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Primary Education (Later Years 5-11) with QTS ^*

BA Honours

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Primary Education (Later Years 5-11) with QTS ^*

BA Honours

Course Type: Full time (3 years)
Foundation (4 years)
Tariff Points: 112
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Course Overview

Do you want to positively impact a child's social and emotional development? Do you want to play a major role in a crucial stage of the development of a child's cognitive ability?

Children enter Key Stage 1 having experienced a range of exciting and practical learning opportunities in the Early Years Foundation Stage. In Key Stage 2, children are learning to use key skills like working with others, problem-solving and communication. They need quality learning opportunities to help them develop these skills effectively and prepare them for moving to secondary education and beyond.

We give you the opportunity to specialise in training to teach children aged 5-11 years old, so that you can ensure all children access the learning they need.

Why study with us?

• Learn how to deliver outstanding education in primary school settings with a specialism in the age phase 5-11.

• Benefit from our strong partnerships with a wide range of schools.

• Gain Qualified Teacher Status (QTS) when you complete your programme.

• Stand out from other Primary Education graduates by studying for a Catholic Certificate in Religious Studies alongside your degree.

Subject Focus Days

Are you a Year 12 student looking to start a degree in September 2021? Subject Focus Days are designed as taster days of what it's like to study each subject at Leeds Trinity.

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of our graduates in work or further study within six months.

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Course Information

About this course >

We give you the opportunity to specialise in training to teach children aged 5-11 years old, so that you can ensure all children access the learning they need.

You'll learn how effective teaching can impact a child's educational progress, developing teaching skills informed by theory and subject knowledge. You'll apply your knowledge in a classroom setting, working in all areas of the National

Curriculum. You'll understand the roles and responsibilities of a teacher and develop the professional skills of planning, teaching and assessing learning, as well as how to build effective relationships with children.

Leeds Trinity University courses terms and conditions

Further Study

Many of our Primary Education graduates decide to further their career prospects and opportunities for career progression by completing a Master's in Education.

Aimed at people working in teaching, training, lecturing or support positions in education, our MA Education is a part-time, professionally relevant programme designed to support reflective and evidence-based practice.

As a Leeds Trinity graduate, you will be eligible for up to 50% off the cost of our MA Education.

Modules >

Overview

Year one

Year two

Year three

Year 1

As soon as you begin the programme, you start your journey of professional development towards becoming a qualified teacher. In your first year, you will become familiar with the Teachers' Standards and the key roles and responsibilities of a class teacher. You will begin to develop an understanding of the key learning theories and aspects of child development that underpin all classroom activities.

Your specialist subject tutors will introduce you to key aspects of the curriculum for Early Years, Key Stage 1 and Key Stage 2. You will develop a good understanding of early reading and early mathematics development and how this underpins learning in the core subjects in later age-phases. Your subject tutors will support you in assessing and developing your own subject knowledge so that you feel confident in teaching your first lessons in school.

You will visit school weekly in the first semester to reflect on the key principles that you are learning, and to prepare for your first assessed block of school-based training. In your school-based training, you will be placed in a class appropriate to the age-phase you have chosen for your programme. With support from a school mentor and a University link tutor, you will begin to plan, teach and assess children's learning in individual lessons or areas of provision. You will be assessed throughout your placement against teachers' professional standards and finish with targets to support your progress to year two of the programme.

Year 2

In your second year, you will reflect on your own progress towards becoming a qualified teacher and set targets to develop your independence in the classroom. As part of your professional development, you will continue to build your understanding of how best to support children with a wide range of needs. Your weekly school visits prior to school-based training will help you reflect on best practice in this area. As well as a second assessed block of school-based training, you will have the opportunity to complete a placement in an alternative educational setting.

Working alongside subject specialist tutors, you will explore both the core and wider curriculum in further depth. You will have the opportunity to plan sequences of learning across a range of subjects and consider the impact on children's learning in terms of a holistic curriculum. In the core subjects of English and Maths you will consider in depth how to create opportunities for children to engage with key objectives and progression across the key stages.

In preparation for school-based training, you will develop skills in planning, teaching and assessing sequences of learning in the core curriculum and how to start making some links to the wider curriculum.

Year 3

In your final year, you will make the transition from trainee to Newly Qualified Teacher (NQT). Your University and school-based tutors will support you in preparing for your final assessed block of school-based training, where you will take on the full role of the class teacher. You will learn about the key ethical and legal responsibilities of the teacher and how to establish good working relationships with colleagues in school, including professionals from support services and parents. You will have the opportunity to identify a specialist subject or area for study, including an independent enquiry focusing on this aspect of professional practice. Throughout your final year, tutors will support you in preparing for your first teaching job and beyond.

You will build on your previous experiences at University and school to critically reflect on national priorities for Key Stage 1 and Key Stage 2. You will consider how the primary curriculum and assessment regime is influenced by political decisions and develop an understanding of the broader educational landscape. In preparation for school-based training you will consider how to approach the wider curriculum and how to support children's cross-curricular learning. There will be an opportunity to reflect on what you consider to be best practice in engaging children with the curriculum, particularly taking into account the needs of vulnerable groups of learners.

On this course you will study a range of modules which may include the following:

PED4012 - Introduction to the Teaching Profession
Students will reflect on the professional attributes of a teacher and their own academic and assessment expectations, allowing them to make links between theory and practice. Students will be guided in managing their time effectively using guided independent study time and taking responsibility for their professional and academic progress. Support for reflection will also be provided by taught sessions exploring and evaluating professional practice issues - the content of these will include: -Principles of teaching: planning, learning and assessment; -Child development; -Teachers' professional attributes and conduct. Students will be expected to reflect on the content of these sessions in terms of how they relate to their understanding and performance in other modules on the programme and to their experiences in school, including school-based training.
PED4302 - School Based Training 1
Students have school-based training (SBT) preparation sessions at the University that prepare them for becoming a professional in school and enable them to become familiar with current policies, national priorities and best practice. They attend 10 Focus Day visits in school and undertake activities that will support the university-based module. Students complete a further 40 days in school where they teach up to 50% of teacher's timetable.
PED4312 - Introduction to the Primary Curriculum (5-11) 1
This module aims to establish student's subject knowledge and the teaching of English (with particular emphasis on the teaching of reading), the teaching of mathematics (counting, place value, modelling calculation strategies for addition and subtraction) and using ICT to support professional practice. The English and Mathematics elements of the module will focus on how progression is built upon reflecting on prior learning and making connections within the subject content. This will underpin students' capacity to plan, teach and carry out assessments for formative purposes in the Later Years as per relevant national frameworks and structures. Content is also informed through liaison with school partners and evaluation of a range of school policies and practices. Curriculum content is informed by the Primary National Curriculum and will require students to engage with materials from the age-phase below (KS1). https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum
PED4322 - Introduction to the Primary Curriculum (5-11) 2
This module establishes students' subject knowledge of teaching English (in particular reference to the teaching of systematic synthetic phonics) and teaching mathematics (multiplication, division, fractions and decimals) and science (scientific enquiry within a range of scientific contexts). All elements of this module are focussed on subject and curriculum knowledge, however students will be introduced to practices of planning and techniques for assessment as part of the module. Subject knowledge and understanding will underpin students' capacity to plan, teach and carry out assessments for formative purposes in the Later Years as per relevant national frameworks and structures. Content is also informed through liaison with school partners and evaluation of a range of school policies and practices. Curriculum content is informed by the Primary National Curriculum and will require students to engage with materials from the age-phase below (KS1). https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum
PED4332 - Introduction to a Broad and Balanced Curriculum
In this module students will be provided with the opportunity to explore the Foundation Subjects to enable them to begin to develop the pedagogical skills and curriculum knowledge to teach across the Key Stage 1 and 2 Curriculum Subjects. The module will introduce students to curriculum knowledge and basic pedagogical approaches related to all subject areas. Links will be made to PED4312, PED4322, PED4452 and PED4462. This will help students to understand how relationships between all curriculum subjects provide quality educational experiences in primary settings.
PED4342 - Educational Project
The module enables students to research an area or topic using a wide variety of theoretical frameworks to extend personal understanding. Content is negotiated with the supervisory tutor but is principally led by students' personal interests. A variety of relevant topics areas will be discussed on an individual basis and students are strongly encouraged to drawn upon earlier modules studied but extend their knowledge here through deeper interrogation with literature. Understanding of ethical considerations is integral to understanding of the module. The project will encompass primary and secondary sources. Indicative content will include- - The changing education landscape - Curriculum development - The move to school academisation - Promoting good behaviour - Personal and social aspects of learning - Diversity and inclusion - Assessment in a post-levelling era. - Use of feedback to promote pupil learning - Children's mental wellbeing
PED4422 - Understanding Learners and Learning
Students will develop an understanding of childhood, early socialisation and individual learning needs. They will examine the role of the teacher in creating and managing an effective learning environment and the interactions that take place therein. They will explore behaviours for learning and the implications for quality teaching and learning. Students will consider the role for the teacher in promoting partnerships with colleagues, parents and other agencies and develop knowledge of a variety of roles and responsibilities in this context. Students will become familiar with the legal framework within which the wider pastoral responsibilities of primary schools are carried out. Students' professional learning visits will provide the opportunity to explore a variety of learning environments in which they will be able to observe and evaluate practice in relation to the module. They will be encouraged to reflect on and evaluate the impact of their learning on their professional practice.

On this course you will study a range of modules which may include the following:

PED5662 - Educational Project
The module enables students to research an area or topic using a wide variety of theoretical frameworks to extend personal understanding. Content is negotiated with the supervisory tutor but is principally led by students' personal interests. A variety of relevant topics areas will be discussed on an individual basis and students are strongly encouraged to drawn upon earlier modules studied but extend their knowledge here through deeper interrogation with literature. Understanding of ethical considerations is integral to understanding of the module. The project will encompass primary and secondary sources. Indicative content will include- -The changing education landscape -Curriculum development -The move to school academization -Promoting good behaviour -Personal and social aspects of learning -Diversity and inclusion -Assessment in a post-levelling era. -Use of feedback to promote pupil learning -Children's mental wellbeing
PED5742 - Developing the Primary Curriculum 1 (5-11)
The module will build on PED4312 and PED4322 to develop students' subject knowledge and understanding in English, Mathematics, Science and PE. Trainees will explore a range of teaching methods within each subject. National priority areas and educational developments in each subject area will be addressed. Subject knowledge and understanding will underpin students' capacity to plan and teach units of work, embedding assessments for formative and summative purposes as per relevant national frameworks and structures. Students will be supported in reflecting on current practice in preparation for the assessment and seeking to identify links and make connections between elements of the module in support of progression towards Level 6 demands.
PED5752 - Becoming a Teaching Professional
The module builds on reflective practice established in Level 4 with a focus on students developing their own professional practice. Students will reflect on key theories about the teaching and learning of children, including current national priority areas. Specific links to teachers’ professional standards will be made in areas of: learning behaviours, metacognition, differentiation, and assessment processes. The module includes a placement from a range of settings outside mainstream classrooms. Students will be provided with opportunities to develop knowledge and understanding within a particular area of interest e.g. special school provision, museums education, outdoor learning, international learning and spiritual and cultural retreats.
PED5762 - School Based Training 2
Students have SBT preparation sessions at the University that support them in reflecting on their experiences in PED4302 and support their development as a professional in school. They will become more familiar with current policies, National Priorities and best practice. Students complete a further 35 days in school where they teach up to 70% of teacher's timetable.
PED5772 - Developing the Primary Curriculum 2 (5-11)
In this module, students will further develop their knowledge and understanding of pedagogical approaches and methods for teaching the full curriculum. It builds on PED 4332 to cover current issues and evaluate a range of sources in relation to teaching and learning across foundation subjects. The module will give students a deeper understanding of pedagogical and assessment processes which underpin high quality delivery of foundation subjects. Current approaches to curriculum-wide planning, teaching and assessing will be evaluated. There will be opportunity for students to explore cross-curricular experiences, including outdoor learning.
PED5782 - Understanding Inclusion
Students will gain an awareness of barriers to learning experienced by children with identified specific additional needs: e.g. physical needs, medical needs, social/emotional/behavioural needs, linguistic needs (English as an additional language); and specific learning needs, e.g. Dyslexia, ADHD, Asperger's Syndrome, more able / Gifted & Talented; and how these may manifest themselves in the classroom. The module looks at identifying needs and the evaluation of the approaches or interventions to support specific needs, e.g. the role and responsibilities of the SENCo, use of Code of Practice for SEND, IEPs/IBPs, the role of the teacher and other adults, and specialists. Module content will include responses to national priority areas.
PED5792 - Introducing Practitioner Enquiry
The aim of the module is to help students carry out a small-scale enquiry and to reflect on how this can influence their own learning and development. They will be introduced to the principles of evidence-based practice and the impact it can have on professional development for teachers and improved outcomes for children. These principles will be linked to the role of practitioners as enquirers and the process of practitioner enquiry. There will be clear guidance on ethical requirements and expectations in relation to Practitioner Enquiry. Students will have to demonstrate how they will meet these in any enquiry undertaken.

On this course you will study a range of modules which may include the following:

PED6332 - Educational Project
The module enables students to research an area or topic using a wide variety of theoretical frameworks to extend personal understanding. Content is negotiated with the supervisory tutor but is principally led by students' personal interests. A variety of relevant topics areas will be discussed on an individual basis and students are strongly encouraged to drawn upon earlier modules studied but extend their knowledge here through deeper interrogation with literature. Understanding of ethical considerations is integral to understanding of the module. The project will encompass primary and secondary sources. Indicative content might include: -The changing education landscape -Curriculum development -The move to school academisation -Promoting good behaviour -Personal and social aspects of learning -Diversity and inclusion -Assessment in a post-levelling era. -Use of feedback to promote pupil learning -Children's mental wellbeing
PED6434 - Enhancing the Primary Curriculum (5-11)
Students will develop critical understanding of different curricular Models and design. They will critically evaluate alternative curriculum design models. Taking a creative and critical approach to curriculum design, students will consider cross-curricular elements and how this type of delivery can impact on pupil progress and engagement with learning in a variety of settings. Students will be expected to evaluate both practical and theoretical understandings of contemporary curriculum issues.
PED6444 - Enhanced Enquiry Project
This module will enhance study completed in PED5472 Introducing Practitioner Enquiry. In this module, students will independently carry out a small-scale research project and record their findings appropriately. Students will develop their knowledge and understanding of ethical issues, carrying out literature reviews, planning and conducting research, analysing evidence and drawing conclusions. Students will also critically evaluate the role of research in developing personal and professional practice.
PED6962 - School-Based Training 3
Students have SBT preparation sessions at the University that embed detailed knowledge and support their critical understanding of the professional attributes necessary within an educational setting; these are aligned to statutory guidance relating to professional standards. Students then complete 45 days in school where they teach up to 70% of teacher's timetable demonstrating a depth of understanding of current policies, National Priorities and best practice.
PED6972 - Educational Debates
This module aims to make students critically aware of current and key issues affecting primary education. It is flexible to respond to these but also proactive in identifying the salient issues for primary teachers. Indicative content includes: the changing nature of schools and the different types of schools in the UK system. Students will synthesise international evidence on successful school systems and school reform. They will critically appraise different pedagogical models of teaching and interrogate the evidence of 'high quality teaching' and the science of learning. They will understand what determines evidence-based teaching and how to embed research into their pedagogical toolkit. The module examines the wider role of teachers in the 21st century, enabling their development in critical reflection, professional learning and teacher leadership

Structure >

Learning and Teaching >

There are four key strands which structure your learning and professional experience at university and in school:

Professional Standards and Practice

In this strand, we support you in understanding what it means to be a teacher. You will develop a deep knowledge and understanding of the statutory frameworks that teachers work within, which includes the Teachers' Standards that all teachers work towards, current Ofsted and Department for Education guidance, and best practice in meeting your legal and ethical obligations in key areas such as safeguarding, child protection and special educational needs.

Curriculum Knowledge and Pedagogy

Teachers need to be confident in working with all aspects of Early Years Foundation Stage and the National Curriculum. We will support you in building a strong knowledge base, particularly in the core subjects of English and Maths, and guide you in developing further subject knowledge independently.

We understand that we can't teach you the whole curriculum – and no teacher ever knows the full curriculum! Our focus is on preparing you with the understanding of how to develop your knowledge to teach a broad and balanced curriculum, and provide you with an understanding of subject and age-specific pedagogy which will equip you with the skills to plan, teach and assess across the curriculum confidently.

Theory into Practice

Teaching, and working with young children, is a complex profession. As teachers, we are surrounded by 'top tips' and 'quick fixes'. Sometimes the choice and advice given can seem bewildering. An important aspect of training to teach is developing your understanding of why we work in certain ways.

Why do we choose different assessment types? Why do we ask different types of questions? Why do we group children in different ways? Understanding the theory behind what works helps you to reflect professionally on these types of questions and sets you up to be confident in your own practice and decision making.

Teaching in the Primary School

You can't become a primary teacher without experiencing the classroom. In each year of the programme you will spend a substantial block of time working alongside excellent practitioners in our partnership of Early Years and Primary settings.

We support you to build your skills gradually: from working with individual children at the start of your training, to planning and teaching sequences of lessons, to taking on the role as class teacher in your final placement. Along the way you are always supported by a school mentor.

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At Leeds Trinity we aim to provide an excellent student experience and a personal approach to helping students achieve their academic and professional potential. We have a strong tradition of supporting student employability, with relevant skills embedded in the curriculum and professional work placements included in all our undergraduate programmes.

The key themes of our strategy are student confidence, professionalism and social responsibility. To help students achieve their potential we emphasise learning as a collaborative process, with a range of student-led and directed activities. This approach ensures that students fully engage in shaping their own learning, developing their critical thinking and reflective skills so that they can identify their own strengths and weaknesses, and use the extensive learning support system we offer to shape their own development. Our full Learning, Teaching and Assessment Strategy can be accessed here.

Modules on this programme are delivered through a combination of lectures and small group tutorials/seminars. In primary education we are aware that students learn best when able to draw on their own and others' experiences and ideas, so we include opportunities within teaching sessions for group work and discussion. We have excellent teaching facilities which include resources and ICT that would be found in schools so that there is opportunity to practise new skills with tutor support.

On this programme students undertake periods of school based training in each year. In order to meet the Teachers' Standards (2012) students will be assessed in each placement and will receive detailed formative feedback and target setting with school and college staff. Over the programme of the 3-year programme students will spend 24 weeks on school based training in two partnership schools. Leeds Trinity has been graded as outstanding in partnership and has a strong relationship with over 300 schools across the region.

In addition to these 24 weeks, students have a 2-week alternative professional work placement which can be in a setting other than a mainstream primary school such as a special school; hospital school; school abroad; museum education centre; children's centre.

We are aware that many students want to teach in Catholic schools, so we also offer the Catholic Certificate in Religious Studies as an addition to the core programmes. Students can also request to have a placement in a Catholic school, which we aim to accommodate. Our history as a provider of teachers for Catholic schools goes back over 40 years and we are proud of our relationship with the diocesan schools from Leeds and surrounding areas.

You will have the opportunity throughout the programme to engage in extra-curricular activities and volunteering related to teaching. The department arranges occasional seminars and presentations from outside agencies which enhance student awareness, for example in 2012 we presented an evening related to Regio Emilia from teachers who had adapted the approach for their own classrooms. Other activities have included a forest school club; music sessions; trips to cemeteries and archaeological sites – all of which enhance the student experience and relate well to teaching.

We make extensive use of Moodle, Leeds Trinity's Virtual Learning Environment (VLE), to support class sessions, and of e-resources to enable 24/7 access to learning materials from off-campus.

Assessment

A variety of assessment methods are used, matched to the learning outcomes for the programme, to enable students to demonstrate the full range of knowledge and skills that they have developed. There is some scope for students to be involved in negotiating and evaluating some assessment.

Assessments tailored to this programme include formative assessments where you will be provided opportunities to develop new skills and receive feedback from tutors prior to completing the final assessment for the module. These will include presentations, group tasks, reports and audits. Assessments will use a variety of media and can include practical as well as purely academic elements.

On this programme there are some assessments which are marked on a pass/fail basis rather than graded. Please note that these assessments are excluded from the calculations made to produce the figures published in the Key Information Set (KIS) for this programme/subject.

The Primary Education programmes have been carefully designed to ensure that you receive the opportunity to be assessed in all skills that you will require as a professional teacher, so you do not get a choice about the style of assessment. However, there are opportunities as the programme progresses to develop areas of interest either in essays or for research.

In addition to each of your module assessments you will take a programme level assessment in each of the first and second year of your programme. This is designed to assess your understanding of everything you have been taught and to help you to understand how different elements of your degree fit together to make a coherent programme.

You will be given weekly directed activities to complete in each module. These will contribute marks towards the final module assessment and reward engagement with the content of the module. They will also help you to check your understanding of what has been taught. Some of these activities may include further reading or preparation tasks for seminars. Some of the tasks will be completed online and may include quizzes which provide you with instant feedback on your understanding of the module content. In some modules lecturers may place some of the taught content on videos which you may be required to watch prior to attending a class. This will free up time for you to work on meaningful projects in class.

On this programme there are some assessments which are marked on a pass/fail basis rather than graded. Please note that these assessments are excluded from the calculations made to produce the figures published in the Key Information Set (KIS) for this programme/subject.

Entry Requirements >

Typically, our entry offer for this degree course is 112 UCAS tariff points from 3 A Levels or equivalent qualifications.

For the old GCSE system we require grade C or above and for the new GCSE grading system we will accept grade 4 or higher in English Language, Maths and Science.

We accept the following GCSE Science equivalencies: BTEC Level 2 (Merit or Distinction), OCR Nationals Level 2 (Merit or Distinction) and www.equivalencytesting.com - Science. Please contact admissions@leedstrinity.ac.uk if you are unsure.

We welcome students with a range of qualifications and treat every application on its own merit; we value highly the experience you illustrate in your personal statement.

Applicants who meet the entry criteria will be invited to interview. You will need to attend an Interview Day before we can offer you a place on this course. Read more about our Interview Days here.

Applicants who are offered and accept a place will be contacted regarding the DBS application, which will be completed via an external company.

All entrants to Initial Teacher Training (ITT) courses are required to be declared as 'fit to train to teach', you will be asked to complete a health assessment as part of the entry conditions to the programme.

Student Finance >

UK & EU Students:

Tuition fees cost £9,250 a year for this course in 2019/20. Part-time tuition fees would be pro-rated accordingly to the number of credits you're studying. Depending on government policy, tuition fees may rise with inflation in future years. Find out more here.

Living costs will also need to be taken in to consideration. Find out more about accommodation and costs here.

Leeds Trinity offers a range of bursaries and scholarships to help support students while you study. Get more information about bursaries and scholarships here.

International Students:

Tuition fees cost £12,000 per year for this course starting in 2019-20. Part-time study is not available for international students on a Tier 4 Student Visa. Find out more

Additional Costs

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School-based Training

In each year of the programme, you'll benefit from a minimum of seven weeks training in a primary school setting, with experiences across Key Stage 1 and Key Stage 2. At each stage of training you will be supported by an expert school mentor, as well as a University link tutor.

In the first year, you will gradually take on some of the teacher's role, by supporting in the classroom, planning and delivering small group teaching sessions and moving on to teach whole class lessons. Throughout the second and third year, you will build up the amount of time you spend planning, teaching and assessing children until you have gained the independence needed to be successful in your first year of teaching.

Learn more about your School-based Training.

Career Progression

As a qualified teacher, you'll open the door to a wide range of career progression opportunities that will not only increase your earning potential, but will help you to make a difference at a much higher level.

We're really proud of our alumni, whose teaching careers have taken them across the UK and the world. They're making their mark on the future generation as heads of departments, head teachers, pastoral care leaders and even as international school founders.

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