|Attendance||UCAS code||Year of entry|
|3 years full time||XQD3||2017
This course will equip you with the skills and knowledge required to become a highly effective teacher working in the vibrant and exciting setting of a primary school. At the heart of the course is pedagogy, the art of teaching. You will develop key professional knowledge in areas such as learning theory and child development. We will support and challenge you to apply this learning to the various curriculum subjects and wider aspects of education. Over the course of the three years, our aim is that you gain the knowledge and insight enabling you to grow, professionally and personally, into the best teacher you can be.
Exploring the primary national curriculum, you will develop critical subject knowledge alongside learning how best to teach each subject to children of different ages, needs, attributes and experiences. In addition to core elements, there are some opportunities for you to personalise the course in relation to your interests and experience.
In Year 1, you will select an area of the curriculum to follow throughout your degree. This will enable you to explore your chosen area in greater depth as you enhance your knowledge, investigate specific teaching approaches and examine key debates. This will be the area that you focus on for your dissertation.
Throughout the course, there is a key focus on relating theory to practice. School placements will enable you to contextualise and deepen your University learning; these experiences will then feed back into further learning at University. We work in partnership with a wide range of schools, so no two placements will be the same. You will have the opportunity to experience a diversity of community and practice, building your understanding of teaching and learning with pupils across the primary age range.
The focus in Years 1 and 2 will be on developing your understanding of good practice in schools, leading to an assessed school placement in Year 3.
Beyond the taught course, employability and outreach projects give you opportunities to apply your skills more widely, gaining valuable experience in broader educational settings.
You will spend a total of 120 days in schools during your degree. Placements will be in different schools each year so that you experience a range of classroom settings and work with children from different backgrounds: inner and outer London, Surrey and Hampshire.
You will be supported as you develop your teaching skills and take increasing responsibility for children's learning. You will also observe and analyse experienced teachers. The employability project and the outreach programme give you opportunities to work with children in broader educational settings.
Please be aware: applicants starting initial teacher training courses need to pass the skills tests before starting their course to ensure they can be recommended for the award of qualified teacher status (QTS). Find out about how to register for the skills test.
Please note that this is an indicative list of modules and is not intended as a definitive list. Those listed here may also be a mixture of core and optional modules.
This module comprises two complementary elements.
Part A will address the key subject knowledge required to teach English in the primary classroom. Students will be introduced to the current context for primary English and the expectations for children's learning with a particular focus on early language development, early reading (including phonics) and early writing. The module will be underpinned by extensive reading of children's literature and will consider creative contexts for supporting children's language and literacy development. Part B of this module is a practice-based element involving a school placement. All activities are intended to foster the academic and professional development needed for student teachers to address the required standards, exemplified in the Teachers' Standards.
This module addresses aspects of subject and pedagogic knowledge related to the core primary subjects of mathematics and science. The module is designed to provide an introduction to early number within mathematics and the key skills and concepts that underpin the teaching of primary science.
In this module, students will build on the knowledge and understanding that they have gained in their chosen subject specialism at A' level or equivalent and will consider how their subject is taught in the primary classroom. Students will gain insights into different theoretical perspectives which offer a lens through which to consider their chosen specialism and its related pedagogy.
The module will introduce students to the concepts, principles and practice of the Arts and Humanities in the primary curriculum. Issues related to curriculum content, planning, out of classroom activities, creativity and cross curricular links will be studied with specific reference to various aspects of the Arts and Humanities.
This module is designed to further develop the students' subject knowledge in English and the Broader Curriculum (History, Geography, RE & Citizenship, and Languages & Culture) to widen their teaching repertoires through a consideration of the role of talk and creativity in children's learning.
This module will enable students to acquire further aspects of appropriate subject and pedagogic knowledge related to the core primary subjects of mathematics and science. The module is designed to provide an introduction to shape, space and measure within mathematics and key skills and knowledge that underpin the teaching of primary science. Within the module focus will be placed on identifying and addressing misconceptions alongside the use of talk to promote understanding and develop Higher Order Thinking Skills.
This module comprises two complementary elements.
The first section of this module is taught at University. This section of the module helps to prepare students for school experience and beyond in terms of understanding the interplay between theory and practice, and helping students to make informed choices, with a particular focus on inclusion. The different conceptions of inclusion are explored with professionals from the 'world of work' presenting their experiences and points of view. The module also enables students to reflect and research on an element of inclusion within their school experience, analysing ways to develop practice.
The second and main section of this module is practice based element involving school placement which contributes to the statutory requirement for DfE accredited primary under-graduate training programmes to incorporate at least 24 weeks in school settings. Observation, discussion, practice and its documentation undertaken in school settings is intended to foster the academic and professional development needed to provide a basis for a later school experience placement in which student teachers meet the required standard for the award of Qualified Teacher Status (QTS). The prime reference point in the programme of activities undertaken will be the DfE document Teachers' Standards and the standards and requirements set out therein, or any subsequent document of similar status and effect.
This module builds on the understanding gained in the first module of the English subject specialism course in which students have had the opportunity to explore a range of contemporary fiction written for adults and children. The module follows two discrete parts. The first part focuses on creative writing; the students will write a short story for a primary phase audience and will have the opportunity to peer assess each other's writing and receive feedback from children. The second part of the module will investigate Shakespeare and other classic texts and consider their potential for creative application in a primary setting. The main focus here will be on exploring the ways in which the new literacies, including multimodal texts and drama, can be employed to support pupil engagement and response to these texts.
The subject specialism aims to develop academic abilities in mathematics in a stimulating and creative way as well as to prepare trainees for the role of Mathematics Specialist or co-ordinator) within primary schools. This module seeks to develop knowledge and understanding, enjoyment and appreciation of a variety of mathematics topic through taught sessions delivered by a team of enthusiastic mathematicians and mathematics educators.
This module will enable students to further develop their specialized science knowledge alongside aspects of pedagogic content knowledge associated with practice in the primary science classroom. There will be opportunities to develop educational technologies specific to teaching the subject.
This module offers an opportunity for European students to broaden their academic and professional knowledge and understanding as beginning teachers.
Erasmus students will gain an insight into the approaches used in the primary school through the school placement. Students will be expected to participate in dialogue with primary school teachers and other professionals and engage with some teaching activities.
Students will have an opportunity to further enhance their knowledge and understanding of different pedagogical approaches in lessons based on the core and foundation subjects in the national curriculum. This will aid them in critical reflection on their own practice.
In the university Erasmus students will participate in selected university sessions as negotiated between the host and sending institutions. Participation in the university sessions and the school placement also provides an opportunity for the students to reflect on comparative educational systems and approaches to pedagogy. All Eramsus students will be supported by a personal tutor.
This module is designed to enhance and extend students' pedagogical subject knowledge in English, Mathematics and Science and to equip them with the necessary skills to teach these subjects effectively in the primary classroom. Students will be encouraged to explore and reflect on the pedagogical links between these key areas through a consideration of inclusion, creativity, diversity and assessment for learning.
The purpose of this module is to develop practical understanding of ways in which educational technologies, including concepts of computing, digital literacy and e- safety, can be effectively incorporated into areas of primary teaching covered by the module. Students will be given the opportunity to select, use and create digital artifact(s) that address key aspects covered by the curriculum with particular reference to Primary Languages, Humanities and the Arts. The module will also address relevant current developments in government policy and emerging good practice in schools. Students will be asked to consider their own experience in schools in order to analyse and evaluate the pedagogical opportunities and challenges of using technology to foster children's learning.
This module comprises two complementary elements.
Part A is the taught element at University. This section of the module is designed to help with the transition as an emerging professional in the final school experience placement and beyond into 'the world of work.' Students will engage in research and debates about the importance of the well being of learners, curriculum design and pedagogic approaches to teaching and learning in primary settings, resulting in the design of an innovative scheme of work that has the potential to be used in school. A particular focus will be on developing a community of learners in their first post, mindful of the dynamic context of contemporary primary education especially in relation to technology.
Part B of this module is the practice based element involving school placement which contributes to the statutory requirement for accredited primary under-graduate training programmes to incorporate at least 24 weeks in school settings. Observation, discussion, practice and its documentation undertaken in school settings is intended to foster the academic and professional development needed for student teachers to meet the required standards for the award of Qualified Teacher Status (QTS) towards the end of the placement. The prime reference point in the programme of activities undertaken will be the DfE document Teachers' Standards and the standards and requirements set out therein, or any subsequent document of similar status and effect.
The Extended Study will build on the students' understanding of their specialist subject which has been introduced and developed in the first two years of the programme. It will enable students to enhance their pedagogic expertise through a critical understanding of key issues and recent research in their chosen subject. Students will be required to demonstrate their critical understanding of relevant theoretical perspectives and professional responsibilities through an in-depth study of a well-defined question negotiated with a personal tutor.
You will have the opportunity to study a foreign language, free of charge, during your time at the University on a not-for-credit basis as part of the Kingston Language Scheme. Options currently include: Arabic, French, German, Italian, Japanese, Mandarin, Portuguese, Russian and Spanish.
Most of our undergraduate courses support studying or working abroad through the University's Study Abroad or Erasmus programme.
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We aim to ensure that all courses and modules advertised are delivered. However in some cases courses and modules may not be offered. For more information about why, and when you can expect to be notified, read our Changes to Academic Provision.