Modules

The programme is full-time over 36 weeks. Broadly, the programme comprises 12-weeks of university-based provision and 24 weeks based in school. Level 6 Modules Cycle 3 Core Studies: The Learner: who am I teaching? (30 credits; compulsory) This module places the child/pupil at the centre of the programme. Understanding how a pupil learns, based on theories of learning, practice-related evidence and the place of health and wellbeing, is fundamental to effective teaching and learning. This module challenges assumptions and beliefs related to cultural diversity and the expectations of a normative model of child development. This module also positions the teacher as a professional by considering safeguarding, child protection, contractual, pastoral and legal responsibilities. The assessment component for this module is a written assignment (100%; equivalent to 5000 words). Cycle 3 Professional and Pedagogic Studies: Leading the Learning: what, how and why am I teaching? (30 credits; compulsory) Housed in this module is the explicit development of phase appropriate subject-knowledge and pedagogic content knowledge needed to effectively teach the curricular content of each area of learning and experience. The module also explores the complex nature of the learning environment and the skills needed to manage learners, resources and other adults. The principles of planning, teaching and assessment for learning will be secured, and practical application evaluated. It is in this module that the two aspects of intellectual and experiential learning come together in the classroom and students are supported in their professional teaching experience by practicing teachers, peers and university-based tutors. The assessment component for this module is a portfolio (100%; equivalent to 5000 words). Level 7 Modules Core Studies: Learners, Schools and Communities: where am I teaching? (30 credits; compulsory) In this module, graduates study the importance of place and context; local and national. The transformative teacher looks beyond the classroom to the community where learners lead their lives and seeks to influence development in both. This means understanding the diverse nature of a community; the effect of poverty and social deprivation and how to use data to understand these issues further. The assessment components for this module are an individual video (50%; 10 minutes) and a written report (50%; 2,500 words). Professional and Pedagogic Studies: Researching the Learning: what, how and why am I teaching? (30 credits; compulsory) In this module, the four dispositions of the research-ready teacher are explicitly explored: being sceptical; being ethical; being a skilled researcher, and being part of an enquiring profession. Student teachers join with practising teachings to form communities of inquiry where real life problems are identified in the classroom and researched through a close-to-practice approach. Different methodologies will be explored including lesson study, case study and small-scale action research. The assessment component for this module is a research project (100%; 5000 words, with 1000 word equivalent allocated to the Ethics Form).

Assessment method

Modules and Assessment Modules are carefully designed to integrate theoretical and practical knowledge and are mostly delivered during the university-based period. Our programme content has been co-authored by university and school partners, and has been grouped under four module headings: • The Learner – who am I teaching? • Learners, schools and communities – where am I teaching? • Researching the learning – what, why and how am I teaching? (focus on research) • Leading the Learning – what, why and how am I teaching? (focus on subject discipline in practice) Organising the modules in this way means that you will be able to focus on the pupil and also take full account of the wider context that impacts on education. You will also be able to ensure that your classroom-based practice draws on a sound research base. This means that our programme will challenge you both practically and intellectually at the same time. Each module is assessed in a variety of ways, including written assignments, posters and presentations. The assignments are designed to enable you to reflect on your own practice and relate your experiences to the theory that you have learned. Your professional teaching experience is assessed against the Qualified Teacher Standards criteria through observations by your tutors and mentors and the submission of a portfolio of work evidencing competence against these standards."

Qualified teacher status (QTS)

To work as a teacher at a state school in England or Wales, you will need to achieve qualified teacher status (QTS). This is offered on this course for the following level:

• Secondary