities for linking within and between subjects in planning their teaching. 


Module aims:

The module aims to:

  • Further develop ATs' confidence in designing curricula and sequences of lessons in the Foundation subjects that helps pupils of all abilities experience each subject in all its dimensions, and make progress.
  • To enable ATs to understand the contribution of the Foundation subjects to the development of an engaging curriculum that promotes respect for diversity.
  • To help ATs' use of assessment to identify what children find difficult, and to respond to overcome these difficulties.
  • To help ATs enable pupils to use knowledge and learning from previous units and from other subjects in what they are learning now.
  • To develop ATs' understanding of how what is taught in the Foundation subjects prepares children for life and how the skills will be used
  • To help ATs see cross-curricular learning opportunities and develop an understanding of cultural capital linked to the subject area
  • To embed high standards in Literacy and Numeracy within the subject area and embed reading across the curriculum.

Module content:

Common strands underpinned in this module include how Foundation subjects can promote inclusivity in all its forms; safeguarding and well-being of children; help to create a positive classroom environment conducive to engagement and respecting diversity; and how curricula and sequences of lessons in Foundation subjects can be designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module also synthesises and extends ATs’ knowledge of foundation subjects developed in level 5 work. There is a particular emphasis on developing ATs' understanding of assessment within Foundation subjects and how this works to support pupils’ and teachers’ understanding of pupils’ needs and how it needs to serve holistic notions of pupil development as well as enable subject specific progression.  Key to this are developing notions of balance and coherence between skills, conceptual understanding, practical know-how, substantive knowledge and cultural capital in designing curricula and articulating curricular intent for different audiences. ATs will embed reading, literacy and numeracy within the Foundation curriculum and hone their ability to plan pupil activity, including homework that fits into broader curriculum frameworks. ATs will also become increasingly adept at using their subject knowledge to anticipate likely misconceptions, barriers to learning, unintended consequences and opportunities for linking within and between subjects in planning their teaching. 


Module aims:

The module aims to:

  • Further develop ATs' confidence in designing curricula and sequences of lessons in the Foundation subjects that helps pupils of all abilities experience each subject in all its dimensions, and make progress.
  • To enable ATs to understand the contribution of the Foundation subjects to the development of an engaging curriculum that promotes respect for diversity.
  • To help ATs' use of assessment to identify what children find difficult, and to respond to overcome these difficulties.
  • To help ATs enable pupils to use knowledge and learning from previous units and from other subjects in what they are learning now.
  • To develop ATs' understanding of how what is taught in the Foundation subjects prepares children for life and how the skills will be used
  • To help ATs see cross-curricular learning opportunities and develop an understanding of cultural capital linked to the subject area
  • To embed high standards in Literacy and Numeracy within the subject area and embed reading across the curriculum.

Module content:

Associate Teachers will focus on a specific contemporary issue relevant to the wider education agenda, such as multi professional working, educational initiatives, cultural differences, the role of families
etc. exploring the impact of this on children in schools.  

Associate Teachers will receive tutorial support to identify an area of study, to develop and carry out an individual study in the chosen area.


Module aims:

This module aims to:

  • Provide an opportunity for the in-depth investigation of a topic of contemporary significance to education;
  • Enable Associate Teachers to be able to identify an area of education and critically analyse its significance;
  • Enable Associate Teachers to critically analyse relevant research and published work that will inform their specialist understanding;
  • Reflect on research and theoretical perspectives and discuss the implications of these in the field of education.

Module content:

Associate Teachers will focus on a specific contemporary issue relevant to the wider education agenda, such as multi professional working, educational initiatives, cultural differences, the role of families
etc. exploring the impact of this on children in schools.  

Associate Teachers will receive tutorial support to identify an area of study, to develop and carry out an individual study in the chosen area.


Module aims:

This module aims to:

  • Provide an opportunity for the in-depth investigation of a topic of contemporary significance to education;
  • Enable Associate Teachers to be able to identify an area of education and critically analyse its significance;
  • Enable Associate Teachers to critically analyse relevant research and published work that will inform their specialist understanding;
  • Reflect on research and theoretical perspectives and discuss the implications of these in the field of education.

How you'll Learn

add

You will be taught through school- and university-based learning

add

Assessments will include coursework and lesson observations

add

This course is designed around in-person study

add

There may be some online learning activities

We use a wide range of formal and informal formative assessment strategies. These can include essays, small group assessment, semi-structured discussions, presentations and peer assessment. There are observations of your teaching and professional practice.

Our commitment goes beyond your undergraduate studies. Subject to achieving a 2:1 in your undergraduate degree, you will benefit from a guaranteed interview on one of our postgraduate teacher training programmes and a range of other programmes that will allow you to specialise in areas such as special educational needs, leadership and creativity, as well as pursuing research interests.

Entry Requirements

120UCAS points

UCAS Tariff

120 points

GCE A Level

Typical offer – BBB-BBC.

BTEC

BTEC Extended Diploma: DDM

International Baccalaureate

28 points

Irish / Scottish Highers

Irish Highers: H3 H3 H3 H3 H3

Scottish Highers: BBBB

Access requirements

Access to HE Diploma, to include 45 credits at level 3, of which 30 must be at Merit or above

T Level

T Level - Merit

OCR Cambridge Technicals

OCR Extended Diploma: DDM

Extra Information

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.  We will also consider a combination of A Levels and BTECs/OCRs. A GCSE grade C/4 (or above) in English Language, Maths and Science is required.

 

We will normally invite to interview only those applicants who have already gained GCSE qualifications at the time of application. However, we waive this time requirement for applicants who meet either of the criteria below:

  • Applying via Access Courses (providing the required GCSE equivalences have been completed within the Access HE Diploma)
  • Where mitigating or other exceptional circumstances apply

All successful candidates who receive an offer of a place for this course and choose the University of Chester as their Firm choice will be required to undergo checks with regards to their suitability to practice. 

A couple of months prior to admission to this course, the University will contact you to request that you complete a self-declaration form detailing any relevant convictions or other information that you believe may have an impact upon your ability to undertake work with children or vulnerable adults. You will also receive instructions on how to complete an online application for a Disclosure and Barring Service (DBS) check through the University as a registered body, there will be a charge for this.

 

Please note that the University does not accept previous DBS checks from other registered bodies or the update service.

For details about the cost of the DBS and for further information please visit our DBS web pages.

 

Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please click on your country of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.

We accept a wide range of qualifications and consider all applications individually on merit. We may also consider appropriate work experience.

English Language Requirements

Please note, applicants whose first language is not English must demonstrate they can meet the following English language criteria for this programme:

  • IELTS 7.0 overall (with no less than 5.5 in each band)

Fees and Funding

£9,535per year for a full-time course (2025/26)

Our full-time undergraduate tuition fees for Home students entering University in 2025/26 are £9,535 a year, or £1,590 per 20-credit module for part-time study.

You can find more information about undergraduate fees on our Fees and Finance pages.

Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

Students from countries in the European Economic Area and the EU will pay International Tuition Fees.

Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.

Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.

£14,450*per year for a full-time course (2025/26)

The tuition fees for international students studying Undergraduate programmes in 2025/26 are £14,450 per year for a full-time course. This fee is set for each year of study.

The University of Chester offers generous international and merit-based scholarships, providing a significant reduction to the published headline tuition fee. You will automatically be considered for these scholarships when your application is reviewed, and any award given will be stated on your offer letter.

For courses with a Foundation Year, the tuition fees for Year 1 are £10,750 and £14,200 for Years 2-4 in 2025/26.

For more information, go to our International Fees, Scholarship and Finance section.

Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes. 

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees. 

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships. 

Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees and Finance section of our website.

Who you'll Learn from

Jon Clough

Senior Lecturer
Blank profile picture.

Where you'll Study Exton Park, Chester

The location

Exton Park is close to the city centre of Chester, a city like no other and an amazing place to live as a student. While it is undoubtedly beautiful and packed with history, Chester is also a bustling 21st-century city balancing big-name shopping, eating and living with a thriving independent scene.

Modern learning resources and library

We have dedicated resources and IT services across campus, as well as our Seaborne Library; home to an extensive selection of books, e-books and e-journals, as well as bookable multimedia rooms, video conferencing space, 24-hour access computer labs, and The Hub; a comfortable two-floor study zone, suitable for independent and group study.

Seaborne library, seating and reception area.

Student Services

Exton Park is home to a number of our central support services, including Disability and Inclusion, Careers and Employability, and Student Support.

Fitness facilities

Exton Park boasts an impressive choice of indoor and outdoor sports and leisure facilities, which are used for both competitive and recreational sports. Our facilities include a swimming pool, gym, squash, and tennis courts, running track and two floodlit pitches.

A male student wearing goggles is swimming in the training pool between the red rope lane marker lines.

Chapel, chaplaincy and multi-faith spaces

Built in 1847 by former students, the University Chapel offers regular services and a venue to services. The University of Chester also has multi-faith spaces across the campus for prayer or quiet reflection.

Accommodation

Most of our student accommodation is located either on or near Exton Park.

Catering

We have several catering outlets available onsite, offering a wide selection of hot and cold food to students and visitors. Term-time Meal Schemes are also available for those students interested in non-residential catering schemes.

Your Future Career

Careers service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.

Related Courses

See course data
See course data