Programme Specification PART A 1. Award BA (Hons) Primary Education and Teaching with the recommendation for QTS

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1 Programme Specification PART A 1. Award BA (Hons) Primary Education and Teaching with the recommendation for QTS BA (Hons) Primary Education and Subject Study [without QTS] 2. Route Full time and Part-time 3. Awarding Institution/Body University of Chichester 4. Teaching Institutions University of Chichester 5. Programme Accredited by University of Chichester 6. UCAS code Primary Education and Teaching Advanced Study of Early Years X121 Primary Education and Teaching - Citizenship L3X1 Primary Education and Teaching - English Q3X1 Primary Education and Teaching ICT G5X1 Primary Education and Teaching Mathematics G1XC Primary Education and Teaching Natural Sciences F0X1 7. QAA benchmarking group Education 8. Approval History October ENL319 Language into literacy transition module; May ICT Core Skills course replaced with Introduction to ICT with a changed assessment task and to replace ICT Subject study module Principles of Design with the module Communicating with Computers; Nov 2004 Changed assessments for Fiction for Children (ENL216) and Writing Fiction and Poetry for Children (ENL217); May 2005 To clarify and add coherence to the focus, key theme and assessment criteria for early years subject study module The Cultural Interpretation of Childhood (ASEYL301) and to amend the title of the module to Childhood and Educational Philosophy; May 2006 To provide unseen exams for Year 1 core curriculum module Starting Science Teaching (CCL1Sc), Year 2 core curriculum mathematics (CCL2Ma) and English (CCL2En) modules and the Year 3 Professional Values and Practice module Developing as a Professional (PVP3); Nov To change the assessment of the Year 2 core curriculum science module (CCL2Sc) to a group assignment. July 2007 BA (Hons) Primary Education and Teaching Programme reapproved. August 2008 Approval of BA (Hons) Primary Education and Teaching (International Route) April 2009 To revise assessment methodology for Professional Studies 3 (PTP201), Early Years subject study (PTY101 and PTY202) and Year 3 core curriculum science (PTCCS2) Sept 2010 Changes to the assessments of Year 1 Core Maths PTCCM1; Year 1 Subject study English PTE 101 & 102; Year 1 Subject Study Science PTS101; Year 1 Subject study Early Years PTY101 & 102; Year 2 Subject study Citizenship module PTZ201 and a Year 3 Options module PTZ302; changes to the assessment of Year 3 Professional Studies PTP301 and replacement of Year 1 ICT subject study modules PTI101 and 102 with a new module PTI103; 9. Programme Rationale This programme is a coherent, rigorous and professional preparation for intending primary teachers. It is designed to enable student teachers to understand the values and role of primary education and to meet the Training and Development Agency for Schools Standards for the Recommendation for Qualified Teacher Status. The 3-year route involves a thorough preparation to teach in primary schools. It involves developing student teachers subject and pedagogical knowledge. Distinctive Features Special Interest Placement in Special Schools and other settings in Year 2 and the citizenship route is the only primary undergraduate citizenship route in the country. The International route offers a rich opportunity for the selected students to extend their experience, knowledge and understanding of primary education in two other countries, Sweden and America. This is an important innovation, since the forces of globalisation increasingly affect educational policy within the developed world, yet paradoxically such forces lead to educational professionals to working within isolated national boundaries. The programme offers an opportunity to cast aside national blinkers and to examine the nature of education across national boundaries. 10. Aims University of Chichester s Faculty of Sport, Education and Social Sciences aims to - and post-graduate level within an environment of research and enquiry; partners and the local community are underpinned by a vibrant university context;

2 internationally. locally, nationally and The Programme aims to: 1 Develop student teachers knowledge and understanding of their field of study and primary education and the relationship between the two; 2 Provide an intellectual education and effective initial teacher training for student teachers in order to improve their skills and enable them to meet the Professional Standards for Qualified Teacher Status in the context of preparing to teach young people in a pluralistic society; 3 Develop student teachers ability to critically analyse and apply theories, research and personal values which underpin professional practice; 4 Create opportunities for student teachers to begin to define their own positions with respect to their own developing professional and philosophical frameworks; 5 Develop student teachers understanding of the place of education within a multiagency environment relate to the care and well being of children; 6 Develop student teachers ability to evaluate and analyse their academic and professional progress in order to understand that teaching is a process of lifelong professional learning, including developing transferable skills as appropriate for employment in education. 11. Intended learning outcomes:- (student achievement) The programme provides opportunities for students to develop and demonstrate the achievement of the following: Subject Knowledge Student teachers will Develop and extend their subject, professional and pedagogical knowledge and understanding to HE level 3; Develop and extend their knowledge and understanding of primary education, the primary curriculum subjects, ICT and their subject focus; Have an in depth knowledge and understanding about the nature of primary education and its underlying philosophy; Possess a breadth and depth of subject knowledge and understanding and know how to apply it appropriately within the context of primary education; Know how to select and make effective use of ICT for their own learning and to support children s learning in the primary classroom; Know and understand the statutory structure and requirements of the CGFS, the National Curriculum and other legislation e.g Every Child Matters; Know and understand the importance of spiritual, moral, social and cultural education (SMSC), citizenship and health education in the primary school; Intellectual/practical skills Student teachers will Demonstrate analytical and reflective practice in the application of their subject knowledge and knowledge of child development to pupils learning through preparation, planning, teaching and evaluation of pupils work; Identify their own personal values and beliefs which may affect their own practice and approach to their teaching and professional development; Know and understand how the concepts of equality of opportunity and social justice should underpin professional values and practice. Be aware of current research and inspection evidence in primary schools and be able to use it to improve their planning and teaching across the curriculum; Seek ways to Professional Studies (PS) lectures, seminars, readings, discussions and directed tasks in Year 1, 2, 3. Core curriculum and subject focus lectures, workshops and seminars in Year 1, 2 and 3. School experience in Year 1, 2 and 3 through observations, school-based tasks, training days and profiling. NT Year 1 PS1 essay on the Whole child. Year 2 PS3 group presentation addressing an aspect of social justice or inclusion Year 3 PS5 Case study on a whole school issue relating philosophy, policy and practice. School experience in Year 1, 2 and 3 through observations and profiling assessment against the QTS Standards. The core curriculum subject knowledge portfolios/profiles will track student teachers developing subject knowledge. The PDP will be used to record developing competence in Teaching and Learning strategies and methods: Through PS, subject study and curriculum lectures, readings, directed study, school-based tasks, workshops and seminars. School experience in Year 1, 2 and 3. Assessment PS assignments in Year 1, 2 and 3; subject focus assignments and assignments in the creativity/foundation subjects in Years 1, 2 and 3. School experience teaching observations and profiling which are assessed against the QTS Standards. Year 2 PS 4 research proposal and the independent project. The core curriculum subject knowledge portfolios/profiles will track student teachers developing subject knowledge. The PDP will be used to record developing competence in subject, pedagogical

3 improve the quality of their teaching through reflective practice and acting appropriately on advice; Be aware of the social, cultural, and political issues which may affect children s learning and achievement; Be able to critically analyse their own practice in relation to social, cultural and political issues Be able to reflect upon and develop strategies in response to such issues in the interest of children s education; Be familiar with research findings and inspection evidence and realise their significance in informing classroom and school practice; and professional subject knowledge and understanding. This will be monitored by the Academic Adviser. Transferable Skills Student teachers will Exercise initiative and personal responsibility; Demonstrate decision making in complex and unpredictable contexts; Demonstrate the learning ability needed to undertake appropriate further training of a professional or equivalent nature. Scenarios in Professional Studies, the curriculum and subject study module lectures, workshops and seminars. In Creativity Year 3 module. School Experience in Year 1, 2 and 3. T Assessment on school experience against the QTS Standards; Personal action planning and target setting on school experience and within the programme. Year 3 Independent project. The PDP will be used to record developing competence in subject, pedagogical and professional subject knowledge and understanding. This will be monitored by the Academic Adviser. Professional Attributes Only where professional awards are being made (i.e. not employment skills). Detailed attributes are stated within QTS Standards. Student teachers will: Demonstrate a high level of professional competence in the classroom in all subjects and with colleagues; Demonstrate a high level of ability to use ICT for their own professional and personal use. Have the ability to produce challenging teaching and an effective learning environment for pupils of all abilities and various cultural backgrounds in order to achieve the highest quality learning; Respond effectively to children s pastoral, as well as curriculum needs and know how to gain access to appropriate agencies; Communicate effectively with parents and other agencies; Collaborate with colleagues to provide high quality learning; Demonstrate the ability to effectively manage other adults within the classroom School experience in Year 1, 2 and 3. Year 1, 2 & 3 PS, curriculum and subject study lectures and seminars. Assessment School experience Profile of Professional Standards assessed against QTS Standards in Year 1, 2 and 3. The core curriculum subject knowledge portfolios/profiles will track student teachers developing subject knowledge. The PDP will be used to record developing competence in subject, pedagogical and professional subject knowledge and understanding. This will be monitored by the Academic Adviser. 12. Quality indicators The quality of this programme is monitored by the following methods: Internal Quality Assurance - targets set for improvement drawing on evidence from External Examiners Reports, student, tutors, mentors and link tutors evaluations and data on recruitment and retention. Targets monitored in subsequent year(s).

4 future years. evelopment Profiles informs day-to-day adjustment or emphasis on certain issues e.g. SEN and IEPs inform annual minor adjustments to the Programme e.g. timetabling, timing of assessments. reports informs Annual Monitoring and adjustments to the Programme. informs the content, structure and monitoring of the Programme. Admission Requirements Candidates for admission to the degree programme must satisfy the general entrance requirements of the University, the TDA Initial Teacher Training Requirements (R1) and current legislation. A student may be admitted if there is a reasonable expectation that he/she will be able to meet the required Standards by the end of their training and that they possess appropriate personal and intellectual qualities to be teachers. Standard Entry At least 5 subjects at GCSE level including English Language, Mathematics and Science at grade C; preferably with a good profile of other GCSE grades, for example grade A s or B s, or at least grade B s and C s. 2 or 3 A2 Levels including a grade C in the subject focus with a minimum of 180 points; Or Advanced GNVQ with Distinction or Merit profile; Or BTEC National Diploma in a subject relevant to the selected subject focus with the majority of units in Year 2 at merit or distinction; Or a pass in an approved Access course relevant to primary teaching and the relevant subject focus. These qualifications should have sufficient subject content relevant to the subject focus and primary teaching. In addition all entrants must meet the University and the TDA requirements R1.3, 1.4, 1.5 a, b, c & d namely to: any other appropriate background check; to ensure entrants do not have a criminal background which might prevent them working with children or young persons, or as a teacher; and ensure that entrants have not previously been excluded from teaching or working with children; the programme will normally aim to check entrants prior to or on entry to the programme; cedures, all candidates have taken part in an interview designed to assess their suitability to teach; Standards; English; teach; titudes and values expected of a teacher; s requirements for physical and mental fitness to Specific entry requirements for non-standard entry For the BA (Hons) Primary Education and Teaching the non-standard entry procedures may be applied to anyone who would be 21 or over by the 31st December in the year of entry. Candidates who wish to enter the teaching profession may have some remission of the educational entry requirements. The normal minimum academic requirements for non-standard entry candidates will be 5 GCSEs. All candidates for the teaching profession must have achieved a standard equivalent to a grade C in the GCSE examination in English, mathematics and a science subject. Where a candidate does not possess GCSE (grades A*-C) in mathematics, English or science, the university may offer an equivalence test. They must successfully complete a mature entry portfolio, an essay entitled Teaching as an intellectual activity (2,500 words); and the mature entry task for the subject focus they wish to follow. In addition they will be asked for two references, one of which should be from a school-based colleague. Entry with credit Direct entry to year two of the programme may be granted for applicants who demonstrate prior learning as a result of previous learning undertaken at the University or elsewhere for which certification has been gained (certificated learning). The responsibility for admitting students with credit, either by Accreditation of Prior Learning (APL) or Accreditation of prior Experiential Learning (APEL) lies with the Assistant Principal acting in liaison with the Programme Co-ordinator and the Head of School. In line with the Common Framework for Undergraduate Programmes students may be admitted with credit up to 2/3 of that needed for the final award, however The University would also need to satisfy itself of compliance with the Training Entry and Assessment Requirements taking due diligence over the TDA Time training in schools or settings requirement (R2.8). Normally applicants would need to provide: should be in a relevant discipline Experience modules that have been missed.

5 Applicants transferring from other training programmes may have full credit for supervised School Experience they have already completed provided it is at an appropriate age phase. Other forms of experience in schools may in certain circumstances be recognised as contributing to the Profile of Professional Standards and may count for up to a maximum of six weeks of School Experience. For such recognition the applicant would need to provide documentary evidence that their experience was relevant, supervised and recorded. (A teaching assistant may, for example, ask a supportive head or experienced teacher to monitor and review their individual, small group or whole class teaching with a view to using this to support their application to this programme). Where such a period is less than 6 weeks the applicant, if accepted, will have to complete commensurately longer periods of School Experience at levels 2 and 3 to ensure compliance with national requirements. Students applying for entry with credit for prior experiential learning (APEL) will be required to submit evidence, in support of their claim, in such a way that it: proposed modules for which credit is claimed; One example of the way such evidence might be presented is in the form of a portfolio. Direct entry to level 2 may be granted to applicants who demonstrate prior learning and experience, e.g. 120 level 1 credits and a minimum 6 weeks school experience. Direct entry to level 3 will be only be granted on a part-time basis. Candidates should have 240 level 2 credits and 6 weeks school experience. They will be required to complete two experiences during level 3 part-time study, one placement for 6 weeks and one for 10 weeks. The Application The Admissions tutor/team looks for the following features within an application; good predicted A level, or GNVQ or BTEC grades or the prediction of a pass for Access; ience, normally a period of two weeks, within primary or nursery school settings. The Interview All suitable candidates are normally interviewed by serving headteachers or mentors from Partnership schools and a tutor from the primary team. Each candidate will be required to undertake tasks in literacy and numeracy, a talk/presentation on a classroom teaching activity they have undertaken and an individual interview. The interview is designed to ascertain whether the applicant has the necessary commitment, knowledge, attitudes, personal qualities and potential to become a primary teacher. The process of selection is the responsibility of the panel of staff and teachers who have been involved in the interviewing process. This process is overseen by Programme Co-ordinator and Admission Tutor. Together they make their decisions within the TDA and the University regulations. The interviewing team will look for evidence of the following desirable qualities for intending teachers: vely in spoken and written English; Curriculum Guidance for the Foundation Stage etc; -11 year olds; e, sensitivity to the needs of others; 14. Award requirements (includes interim awards) Year credits level1 Certificate of Higher Education (120 credits) Year credits level 2 at Chichester Year credits level 3 Honours degree (360 credits) BA (Hons) Primary Education and Teaching with the recommendation for Qualified Teacher Status (QTS) To pass each school experience in Year 1, 2 and 3 assessed through the Profile of Professional Standards. Students must pass all school experience placements and the TDA Skills tests in literacy, mathematics and ICT and gain an honours award in order to be recommended for Qualified Teacher Status (QTS). An Ordinary degree in Primary Education (300 credits) may be awarded to students who have decided not to teach during the course of the programme. An Honours degree in Primary Education (360 credits) may be awarded to students who have decided not to teach or who have failed to meet the requirements of the award with the recommendation for Qualified Teacher Status (QTS). acy;

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