Primary Education QTS BA Honours

Throughout this module, you will develop a growing understanding of teacher identity and empowering pedagogies through a study of the core curriculum.

You will begin to consider aspects of inclusion, and cultural responsibility, encouraging thinking of what teacher identity means to the students as a trainee teacher.

You'll also study the subject knowledge and skills within the core curriculum of English, Maths, and Science.

The aim of this module is:

• To develop a growing understanding of teacher identity and of empowering pedagogies.
• Begin to consider aspects of inclusion, and cultural responsivity and encourage thinking for learning beyond the classroom.
• You will attend schools in a variety of localities including intercultural, multilingual, and multi-faith school settings across the primary phase.
• To enable you to develop and demonstrate your progress in the understanding and skills necessary to operate as an effective teacher, and
• As such, to support you in demonstrating you are meeting current professional requirements described by the Teachers’ Standards (DfE, 2012) at the level expected for the first Professional Development.

The aim of this module is to:

• To develop a growing understanding of teacher identity and empowering pedagogies in the learning and teaching of computing.
• To begin to consider aspects of inclusion and cultural responsivity in the learning and teaching of computing and to encourage thinking for learning beyond the classroom.
• To meet the subject knowledge and pedagogical requirements to plan, teach and assess computing in the primary curriculum.

The aim of this module is to:

• Develop a growing understanding of teacher identity and empowering pedagogies
• Begin to consider aspects of inclusion, and cultural responsivity and encourage thinking for learning beyond the classroom, and
• Meet the subject knowledge and pedagogic requirements to plan, teach and assess science and Design Technology at reception and Key Stage 1.

The aim of this module is to:

• Grow an understanding of teacher identity and empowering pedagogies in the learning and teaching of mathematics.
• Develop knowledge, skills, and understanding in the learning and teaching of reading, writing, speaking, and listening, as well as storytelling, and systematic synthetic phonics.
• Begin to consider aspects of inclusion, and cultural responsivity in the learning and teaching of English and encourage thinking of the importance of story.

The aim of this module is to:

• Grow an understanding of teacher identity and empowering pedagogies.
• Developing knowledge, skills, and understanding in the learning and teaching of reading, writing, speaking, and listening, as well as storytelling, and systematic synthetic phonics.
• Begin to consider aspects of inclusion, and cultural responsivity in the learning and teaching of English and encourage thinking of the importance of story.

The aim of this module is to:

• Develop a growing understanding of teacher identity and empowering pedagogies in relation to creativity and to learning and teaching in Art & Design, and Music
• To begin to consider aspects of inclusion and cultural responsivity in the learning and teaching of Art & Design, and Music and to encourage thinking for learning beyond the classroom, and
• To meet the subject knowledge and pedagogical requirements to plan, teach and assess Art & Design, and Music in the Key Stage 1 and KS2 classroom.

This module involves developing a growing understanding of teacher identity and empowering pedagogies.

You will begin to consider aspects of inclusion, and cultural responsivity and encourage thinking for learning beyond the classroom.

You will meet the subject knowledge and pedagogic requirements to plan, teach and assess the Humanities subjects (History, Geography, and Citizenship).

The aim of this module is:

• To develop a growing understanding of teacher identity and of empowering pedagogies in practice.
• To consider aspects of inclusive practices in the classroom, encouraging reflection on cultural responsivity, and developing links with learning beyond the classroom.
• To extend your knowledge, skills, and understanding of English learning and teaching, and
• To provide a focus on the pleasure of listening, speaking, reading, and writing in an inclusive classroom.

The aim of this module is to:

• Develop reflective perspectives on teacher identity and empowering pedagogies in practice.
• Consider aspects of inclusive practices in the classroom, encouraging reflection on cultural responsivity and developing links with learning beyond the classroom.
• Develop a critical understanding of a cross-curricular approach to teaching and learning, by reflections on self as learner and teacher, and in the collaborative planning and participation of a masque.

The aim of this module is to:

• Develop reflective perspectives on teacher identity and empowering pedagogies in practice.
• Consider aspects of inclusive practices in the classroom, encouraging reflection on cultural responsivity and developing links with learning beyond the classroom.
• Develop your subject knowledge and understanding of pedagogic requirements for inclusive teaching of children with Special Educational Needs or Disabilities in the Early Years, Key Stage1 and Key Stage 2 and the Teachers Standards, 2012.
• Use your critical reflections of learning and teaching to inform your understanding of best practice.

The aim of this module is to:

• Develop reflective perspectives on teacher identity and empowering pedagogies in practice.
• Consider aspects of inclusive practices in the classroom, encouraging reflection on cultural responsivity and developing links with learning beyond the classroom.
• You will attend schools in a variety of localities including intercultural, multilingual, and multi-faith school settings across the primary phase.
• Further, develop and demonstrate your progress in the understanding and skills necessary to operate as an effective teacher.
• Demonstrate you are meeting current professional requirements as described by the Teachers’ Standards (DfE, 2012).

The aim of this module is to:

• Develop reflective perspectives on teacher identity and empowering pedagogies in practice.
• Consider aspects of inclusive practices in the classroom, encouraging reflection on cultural responsivity and developing links with learning beyond the classroom.
• You will attend schools in a variety of localities including intercultural, multilingual, and multi-faith school settings across the primary phase.
• Further, develop and demonstrate your progress in the understanding and skills necessary to operate as an effective teacher.
• Supports you in demonstrating you are meeting current professional requirements as described by the Teachers’ Standards (DfE, 2012).

The aim of this module is to:

• Develop reflective perspectives on teacher identity and consider aspects of cultural responsivity when teaching physical education and well-being in the school setting.
• To develop your teachers’ knowledge and understanding of the role of Physical Education and Wellbeing education for all children.
• To meet the subject knowledge and pedagogical requirements to plan, teach and assess Physical Education from FS to KS2 according to current Teachers’ Standards.
• To develop your ability to analyse the performance of self and others and suggest improvements and interact effectively within a team to achieve personal and group outcomes.

The aim of this module is to:

• Develop reflective perspectives on teacher identity and empowering pedagogies in practice.
• Consider aspects of inclusive practices in the classroom, encouraging reflection on cultural responsivity and developing links with learning beyond the classroom.
• Use your critical reflections on teaching science at reception to help you meet the subject knowledge and pedagogic requirements for the teaching of science at Key Stages 1 and 2.

If you're following a subject specialism in science, you will also develop additional depth of practical and theoretical knowledge and understanding, with an extended focus upon subject concepts and skills, curriculum content, pedagogy and subject leadership and management.

The aim of this module is:

• To understand the development of the primary curriculum key mathematical concepts through the medium of children’s literature.
• To develop an awareness of children’s common errors and misconceptions and develop strategies for dealing with them.
• To understand the mathematical operations concerning the appropriate age-related strategies.
• To develop reflective perspectives on teacher identities and to empower pedagogies in practice.
• To consider aspects of inclusive practice in the classroom, encourage reflection on cultural responsivity, and develop links with learning beyond the classroom.

If you follow a subject specialism in mathematics, you will develop additional depth of practical and theoretical knowledge and understanding, with an extended focus upon subject concepts and skills, curriculum content, pedagogy, and subject leadership and management.

The aim of this module is to:

• Develop well-informed thinking on teacher identity and empowering pedagogies.
• Critically engage with inclusion within and beyond the classroom.
• Critically reflect on cultural responsivity and the power of learning beyond the classroom.
• Consider how all these aspects contribute to being an effective, influential teacher and learner.
• Attend schools in a variety of localities including intercultural, multilingual, and multi-faith school settings across the primary phase.
• Develop and demonstrate your progress in the understanding and skills necessary to operate as an effective teacher.
• Demonstrate you are meeting current professional requirements as described by the Teachers’ Standards (DfE, 2012) in full.

The aim of this module is to:

• Develop well-informed thinking on teacher identity and empowering pedagogies.
• Critically engage with inclusion within and beyond the classroom.
• Critically reflect on cultural responsivity and the power of learning beyond the classroom.
• Consider how all of these aspects contribute to being an effective, influential teacher and learner.
• Gain opportunities to develop within communication and numeracy, problem-solving, teamwork, digital literacy, ethical and cultural awareness, and creativity.
• Critically examine curriculum discourse about interdisciplinarity to advance pupils’ cognitive and social learning.
• Critically develop your knowledge, understanding, and organisation of the primary curriculum and demonstrate the ability to research and plan creatively.
• Critically employ a range of pedagogies to develop a creative outlook and an inspirational, enquiring and adaptable approach to children’s learning.

The aim of this module is to:

• Develop critical thinking on teacher identity and empowering pedagogies.
• Critically engage with inclusion within and beyond the classroom.
• Critically reflect on cultural responsivity and the power of learning beyond the classroom and consider how all these aspects contribute to being a practical and influential teacher and learner.
• Develop an understanding of the principles of inclusion and the recognition of the underlying integrity of inclusive practice.

The aim of this module is to:

• Develop well informed thinking on teacher identity and empowering pedagogies and consider how they contribute to being an effective, influential teacher and learner.
• Develop knowledge and understanding of the subjects of the Early Years and Primary School core curricula and how the subjects interrelate.
• Demonstrate a critical understanding of current research in the area of core subjects, especially in more specialised knowledge and understanding of the needs of all children and their learning.
• Critically evaluate new concepts and evidence from a range of sources and transfer and apply diagnostic and creative skills in a range of situations.
• Equip you with the cultural competence to teach and learn with openness, empathy, and respect in intercultural, multilingual, multi-faith settings and schools.

You will be studying at our north London campus in Hendon.

Some learning is taken outside the classroom. Opportunities will be offered to you throughout the degree to learn from the many resources that London offers with trips to places of worship, art galleries, museums and the River Thames.

From year 1 you will spend time in your school placement location.

Whether you are studying full or part-time – your course timetable will balance your study commitments on campus with time for work, life commitments and independent study.

We aim to make timetables available to students at least 2 weeks before the start of term. Some weeks are different due to how we schedule classes and arrange on-campus sessions.

Outside of teaching hours, you’ll learn independently through self-study which will involve reading articles and books, working on projects, undertaking research, and preparing for assessments including coursework, presentations and exams.

Here is an indication of how you will split your time:

Year 1

Year 2

Year 3

Our excellent teaching and support teams will help you develop the skills relevant to your degree from research and practical skills to critical thinking. Our Sheppard Library is open 24 hours a day during term time. And we offer free 24-hour laptop loans with full desktop software, free printing and Wi-Fi to use on or off campus, even over the weekend.

Your learning will be assessed regularly. The exact balance will depend on the modules you are taking. The table below is a good guide.

We'll test your understanding and progress with informal and formal assessments.

The informal assessments usually take place at least once per module, from which you’ll receive feedback from your tutor. The grades from these tests don’t count towards your final marks.

There are formal assessments for each module, usually at the end, which will count towards your module and your final marks.

A variety of assessment methods are used for university based modules, these include essays, reports, presentations and portfolios. School Based Training (SBT) is assessed by observations of your planning, teaching and assessment of children’s learning.

Assessments and module content are reviewed annually and may be updated based on student or school based mentor feedback or feedback from external examiners together with any new requirements from the DfE and NCTL.

To help you achieve the best results, we will provide regular feedback.