BA Honours Primary Education (Later Years 5-11) with QTS Degree

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:

PED5012 - Professional Learning and Development 2
This module builds upon reflection established in Level 4. The module firstly examines in depth the range of professional learning theories that guide professional practice. It also requires students to consider themselves as independent adult learners in the workplace. Students will critically reflect on their professional and academic progress by reviewing previous targets set and outcomes from all assessments. Additionally, students will also critically reflect upon the objectives of the different elements of the modules with a particular focus on developing their professional knowledge. With the support of their University development tutor, students will jointly set increasingly challenging developmental targets that will enable them to explain how their developing knowledge and experience will impact on their practice. Development tutors will support how students are engaging in the modules, managing their time effectively, using guided independent study time and taking responsibility from their professional and academic development. Students will engage in a range of directed tasks related to reflection on professional practice and experiences in school-based training. At this level, support for reflection will also be provided by taught sessions exploring professional practices - the content of these will include: -The assessment process, including use of data; -analysing data to identify and plan for pupil progress; -applications of formative and summative data; -evaluation of school-based practices in this area; -safeguarding, including promotion of fundamental British values; -practices relating anti-bullying.
PED5472 - Inclusion, Learning and Teaching
This module will consolidate and further develop knowledge acquired in Level 4, in relation to teaching pupils with a variety of needs and inclusion. Throughout the module students will be required to consider the educational needs of pupils with Special Education Needs, English as a second Language and Gifted and Talented, etc. within the wider context of teaching all pupils effectively. The module content includes such areas as: -The roles and responsibilities of the class teacher and all professionals in working with pupils with additional needs. -The role of the parents and carers and the importance of effective communication, including safeguarding procedures that may emerge from this (appropriate to level of training). -Promoting participation of pupils in meeting their own needs -The role of the special school within inclusive education -Early identification of needs and methods of monitoring and assessing progress of pupils The design of this module is co-constructed with school partners, particularly those in Special Provision. This includes some direct delivery from partner professionals working in this field.
PED5522 - English, Mathematics and Science with Design Technology (DT)
This module consolidates students' subject knowledge and understanding related to English (with particular emphasis on children's development as writers) and mathematics (data-handling, shape and measure), and establishes students' subject knowledge in science / DT (investigations, the design and make process). The DT and Mathematics elements will merge for assessment purposes, to explore the use of mathematics throughout the curriculum, the importance of promoting and developing skills and the uses of context in teaching. Subject knowledge and understanding will underpin students' capacity to plan and teach units of work, embedding assessments for formative purposes as per relevant national frameworks and structures. Students will be introduced to some systematic approaches to reflecting on, and evaluating professional practice. This module will address the following from the Teachers' Standards effective from 1st September, 2012: 2 Promoting good progress and outcomes by pupils 3 Demonstrate good subject and curriculum knowledge 4 Planning and teaching well structured lessons 6 Making productive use of assessment
PED5532 - Developing the foundation subjects and Religious Education
This module builds on the knowledge, understanding and skills developed in the level 4 modules PED4332 Introducing the foundation subjects, PED4312 English, maths and computing and PED4302 SBT 1. In this module, students will further develop their knowledge and understanding of pedagogical approaches and methods for the teaching of foundation subjects, with specific reference to subject and curricular knowledge of history, art, music and Religious Education. History, art and music as foundation subjects: Students will engage in debate around current issues and national priorities with regard to the teaching of History, Art and Music in the Primary School. There will be an opportunity to explore, interrogate and critically evaluate a range of research journal articles in relation to the teaching of History and Music in the Primary School. Students will consider the nature of Music and Music as part of the Primary Curriculum. They will consider the value and benefits related to the teaching of Music. Time will be given for exploration and evaluation of current initiatives associated with the teaching of Music. Specific curriculum focus will involve an analysis of music composition and how this is taught in the primary school. Students will examine the nature of History and how this relates to the teaching of pupils in the later years of the primary curriculum. They will study related pedagogies for teaching history including an evaluation of the use of artefacts, stories, visual sources, oral, etc. Some reference will be made to the use of role play, local fieldwork, museum visits, archaeology etc. The inclusive nature of history teaching will be promoted throughout. There is a focus in this element of the module on values, both historical and contemporary which includes Holocaust awareness - this is also intended to allow students to recognise fundamental, consistent and inclusive British values. Students will explore and attempt to define the nature of Art. They will study the role and status of Art in the primary curriculum. They will justify and argue the value and benefits related to the teaching of Art, including as a format for understanding cultural diversity. Taught sessions will explore and evaluate current initiatives associated with the teaching of Art. RE: In this module, students will all receive a general introduction to the RE agreed syllabus appropriate to age range studied. They will have the opportunity to reflect on providing moral, spiritual, social and cultural education. They will focus on: -Critically assessing the context for religious education in the United Kingdom and, in the context of an increasingly globalised society, knowledge of the globe in which we live, namely one which is multi-racial, multi-religious and multi-cultural. -Students are both challenged and supported in an exploration of dominant values expressed by Faith communities, and what this might mean for them as individuals, as student teachers, and for the pupils and staff with whom they work. -It explores ideas of insider/outsider, nature/nurture, ethnicity/identity, stereotype/prejudice, inclusive/exclusive, set against a background of religious ethical principles and beliefs. All content makes explicit reference to the content of the Primary National Curriculum: https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum This work will support students in preparation for the level 5 module, PED5632 SBT 2 as they prepare to take on more responsibility for teaching and learning in the classroom. Students continue to develop as reflective practitioners through PED4012 and PED5012 Professional Learning and Development modules. In this module, students are encouraged to use those skills to reflect on and evaluate their own skills and practice in relation to planning, teaching and assessment, differentiation and observation and how they enable and support learning. They will consider the impact of their practice on pupil progress. They will continue to develop and refine their key professional skills in relation to planning, teaching, assessment and self-evaluation, as well as enhancing their own professional development through personal reflection. Analysis of current practices in partner schools informs the setting of priorities for content in this module.
PED5632 - Teaching in the Primary School 2 (SBT)
i.Establish effective working relationships with colleagues, parents and carers. ii.Ensure they understand their responsibilities in relation to child protection and act to ensure children are kept safe, operating within the policy and practice of the school iii.Demonstrate nderstanding of their own and others' roles within school. iv.Demonstrate high expectations of children as learners and develop constructive and supportive relationships with them. v.Contribute and share in the corporate life of the school and take responsibility for implementation of school policies and practice. vi.Undertake lesson observation of established teachers/lead practitioners in order to evaluate and learn from effective practice. vii.Develop independence in planning and teaching series of lessons/ learning episodes across the curriculum. viii.Use a range of assessment strategies effectively to support pupil progress. ix.Provide effective feedback on pupil attainment that identifies pupil progress and supports individual learning needs. x.Plan for opportunities outside the classroom context that will enhance children's learning. xi.Establish the use of frameworks that promote classroom discipline and demonstrate positive values in creating a purposeful and safe learning environment. xii.Reflect upon and evaluate their own teaching and engage in the coaching and mentoring process in order to develop their professional needs.
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
PED5722 - Understanding Inclusion
This module will build on knowledge, concepts and content from the level 4 modules, and in particular from Understanding Learners and Learning (PED 4422). The aim of this module is for students to gain deeper insight into the diverse range of learners in mainstream settings, how they develop and any challenges to learning that they may face. The module will provide students with the opportunity to explore a wide range of theories and practices around inclusion; including policy initiatives, identifying and meeting the needs of individual learners, approaches to the curriculum and practical strategies to meet the needs of a diverse range of learners, cultural diversity and citizenship, gender and linguistic diversity. A further aim of this module is to enable students to identify the individual needs of learners and some of the approaches used in mainstream schools to support those needs. Students will develop and awareness of conditions experienced by children with identified specific needs eg. physical needs, behavioural needs, linguistic needs (English as an Additional Language) and specific learning needs eg. Dyslexia, ADHD, Autistic Spectrum Disorders, more able / Gifted & Talented and how these may manifest themselves in the classroom. They will develop and understanding of methods for identifying needs and evaluate the approaches used to support specific needs, eg. the role and responsibilities of the SENCo / Inclusion co-ordinator, use of Code of Practice for SEN, role of adults - Learning Support Assistants, parents, specialists, etc. Students will discover a range of strategies for working with others, including parents/carers and the team around the child. The module will include an introduction to child protection, identifying signs of abuse, categories of abuse and the roles and responsibilities of adults in school eg. Child Protection Officer. Issues around the use of multi-agency working and recording and reporting abuse will be explored. Students will explore issues related to diversity and inclusion, meeting the needs of all children including those with EAL, and recognising and overcoming barriers to learning, to include looked-after children, refugees / asylum seekers and Gypsy Roma Traveller children (those termed nationally as 'vulnerable groups'). Students will gain an insight into whole school issues - examining policy and practice in, eg. managing challenging behaviour and bullying, and holistic themes such as Healthy Schools, Education for Sustainable Development and pupil voice through Personal, Social and Health Education and school councils.

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

PED6242 - Teaching in the Primary School 3
i.Establish effective working relationships with colleagues, parents and carers. ii.Ensure they understand their responsibilities in relation to child protection and act to ensure children are kept safe, operating within the policy and practice of the school iii.Demonstrate understanding of their own and others' roles within school. iv.Demonstrate high expectations of children as learners and develop constructive and supportive relationships with them. v.Contribute and share in the corporate life of the school and take responsibility for implementation of school policies and practice. vi.Undertake lesson observation of established teachers/lead practitioners in order to evaluate and learn from effective practice. vii.Develop independence in planning and teaching series of lessons/learning episodes across the curriculum. viii.Use a range of assessment strategies effectively to support pupil progress. ix.Provide effective feedback on pupil attainment that identifies pupil progress and supports individual learning needs. x.Plan for opportunities outside the classroom context that will enhance children's learning. xi.Establish the use of frameworks that promote classroom discipline and demonstrate positive values in creating a purposeful and safe learning environment. xii.Reflect upon and evaluate their own teaching and engage in the coaching and mentoring process in order to develop their professional needs.
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
PED6512 - Teachers for the 21st Century
This module is designed against a fast changing educational landscape in which teachers of the future need to be aware of global issues in Early Years and Primary education as well as those at local and national levels (e.g. academisation, schools-led teacher education; high stakes testing and teacher accountability). There are 4 themes dominant in the module: Schools of and for the future. Students will consider what makes schools effective using evidence of educational performance in international contexts (e.g. Programme for International Student Assessment (PISA) outcomes) and nationally, including Free Schools, Academies, Multi-Academy Trusts (MATs) etc. They will examine in depth the success ingredients of school effectiveness and school improvement. High quality teaching and learning With a high priority placed on high quality teaching, students will examine excellence in pedagogy drawing upon new models of learning - Claxton's Learning Power, personalised and co-operative learning models as in Kagan structures, social and emotional aspects of learning and metacognition. They will investigate a range of instructional strategies such as high-order questioning, modelling which embrace the principles and techniques of outstanding teaching using the Ofsted framework for outstanding teaching as one example of excellence. Pupil Progress data. They will gain skills in interrogating relevant data sets as measures of attainment and progress. They will know how to use formative assessment as keys to student learning and understand how to use diagnostic and summative assessment effectively. Professionalism. They will understand how teachers act as learners who co-construct knowledge. The module examines theories of professional learning and the specific Pedagogical Content Knowledge (PCT) required to be expert teachers. It considers 'mastery learning' and how to become masters of learning. Finally it addresses future professional learning needs auditing into their NQT year.

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.