LIVERPOOL HOPE UNIVERSITY

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1 LIVERPOOL HOPE UNIVERSITY FACULTY OF EDUCATION BA PRIMARY TEACHING WITH QUALIFIED TEACHER STATUS (QTS) YOUR FUTURE STARTS WITH HOPE

2 BA Primary Teaching with Qualified Teacher Status (QTS) Fact File Faculty: Education Campus Location: Hope Park Entry Requirements: The standard offer level is between UCAS points from A2 Levels or equivalent. In addition applicants will require a GCSE Grade C or above (or equivalent) in English, Mathematics and Science. Applicants must have undertaken recent school experience in a primary school. Offers will be subject to a successful interview, as well as a Health Check Statement and an Enhanced Disclosure from the Disclosure Barring Service. It is also a government requirement that you take the Numeracy and Literacy Skills Tests as part of the application process. You must ensure you have passed both tests before the start of the course. Duration: Four years Year of Entry: 2016 Fees: The tuition fees for home and EU students for 2015/16 are 9,000 for full-time undergraduate courses. You may also be interested in: Childhood & Youth Early Childhood Education Special Educational Needs Contact Details: Student Recruitment +44 (0) enquiry@hope.ac.uk Course Combinations: Primary Teaching with Biology Primary Teaching with Christian Theology Primary Teaching with Early Childhood Primary Teaching with English Language Primary Teaching with English Literature Primary Teaching with Geography Primary Teaching with History Primary Teaching with Information Technology Primary Teaching with Mathematics Primary Teaching with Modern Foreign Languages Primary Teaching with Music Primary Teaching with Special Educational Needs Primary Teaching with Sport & Physical Education Primary Teaching with World Religions UCAS code XC1C UCAS code XV61 UCAS code X1XH UCAS code X1QJ UCAS code X1QH UCAS code X1L7 UCAS code X1VD UCAS code X1GM UCAS code X1GD UCAS code X1R9 UCAS code X1WJ UCAS code X190 UCAS code X1CP UCAS code XV1P 2

3 Course Introduction Our unique four year degree equips you with the depth of knowledge, skills and understanding required to become an outstanding Primary Teacher. You will be given a range of opportunities to gain significant experience teaching in a wide range of our partner schools. The course allows you to combine your teacher training with two years of study of a specialist subject, such as Special Educational Needs or Mathematics. This enables you to develop the knowledge and understanding of a particular subject at undergraduate level. Alongside Professional Placement Learning in schools, you will study two strands that run parallel throughout each year of the degree programme: Initial Professional Development: based around the four themes of Holistic Learning and Development; Inclusion and Diversity; The Child in Society; and Leadership and Management Subject Knowledge, Curriculum and Pedagogy: includes training on how to plan, teach and assess all subjects in the Primary Curriculum There are opportunities for you to travel to North America or Europe as part of our Student Teacher Exchange Programme and short two week placements organised by the Faculty of Education. The Faculty is based in the custom-designed EDEN Building, which offers the latest in teaching technologies. This is now the third century in which Liverpool Hope has been educating and training teachers. Its founding colleges were among the first in the country to educate elementary school mistresses. Initial teacher education and training continues to be central to Liverpool Hope s mission. At Hope, we aspire to produce teachers who are creative, proactive and reflective practioners. As a Hope Teacher you will have a moral purpose and an enthusiastic, innovative and flexible approach to collaborative teaching and learning. 3

4 What you will study Level C (Year One) Initial Professional Development Key theories of child development Predominant theories of learning in the 21st Century Inclusion and Diversity Contemporary perspectives on Special Education Needs / Disability Themes and concepts in the sociology of education such as race, class, gender and the hidden curriculum Subject Knowledge and Pedagogy English, Mathematics, Science and Computing for Primary Teaching Primary Teaching of Foundation Subjects, Modern Foreign Languages (MFL) and Religious Education (RE) Introduction to the requirements of the Primary Curriculum from the Foundation Stage through to the beginning of Key Stage Three Effective planning for the primary classroom Subject Specialism Foundations in your subject specialism (see subject information for further details) Professional Placement SEN Placement Placement includes core curriculum teaching Micro teaching Level I (Year Two) Initial Professional Development Effective learning environments The role of the teacher in a historical context, changing ideas of childhood Leadership and Management Theories of effective classroom and behaviour management Subject Knowledge, Curriculum and Pedagogy English, Mathematics, Science and Computing for Primary Teaching Primary Teaching of Foundation Subjects, MFL and RE Identifying and planning to address children s misconceptions Assessment for Learning (AfL) Subject Specialism Explorations in your subject specialism (see subject information for further details) Professional Placement Hope Challenge Enhanced Placement opportunity Professional placement core and foundation teaching Micro teaching 4

5 Level H (Year Three) Initial Professional Development Holistic Learning and Development Different notions / purposes of education Action planning for improving teaching, assessment and achievement for individuals and groups Subject Knowledge, Curriculum and Pedagogy English, Mathematics, Science and Computing for Primary Teaching Critical reflection on key theories, associated research and teaching strategies Planning for personalising learning and progression Wider Perspectives in Education Global citizenship and international education, global learning, comparative education Factors that affect learning processes including learners social, cultural, linguistic, religious and ethnic backgrounds Teaching pupils with English as an Additional Language Creativity in the Curriculum Developing creativity in the Primary Curriculum across the Foundation Subjects, MFL and RE Strategies for developing children s creative thinking Innovative practice including use of ICT Professional Placement Wider perspectives placement Hope Challenge Enhanced Placement opportunity Professional placement 5 Level H (Year Four) Initial Professional Development Current issues, pertinent to initial and continuing professional development eg using data on pupils progress to inform planning Subject Knowledge, Curriculum and Pedagogy English, Mathematics, Science and Computing for Primary Teaching Outstanding teaching, learning and assessment Theoretical underpinning and associated national policy and guidelines. Education Theory and Practice The nature and evolving purposes of teaching and learning in the 21st Century Historical development of key learning theories Theoretical foundations of contemporary teaching and learning initiatives Subject Leader Case studies of teaching and learning initiatives from local, national and international contexts Learning theories and their application in practice relevant to their subject specialism Subject Intervention Intervention training on nationally recognised programmes Masters level stduy Professional Placement Intervention enhanced placement Extended professional placement

6 Employability and Career Opportunities Liverpool Hope graduate employment data shows 94% in a teaching position within nine months of graduation. Headteachers recognise the Hope Teacher as one who shows resilience, resolve, works hard and gives of themselves to help others OFSTED Report (January 2014) You will complete professional placements in each year of study. This enables you to gain a broad experience teaching across the Primary age range. Following successful completion of the programme, you will be recommended for Qualified Teacher Status. Students become teachers in a variety of school settings, ranging from those within our local partnerships to International Schools abroad. The final year of the degree includes Subject Leader training that enables you to draw upon your specialist subject to inform your role as future leaders in the Primary School. Indeed, you will have the opportunity to consider the application of the specialist subject through other components of the degree (including professional placement learning) and how this can be applied to meet the learning needs of children across the primary age range. The degree includes 60 credits at Masters level this is one third of a Masters degree. An MEd/MA in Professional Practice offers the opportunity to continue studying during the NQT year and beyond. All of our graduates are enrolled upon a Newly Qualified Teachers (NQT) Professional Development Programme that includes a series of free NQT Professional Development Days, and will support you through the first year of teaching. As a Hope Teacher you will be trained to make judgements in the face of conflicting priorities, rather than simply following a set of rules or theories. The aim of the programme is to support trainee teachers to empower them to make good choices, to solve problems skilfully and to learn powerfully, in the multiple and ever changing contexts in which they will be teaching throughout their career. 6

7 Why study this subject at Liverpool Hope? In an exit-survey of our students graduating in 2015: - 99% of students said the overall quality of their teacher training at Liverpool Hope was very good or good - 100% students rated their training in phonics including reading as good or better - 100% of students said the Primary Mathematics training was very good or good - 94% of trainees rated their training in behaviour management as good or better. Retention, completion and employment rates have risen to above average and trainees confidence in their training is at an all-time high (OFSTED Report, January 2014). Our partner schools deliver training at the University, for example children come to our Hope Park campus for micro-teaching sessions in English and Mathematics led by BA QTS students. Students are encouraged to participate in short two-week placements in schools in a range of countries including Norway, France, Spain and the USA. Students learn not only about the education system in the country of study but are also able to compare this to the English education system. Some students may elect to spend half of their third year in a higher educational institution abroad. For example, students can elect to study in America where Liverpool Hope has several long-established relationships, or through the ERASMUS programme. Enhanced placement opportunities to support phonics or teaching SEN. Opportunities to be involved in school based research. 7

8 Graduate and Student Feedback Danielle Kavanagh I chose to study at Liverpool Hope because of the great facilities on campus and the fantastic opportunities the course has to offer. Whilst completing my degree in Primary Teaching with QTS, I have had many successful teaching placements. This has provided me with further opportunities such as supply work in partner schools and a teaching job in my subject specialism beginning in September. Roger Watson I am a mature student who has studied at university before. The main distinction between Hope and my previous university experience is that the tutors here really care about their students and do their utmost to support you in achieving your degree. I have thoroughly enjoyed my time here studying and I am glad I made the right choice. Laura Tilsley The support I received not just from the class teacher and mentor, but from the whole staff, helped me to progress into a newly qualified teacher. They all wanted me to succeed in my final placement. I am very grateful that the school has now offered me my first teaching position. Kellie Williams The course at Liverpool Hope laid the foundations that have helped shape me into the teacher that I am today. The University had extremely high standards in us as students and I feel that it equipped me so well for life as a professional teacher. Hope helped me prepare for interview processes and also organising a professional portfolio, all of which stood me in good stead for getting a job in a fantastic school back home in Wales. 8

9 Academic Staff Profiles Michelle Pearson, Head of Primary Initial Teacher Education Michelle Pearson is Head of Primary Teacher Education. She co-ordinates the primary teacher training programmes for BA QTS and PGCE Prmary. She is an expert in Phonics and assessment in English with her research into subject knowledge and pedagogy in phonics and the teaching of early Reading. Her other research interests are tablet technology and Standard English. She has a wide range of teaching experience, across a number of education sectors, is a qualified Head Teacher and is a member of the United Kingdom Literacy Association. Yvonne Ward, Senior Professional Tutor Yvonne Ward is a Senior Professional Tutor (Primary Mathematics); she teaches on both the undergraduate and postgraduate programmes. Yvonne is a recent primary Deputy Head Teacher having many years experience teaching in both community and faith schools. During her career Yvonne was a Local Authority Advisory Teacher and also a Leading Mathematics Teacher. She is a marker for the Key Stage Two National Curriculum Mathematics tests and is also a community governor. She holds an MA in Education and Leadership, NCSL s Leadership Pathways and the CCCRS qualifications. Colin Wong, Head of Year 4 Colin is currently working at Liverpool Hope University as a Senior Lecturer with additional responsibility as Faculty Senior Academic Adviser and Head of Final Year Undergraduate Initial Teacher Education. He has wide teaching experience covering Foundation Stage, Key Stage One-Two, Foundation Degree, Undergraduate, Postgraduate and Continuing Professional Development. Previous commitments have included experience as an External Consultant to Edge Hill University, Ormskirk; Newman University College, Birmingham; University of Cumbria, Lancaster and University of Derby. He has also participated international education-related activities in Beijing, Hong Kong, Seoul, Shanghai and Milwaukee. Colin first trained as an Additional Inspector for Ofsted inspections of schools in

10 Mahnaz Siddiqui, Lecturer Mahnaz Siddiqui is currently a Lecturer in Education (Primary Mathematics). She has been teaching on Teacher Education courses at Liverpool Hope for ten years, and previously taught in the primary sector for nine years. Mahnaz s expertise in primary mathematics developed as a co-ordinator in school and she continues to engage in mathematics research as part of her CPD. Mahnaz has had a variety of roles including: Year Head for final year students, Lead Member of the primary mathematics team, and Seminar Tutor for all year groups. She is a member of the FHEA. Anne James, Lecturer Anne is Co-ordinator of Arts and Humanities and a Lecturer in Music Education in the Education Faculty. Before coming to Hope she was a music teacher in a variety of settings including a grammar school, large comprehensive school and Young Offenders Institute. She was also Head of Music and Director for Learning in Expressive Arts in two North West secondary schools. Anne is a member of the National Association of Music Educators and a committee member of BASBWE (British Association of Symphonic Bands and Wind Ensembles) and she conducts the Liverpool Hope University Concert Band. Anne is currently researching into Primary music education for her Educational Doctorate. 10

11 Dr Bernie Hughes, Lecturer Dr Bernie Hughes is a Lecturer in Education (Modern Foreign Languages). She is currently the Co-ordinator of MFL, teaching many aspects of the undergraduate curriculum and postgraduate courses in Education. She is a specialist in both languages and theatre and also has Masters degrees in both Theatre Studies and Screenwriting. Her research has been in the use of audiovisual media in language learning, creativity and drama in teaching and learning and she has published in relation to students learning experiences abroad. She is also a writer, including foreign language shows for the primary setting. She has collaborated with outside organisations, including the Royal College of Surgeons, on dramatic scenarios for use in training. She has a wide range of MFL and related teaching experience, in Secondary School, Primary School and Higher Education. Liz Parr, School Direct Lead Liz Parr is the School Direct Lead and co-ordinates the academic training programme for our School Direct Partners. Liz is a recent primary school teacher joining the team in April 2013 after teaching in a variety of schools in Manchester and Europe. Liz is an eminent researcher engaged in research around professional perceptions towards community-oriented schools. Liz supports the development and delivery of the BA (QTS) and PGCE English curriculum. 11

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