PROGRAMME SPECIFICATION Definitive Document

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1 PROGRAMME SPECIFICATION Definitive Document Section 1: BASIC INFORMATION 1.1 Awarding Institution: University of St Mark & St John 1.2 Teaching Institution: University of St Mark & St John 1.3 Locus of Delivery: University of St Mark & St John 1.4 Final Award Title: Batchelor of Education (Honours) 1.5 FHEQ Level: 4, 5, Programme Title: Primary Education (with QTS) (v1.3) With pathways in: Primary Education (English) Primary Education (Mathematics) Primary Education (Science) Primary Education (Primary Languages) Primary Education (History) Primary Education (Geography) Primary Education (Art & Design) Primary Education (Design & Technology) Primary Education (Physical Education) Primary Education (Religious Education) Primary Education (Special Educational Needs) 1.7 Mode and Duration of Study: Full time - 3 years/part time - 6 years 1.8 UCAS Code(s): X Admission Criteria: Accrediting Professional Body/ PSRB: QAA Subject Benchmarking Group(s): 1.12 Other External Points of This follows the normal University Admissions Policies and Procedures. Achievement of GCSE Grade C or above in: English Mathematics Science Applicants must undertake/demonstrate: Interview Fitness to teach DBS Clearance Work experience (at least 15 days) National College for Teaching and Leadership (NCTL); OFSTED QAA Educational Studies Benchmarks (2007) Framework for Higher Education Qualifications (FHEQ) Page 1 of 12

2 Reference: Language of Study (for learning, teaching and assessment): Work-Based Learning Arrangements: Foundation Degree Progression Routes: Arrangements for Distance Learning: The National Strategy for ITT NCTL Standards for the Award of Qualified Teacher Status DfE Requirements for Initial Teacher Training General Teaching Council Code of Conduct Early Years Foundation Stage (DCSF 2008) Primary National Strategy Schools Inspection Framework (OfSTED) English Within modules PRIC04H, PRIC05, PRID03H, PRID04, PRIH02, PRIH03 N/A N/A 1.17 Original Date of Production: April Date of Commencement: 1 st September Review Date: By 31 st August Date(s) and Nature of Revision(s) to this Programme: 19/02/13: Creation of new module PRIDIMH 31/10/13: Amendment to assessment for modules PRID02, PRID06H and PRIH03 2. Programme Outline The BEd Primary Education programme is a full time three year undergraduate course developed and delivered in partnership with schools. This programme provides the opportunity for students to gain an undergraduate honours degree with Qualified Teacher Status. Student learning takes place both within the University and within a diverse range of schools, which include SEN schools, Service Children s Education (SCE) schools and schools in London boroughs. The programme has been designed to enable student teachers to develop particular knowledge and expertise in one of the primary subjects. This specialism, which is chosen at the end of the first year of study, will equip students, once qualified, to work towards leading the subject in a primary school. Due to the limited time available within a three year primary programme, the intention is to provide students with appropriate skills, enthusiasm and knowledge to take a lead in a primary school curriculum area. They will have a clear sense of how the subject should be taught well across the primary age range, an enhanced level of subject knowledge, albeit not at the level commensurate with a degree in the chosen subject, as well as a commitment and passion for their chosen area. In terms of primary education we recognise that the role of a subject leader requires many skills and the development of these will form part of the specialism. These will include a knowledge of relevant curricula and frameworks, a good understanding of progression within the subject, innovative and interesting ways of teaching and learning and knowledge of quality resources. There will also be a focus on encouraging and enthusing other staff and pupils Page 2 of 12

3 and ways of promoting the subject through extra-curricular activities. The intention is that students will continue to develop their knowledge, understanding and enthusiasm for the subject as they enter the early years of teaching and build on this specialism work before taking on the role more fully. Student teachers will develop their expertise over the second and third years of the course through a combination of taught modules, experience in school and personal study. It will be important to encourage students to develop their own personal knowledge and interest and to situate their dissertation within their chosen subject area if possible. There will also be a strong focus on Teaching Practice to develop expertise and confidence through planning and teaching and through working with experienced subject leaders and other staff. The programme is designed and delivered by a strong, enthusiastic teaching team who are all experienced teachers with a passion for teaching and learning, underpinned by their own research interests. The team strongly believe in an interactive model for learning and this is evident in lectures and practical workshops. Additionally, specialisms will be delivered by tutors who are passionate about their subject and who are experts in their field. The programme has been designed with 120 credits at levels 4, 5 and 6 but constructed of modules with different credit weighting and considerable module integration exemplified with integrated learning tasks throughout levels 4 and 5. There is also integration with work in schools with modules being led and delivered by schools. This is facilitated by a strong partnership with schools across Plymouth, Devon, Cornwall, Somerset, London boroughs and the SCE schools in Germany and Cyprus. The programme has been carefully designed to give the students the skills, knowledge and understanding required to become an effective and competent teacher for the 21 st Century. In response to changing government policy and approaches to Initial Teacher Training, we will be able to build on strong, well established partnerships with schools to continue to strengthen the programme and to adapt to change. This was commended as a particular strength during the 2010 OfSTED inspection when we were graded as outstanding. 3. Programme Aims The over-arching aim of the B.Ed. (Hons) Primary Education programme is to prepare our next generation of outstanding teachers. The programme will give opportunities for students to develop an in-depth knowledge and understanding of their profession. Graduates from this programme will be: reflective, reflexive, flexible, caring, confident, knowledgeable, critical thinking and professional practitioners. The programme s general aims are to:- 1. Develop students critical thought, intellectual reasoning and practical skills in a range of diverse settings; 2. Help students from varied cultural and social backgrounds to fulfil their potential in both intellectually and practically; 3. Provide a stimulating and effective learning environment in which students feel secure and motivated to learn; 4. Prepare students for employment or postgraduate study by equipping them with a diverse range of skills; Page 3 of 12

4 5. Provide students with a clear sense of how their chosen subject specialism should be taught well across the primary age range, an enhanced level of subject knowledge as well as a commitment and passion for their chosen area. 4. Programme Learning Outcomes Knowledge & understanding: By the end of this programme students should be able to demonstrate:- 1. A comprehensive understanding of Primary Education underpinned by current practice and associated pedagogy and a critical awareness of current research and issues in the profession; 2. The knowledge and understanding, critical awareness and innovation required to teach all subjects within the Primary National Curriculum and R.E.; 3. The knowledge, understanding, skills and characteristics necessary to meet the standards for the award of Qualified Teacher Status; 4. Up to date knowledge of government legislation, policy and initiatives affecting schools and the teaching profession. 5. Critical understanding of the significance of issues of equality, diversity, inclusion and social justice. Intellectual skills: By the end of this programme students should be able to demonstrate:- 6. The ability to critically analyse and evaluate a range of theoretical approaches, frameworks and skills appropriate to degree level study; 7. An ability to evaluate evidence, developing reasoned and informed arguments; 8. Competence in identifying, abstracting and synthesising information; 9. The ability to undertake an independent piece of research; 10. The ability to apply existing pedagogical concepts and theories to new issues; 11. The ability to plan, design, investigate and evaluate research; 12. The ability to articulate a set of clear beliefs and values about education and have a personal conviction that what they do matters. Practical skills: By the end of this programme students should be able to demonstrate:- 13. The ability to use an appropriate range of techniques and research methods applicable to teaching; 14. The ability to adapt and develop skills and/or procedures for new situations, exercising initiative and personal responsibility in making informed judgements; 15. The ability to articulate an integrated, critical, reflective and effective response to their practices and their personal responsibilities in professional practice. Transferable / Key skills: By the end of this programme students should be able to demonstrate:- 16. The ability to communicate effectively with colleagues and a wider audience in a variety of formats; 17. A commitment to their own professional development; Page 4 of 12

5 18. The ability to work in an effective manner both independently and as part of a team; 19. The ability to self-evaluate in order to be a reflective practitioner. 5. Learning and Teaching Methods The BEd Primary Education programme offers access to undergraduate level higher education ensuring equality of opportunity and widening participation through a range of teaching and learning strategies. Learning takes place in partnership schools and within the University. Case Studies Computer Based Learning / E-Learning Critical Reflection Directed Study and Reading Fieldwork Group Discussions Guest Speakers/Presentations Independent Learning Lectures Observation Methods A group of people, or an individual, engaged in study or work, based on a real life situation in a practical field. Case study or scenario based learning activities Computer and network enabled transfer of skills and knowledge, using electronic applications and processes to learn Students engage in critical reflective practice and activities to highlight areas of academic, personal and professional strength and weakness Time set aside by the teacher for learners to study a particular subject Visits or Offsite sessions for the purposes of research. This would encompass data collection sessions together with visits to relevant organisations. An investigation carried out in the field rather than in a laboratory or lectures room A focus group (normally between 8-10 people) work together to discuss opinions and gauge their responses to specific stimuli Using specialists from the field to present to students. Typically refers to when a learner, guest speaker, explains or shows some content to a learning audience; similar to a lecture Activities where an individual learner conducts research, or carries out a learning activity, on their own Subject introduced and delivered by the tutor in a specific time which transmits information Learners observe selected practices related to their area of study and reflect and review them in relation to other models and processes as a means of learning Page 5 of 12

6 Peer Group Study Personal and Professional Development Planning School-Based Training Seminar Groups Tutorials Virtual Learning Environment Work Based Tasks Workshops A learning event in which one learner, or a small group of learners, helps other learners with a particular subject Students take part in activities that contribute towards the creation of a personal and professional action plan to achieve stated personal and career related objectives A block period of School placement with structured learning tasks, activities and mentoring A group of about 8-12 people following up something that has already been introduced on the course involves reading of an essay or paper by one member followed by discussion One-to-one teaching (learner to teacher) usually for counselling purposes based on the learners work A software system designed to support teaching and learning in an educational setting Learning events which take place within a working environment enabling learners to develop real skills and practices A group of people engaged in intensive study or work in a creative or practical field 6. Assessment Assessment is conducted in accordance with the University Assessment Policies and Procedures. There are a variety of different modes of assessment across the three years of the course which allow all students the opportunities to play to their strengths. Analytical Report Dissertation Essay Evaluation Students need to compile a report based on the analysis of a case study Students are required to produce an original piece of work with the support of a supervisor Students are given a title and have to complete the essay in a specified number of words Students have to respond to a piece of writing, resource or a Presentation Page 6 of 12

7 Formative Essay Learning Journal Portfolio Presentation School Experience Folder Students have to write the first 500 words of an essay and they receive one-to-one feedback to help them develop their academic writing skills Students are required to keep a journal of their learning journey with a minimum number of entries Students have to make a resource following the module guidelines and produce instructions to accompany it Students have to produce a presentation and present to the group within a time limit (may be individual or group) Students are required to keep a record of their work in school including compulsory tasks and daily reflective logs Subject Knowledge Folders Students are required to develop a subject knowledge folder for English, maths and science Timed Essay Unseen Exam Students are given the questions 3 weeks in advance and are allowed to bring a reference list (one side of A4, font 12) in with them Students are required to sit an unseen exam 7. Programme Specific Regulations Students are required to pass all modules but modules taken in the first year are condonable, except for the first school based training module which must be passed in order to progress to the second year of the course. All other modules are non-condonable because the skills, knowledge and understanding acquired in these modules are considered a vital pre-requisite for becoming an effective teacher by the end of the programme. Exit routes At the end of the first year of the programme students will decide which specialist subject they would like to take. They will then study this subject in depth in the second and third years of the course. If they successfully pass the specialist module in the second year they will be transferred to the appropriate pathway for the final year of study. Students who do not successfully complete the specialist modules will still be able to graduate, as long as they have enough credits, but will graduate with a general primary degree on the original pathway. Students must also pass the Teachers Standards in order to be awarded Qualified Teacher Status. There are three parts, which together constitute the Teachers Standards: the Preamble, Part 1 and Part 2. The Preamble summarises the values and behaviour that all teachers must demonstrate throughout their careers. Part 1 comprises the Standards for Teaching; Part 2 comprises the standards for Professional and Personal Conduct. All these parts are fully integrated across the programme. Page 7 of 12

8 C r e d i t s T e r C m / O N * o n - c o n Students who have successfully completed 120 credits at Level 4 (Certificate level) but do not wish to continue their studies are eligible for the University Certificate of Higher Education award. Students who have successfully completed the equivalent of twelve 20 credit modules, including a minimum of 120 credits at Level 5 (Intermediate level), but do not wish to continue their studies are eligible for the University Diploma of Higher Education award. For students who decide in the final year of the programme that they no longer wish to teach or for students who cannot achieve the QTS standards there is an alternative exit route, the B.A. (Hons) Educational Studies. Those students need to take an extra 40 credits to achieve the 360 credits necessary for an honours degree. These credits will consist of an Independent Study module (20 credits) and a taught module from the third year of the B.A. Education Studies programme (20 credits). The other alternative is for the students to continue with the B.Ed. programme in the final year without doing the extra modules and be awarded a B.A. Educational Studies ordinary degree (320 points). 8. Work Based Learning There is a significant amount of learning which takes place in schools. There are clear links between all modules and school-based work and some modules are led and delivered by schools. This is enabled by strong, well-established partnerships with a variety of schools including schools across Plymouth, Devon, Cornwall, Somerset, London boroughs and the SCE schools in Germany and Cyprus. Students in the first year will have serial visits for two days each week in the spring term followed by a four week assessed block placement in the summer term. There are strong links between work done in school and work done in the University with tasks and follow-up seminars throughout. Students in the second year complete a six week assessed block placement, in the opposite key stage to the first year practice, in the spring term. This is followed by a further three weeks in the same school or a three week enhancement placement in a different setting at the end of the summer term. Some students will be able to complete a placement in a Special School to enhance their experience. Students in the final year complete a ten week assessed block placement where they can opt for a preferred key stage. The programme has been carefully designed to give the students the skills, knowledge and understanding required to become an effective and competent teacher. In order to facilitate this, students experience a breadth of experience in a range of differing age ranges and settings. 9. Programme Structure Module Module Title Assessment Page 8 of 12

9 Level H Level 5 Level 4 Code PRIC01 PRIC02H PRIC03 Professional Studies: Becoming a Teacher Influences on Learning for the Young Child How Children Learn to Read and Write % Portfolio X C % Coursework 1 C 20 50% Coursework 25% Resource 25% Presentation 1 & 3 C PRIC04H First Teaching Practice % School Experience Files 3 C PRIC05 Professional Skills of the Teacher % Coursework Y C Linking Theory and Practice Pass/fail school experience folder PRIC06 Teaching English, Mathematics and % Coursework Y C Science Establishing Principles PRIC07 Foundation Subjects and R.E % Coursework 50% Resource Y C PRID01 Professional Studies: Developing as 20 25% Reflective Journal X C a Teacher 75% Presentation PRID02 Understanding Diversity Inclusion % Presentation 1 C and the Primary Classroom PRID03H Specialism: Enhancing Knowledge and Understanding % Coursework Pass/fail subject knowledge file 3 C PRID04 Second Teaching Practice % School Experience Files 2 C PRID05H Managing Medium-Term Teaching % Coursework 2 C and Learning PRID06H Teaching English, Mathematics and % Essay 1 C Science the Importance of Subject Knowledge Pass/fail Subject Knowledge Files PRID07H Foundation Subjects and RE % Resource 1 C Enhancement 50% Coursework PRID08 Teaching English, Mathematics and Science Deepening Understanding % Coursework 3 C PRIDIMH Independent Study Module % Coursework W O PRIDIM Independent Study Module % Coursework X O PRIH01 Professional Studies: Current Issues 20 50% Coursework 3 C for the Teacher 50% Presentation PRIH02 Final Teaching Practice % School Experience Files 1 C PRIH03 Specialism: Critical Application of 20 80% Essay 3 C Knowledge and Understanding 20% Individual Electronic Presentation PRIHD1 Dissertation part % coursework 2 C PRIHD2 Dissertation part % coursework 2 C PRIHIM Independent Study Module % coursework X O Key: 1, 2 or 3 = Term 1, 2 or 3 Y = modules delivered across terms 1 and 2 Z = modules delivered across terms 2 and 3 X = modules delivered across terms 1, 2 and 3 W = modules delivered across semester A or B. * C = compulsory; O = optional Page 9 of 12

10 # A indicates that the module is non-condonable on this programme. 10. Professional Advisory Group The Primary Partnership Advisory Group, which represents partnership schools from across the region, meets at least once a term. This group advises and monitors the partnership between the University and schools. It also provides a mechanism for discussing changes in schools and helps to ensure that the programme is always up to date and meets the needs of the changing face of education. In the light of government policy changes, what is most important is that we have a history of working closely with our partnership schools which enables us to make best use of the expertise in schools to train the next generation of teachers. The programme is constantly revised to keep up with developments in schools through the input from PPAG so that students are equipped with the necessary knowledge, understanding and skills necessary to gain employment in schools. As well as the professional advisory group a range of other partnership groups regularly meet to evaluate and develop the programme. 11. Career Progression and Employability It is expected that, on successful completion of the programme, the majority of students will gain employment as a teacher. Taught sessions, tutorials, seminars and a careers fair all support the student in successfully applying for a teaching post. In addition, placements are offered (subject to availability) in London and in SEN schools to enhance students employability. By providing students with a specialism on the programme, the students are being equipped to be at the cutting edge of recent developments in government policy and to be highly employable in today s schools. The additional placement opportunities which have been built into the programme at the end of the second year will also enhance employability of the students as they may have experiences which lead to jobs in different settings. 12. Quality and Standards The quality of the student experience and the standards of the awards are managed and quality assured through the normal University regulations and procedures. Student achievement and progression is managed through the Module Assessment Boards (MABs) and the Progression and Award Boards (PABs). Programmes are reviewed annually through University s annual monitoring processes and procedures, including external examiner contributions, and incorporate student feedback mechanisms. 13. Support for Students and Student Learning The University recognises the value of the whole student experience within Higher Education and students have full access to University facilities for academic and pastoral support and Page 10 of 12

11 guidance. The Student Support team offers a confidential and comprehensive service to guide and support students through their studies in the following areas: Academic Advice Academic Skills Accommodation Disability and Inclusion Advice Service Employability and Careers Development Finance and Welfare Health Student Counselling and Well-being Student Volunteering Student support and guidance is further promoted by the following: Personal tutors for every student in the University Academic tutorial staff, including programme leaders, module leaders and tutors Extensive library, and other learning resources, and facilities Library and study skills guidance material Programme handbooks, and module guides The Chaplaincy Centre which is at the heart of the University and is used for social gathering, quiet reflection and prayer. On-campus Nursery provision. Page 11 of 12

12 Level H Level D Level C Appendix 1 Knowledge and Understanding Intellectual Skills Practical Skills Transferable/Key Skills Module PRIC01 X X X X X X X X X X X X X X X X X X PRIC02H X X X X X X X X X X X X X X PRIC03 X X X X X X X X X X X X X X PRIC04H X X X X X X X X X X X X X X X X X X X PRIC05 X X X X X X X X X X X X X X X X X PRIC06 X X X X X X X X X X X PRIC07 X X X X X X X X X X X X X X PRID01 X X X X X X X X X X X X X X X X X X PRID02 X X X X X X X X X X X X X X X PRID03H X X X X X X X X X X X X X X X X X X X PRID04 X X X X X X X X X X X X X X X X X X X PRID05H X X X X X X X X X X X X PRID06H X X X X X X X X X X X X PRID07 X X X X X X X X X X X PRID08 X X X X X X X X X X X X PRIDIM(H) X X X X X X X X X X PRIH01 X X X X X X X X X X X X X X X X X PRIH02 X X X X X X X X X X X X X X X X X X PRIH03 X X X X X X X X X X X X X X X X X X X PRIHD1 X X X X X X X X X X X X X X X PRIHD2 X X X X X X X X X X X X X X X PRIHIM X X X X X X X X X X Page 12 of 12