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Few careers are as rewarding, or as important, as teaching. Choosing to study at Kingston will give your career the best possible start.
This course has been designed to reflect four key areas of a teacher's professional responsibilities – professional practice, core subject curriculum and pedagogy, child development and inclusive practice, and foundation subject curriculum and pedagogy.
You will study a wide range of topics including pedagogy (the art of teaching), theories of learning and child development, safeguarding and how to support pupils with special educational needs and disabilities (SEND). You will cover the core and foundation subjects of the National Curriculum, including English, mathematics, science, art and physical education.
Utilising different environments (inside and outside) is a feature of the course, as you will learn how sensory and physical experiences can generate opportunities for enhancing learning for pupils. You will also explore ways to use digital technology to engage your pupils and assist with teaching, learning and assessment.
On this course, you'll spend at least 120 days in school, developing your teaching skills with support from expert colleagues and you'll gain Qualified Teacher Status. Your professional practice will give you experience of teaching children from different backgrounds in a variety of settings. In addition to school placements, you will have an enhancement experience working with children in a different education context, at the end of Year 1 and Year 2. These are known as ‘Beyond the Classroom' experiences. You will spend at least 10 days working in a chosen area of interest such as museum education, arts education, theatre education, sports and/or recreational activities.
You will experience a range and variety of teaching and learning strategies that are demonstrated by expert colleagues within the programme and that mirror approaches within primary teaching and learning that they will encounter in professional practice.
Your induction will include specific activities that relate to the preparation required before you go into schools and covers aspects of practice such as professionalism, safeguarding, social media for teachers and an introduction to behaviour management. These are all framed by reference to the Core Curriculum Framework (2019) and Teachers' Standards (DfE, 2011), so you will understand core professional expectations.
The programme provides a strong emphasis on the core subject areas of mathematics, science and English, including the teaching of early reading, systematic synthetic phonics and grammar. This closely mirrors practice in primary schools, together with a more holistic approach to the curriculum, focusing on innovative and creative approaches to teaching and learning with emphasis on cross-curricular links with the National Curriculum foundation subjects such as physical education, history, geography and art.
You will also experience and develop your knowledge of the appropriate selection and use of digital technologies to promote pupils' interests and engagement within and beyond the curriculum.
All teaching and learning activities are designed to support student development in the five core areas of the Core Content Framework (CCF) in order for trainees to make good progress and be able to meet the Teachers' Standards at the end of their training.
This module provides you with the opportunity to begin to explore and define theories of learning that influence and/or underpin different pedagogical approaches in education.
You will be introduced to the Early Years Foundation Stage (EYFS) (2021) framework and explore the principles of effective learning and development in young children that provide the foundations for learning and progression for all pupils. This learning is contextualised through visits to nurseries and reception classes, where you will observe expert colleagues modelling effective practice in planning and assessment and have the opportunity to discover what makes particular pedagogical approaches successful for different pupils. You will begin to recognise how high-quality teaching across different ages and phases has long-term positive effects on pupils' life chances, particularly for children from disadvantaged backgrounds.
The module also introduces you to the core subjects of English, mathematics and science in the National Curriculum (NC), so that you can begin to examine and use the frameworks that influence curriculum design, pedagogical approaches, key skills and concepts that underpin teaching and learning in early years and primary contexts. You will spend some time developing your own subject knowledge in the core curriculum areas, learning from expert colleagues who will model different pedagogical approaches that you are likely to observe in professional practice.
This module is designed to introduce you to child development. It begins by exploring patterns of growth and development from birth to adulthood. You are introduced to the physical, cognitive, language, emotional, social and moral development of children, and are encouraged to appreciate the uniqueness of every child and to have an awareness of difficulties and barriers children may face, as they grow, develop and learn.
The module introduces your responsibilities as a teacher in terms of understanding how your expectations can affect pupil outcomes and the importance of developing a culture of mutual trust and respect to ensure that you are able to work effectively with pupils, their families and other professionals to adapt teaching and address diversity, so that all children reach their potential.
This module introduces you to the notion of curriculum. It explores different interpretations including the planned curriculum, the hidden curriculum and the extra curriculum that pupils experience in primary schools. The module explores the concept of curriculum in the context of historical, social and political influences. It also introduces you to foundation subject specific knowledge in the National Curriculum and how the present curricula in different subject areas have been influenced and impacted upon over time.
You are introduced to different foundation subjects through immersion in planned learning activities to ensure that your own foundation subject knowledge is developed through effective pedagogical practices modelled by expert teachers. This includes having experiences of learning new concepts related to prior knowledge and examining what is meant by the process of learning.
This module introduces you to the foundation phase of the professional practice-based element of the Initial Teacher Training (ITT) programme, involving placement in a primary school, across the academic year. Initially, you will be supported in exploring some aspects of professional practice, in preparation for going into a school. These include expected professional behaviours, codes of conduct, safeguarding, child protection, classroom management and behaviour management. As you begin to gain experience in the primary school context, you will revisit these aspects and begin to evaluate your effectiveness within practice, understanding that you act as a key role model for pupils, that you must take responsibility for their learning and that you have the ability to affect and improve their well-being, motivation and behaviour.
You will be expected to undertake a series of tasks under the guidance of expert colleagues, to foster the academic and professional development of your practice, demonstrating your knowledge and understanding of how pupils learn. You will begin to engage with planning and assessment and you will also collect information on a small number of pupils, following their learning and development in close detail throughout your placement.
As well as a school-based placement, you will also have the opportunity to gain some experience of working as a volunteer with children in a different educational context, such as museum education, art gallery education or recreational sports and activities (subject to appropriate university safeguarding checks). This enhancement experience, called ‘Beyond the Classroom', will take place towards the end of the academic year and will culminate in a celebration of your learning (and the learning of your peers), through the presentation of a small exhibition, with invited guests.
This module critically explores aspects of the curriculum and pedagogical knowledge related to the primary core subjects of English, mathematics and science. You are given opportunities to review and develop your own core subject knowledge as well as examine and practice pedagogical approaches to ensure that you can motivate and teach pupils effectively and they can make progress in their learning with confidence.
Tutors on this module will model carefully sequenced learning sessions so that you experience and learn how to link new knowledge to existing knowledge. Connections between taught sessions will be made so that you will have personal insights into how knowledge and skills can be transferrable and applied in different contexts. The module enables you to focus on and discuss how pupils learn and explores the concepts of working-memory and long-term memory. Planning and assessments are further developed to ensure that you are able to respect difference and meet the needs of all pupils, through well-structured lessons.
This module addresses the importance of using knowledge of child development theory and patterns of growth and development to make informed choices about learning and teaching approaches, including the pupil's voice and with an emphasis on effective inclusion.
You will learn about relevant legislation and statutory guidance, and examine how to recognise indicators that might suggest a pupil has particular and specific learning needs and how to address these in practice.
You will also explore how to work effectively with other adults in the classroom, other professionals and experts in the wider field to ensure that targeted support and interventions enable all pupils to make progress. This module relates specifically to the Professional Practice 2 module as you will design and develop a resource to support a pupil experiencing literacy difficulties in practice.
This module explores a broader range of international subject and pedagogical approaches in learning and teaching, giving you an opportunity to compare and contrast these with the English education system.
During the module you will critically explore the influences of international systems, approaches and resources that impact upon foundation subject knowledge and effective pedagogy and practice in national and local contexts.
You are provided with opportunities to consider factors that contribute to international and intercultural dimensions of education as you continue to explore and critically review subject knowledge. As part of the module, you will engage in further developing your specific subject knowledge and are provided with opportunities to try out different pedagogical approaches and techniques through micro teaching facilitation. You will further develop an appreciation for how your attitude and approach to subjects can influence the attitudes, values and behaviours of pupils.
This module provides you with the opportunity to build on the foundation phase practice-based elements of the ITT programme developed in Professional Practice 1 and involves a professional practice placement in a different school and age range to that experienced previously. The module will enable you to develop your existing knowledge and key practice skills. You will continue to benefit and learn from the experience of expert colleagues as you apply developing knowledge and understanding in the classroom, with reference to the Core Content Framework (2019).
With expert input, you will continue to been couraged to take greater opportunities to practice, receive feedback and develop your pedagogical skills in the primary school context, understanding that you are a role model who can influence the attitudes, values and behaviours of pupils and that as a teacher you must take responsibility for pupils' learning. You will begin the module by revisiting key responsibilities of teachers in areas such as safeguarding and child protection to ensure that your knowledge is current.
This module explores a range of contemporary issues that impacts upon core subject knowledge, pedagogy and practice in the context of primary education. As you further develop your knowledge you will critically examine the influence of research on the teaching of English, mathematics and science within schools, critically exploring issues such as financial education, climate change and sustainability.
You will investigate contemporary education policies in the core subjects and how they may be shaped by social trends and political discourse. You will be encouraged to question and examine your own developing professional position within the issues explored and how this may affect changes in the core subject curriculum, as delivered in local contexts. As part of this module, you will explore how to make changes in professional practice working with expert colleagues, peers, pupils and other stakeholders.
You will undertake and lead a small-scale Action Research project in your placement, identifying an area for development, implementing the change and critically evaluating the impact in terms of improvements in learning.
This module is designed to enable you to identify where pupils need specific interventions and how to work effectively with others to ensure a consistency of approach. This includes the use of formative assessment as well as adaptive and assisted technologies. The module also explores the specific needs of different communities of learners and how potential barriers to learning might be addressed in practice.
The emphasis in this module is on effective collaborative working with parents/carers, communities, colleagues, the Special Educational Needs Coordinator (SENCo) and other professionals. You explore the notion of interprofessional working and critically examine the roles of other professionals and relevant agencies in providing support and services for pupils and their families. You are provided with the opportunity to visit specialist provision for pupils and to hear from researchers in the field, enhancing your knowledge of inclusive practice as a continuum of education and a right of all children.
Learning from expert colleagues in the field enables you to gain insights into the complexities of pupils' needs and provision to support progress in growth, development and learning. You will critically examine the role of teachers in ensuring high expectations of all learners through an effective inclusive learning environment.
This module is designed to develop an in-depth and critical understanding of learning theories, curriculum design and effective pedagogy with a focus on the use of cross curricular learning opportunities in, and beyond, the primary classroom. You will critically explore different and varied pedagogical approaches in different and varied learning environments. You will critically examine possibilities to enable pupils to transfer what has been learnt in one subject into new or unfamiliar contexts.
As part of developing this practice you will examine the purpose of effective assessments in informing cross curricular planning and in the decisions you make, such as reviewing data trends over time that indicate a need for a targeted approach in an aspect of learning. Built into the module are visits to local areas, buildings and/or places of interest that you will critically explore and use as the stimulus for cross curricular learning. You will investigate possibilities of arranging visits for pupils and examine detailed preparation such as adhering to health and safety legislation, guidance and risk assessments.
This module will provide you with the opportunity to enhance and refine your professional practice as a trainee teacher in preparation for your final assessment against the Teachers' Standards (DfE 2011) to be recommended for Qualified Teacher Status (QTS). The focus of this module is an extended professional placement in a primary school, where you will be able to demonstrate effective pedagogy as you apply your learning from expert colleagues in the classroom context.
You will take on additional opportunities to practice independently, demonstrating effective teaching and learning through pedagogical approaches relevant to the subjects and age range being taught. You will begin the module by working on specific targets set in the Professional Practice 2 module and there will be a strong focus on ensuring you have experienced the full breadth of the curriculum throughout your school-based experience with a particular focus on ensuring you are proficient in teaching phonics and early reading. You will be provided with a range of opportunities throughout the professional practice placement to foster your academic and professional development, gradually taking on increased responsibilities and up to 80% of whole class teaching and learning, with guidance from expert colleagues.
You will be supported in implementing a range of assessment strategies, focusing on whole class and individual assessments, culminating in generating a number and range of individual end of year reports. You will demonstrate your ability to communicate effectively, orally, in writing and digitally within a professional context.
In this final professional placement, you will undertake a small action research project related to your own professional development. This practice-based module is designed to help you transition as an emerging professional into the Early Career Framework (ECF) and beyond. You will set targets from the ECF, establishing a clear starting point for your first post as an Early Career Teacher (ECT).
The information above reflects the currently intended course structure and module details. Updates may be made on an annual basis and revised details will be published through Programme Specifications ahead of each academic year. The regulations governing this course are available on our website. If we have insufficient numbers of students interested in an optional module, this may not be offered.
UCAS tariff points: 112-128
Five GSCEs at grade C/4 in English, Mathematics and Science plus 2 other subjects.
Enhanced DBS check and Occupational Health Clearance. Shortlisted applicants will be invited for an interview.
Like most universities, we use the UCAS Tariff point system for our course entry requirements.
Find out more about UCAS Tariff points and see how A-level, AS level, BTEC Diploma and T-level qualifications translate to the points system.
Your taught sessions will be a mix of seminars, lectures, practical workshops, field trips and work with pupils. Most of your sessions will be taught by university tutors but there may also be guest speakers, such as headteachers or subject leaders. We will encourage you to be active in your taught sessions so that you maximise your learning.
When not attending timetabled sessions, you will be expected to continue learning independently through self-study. This typically will involve reading journal articles and books, working on individual and group projects, undertaking coursework assignments and preparing and giving presentations. Your independent learning is supported by a range of excellent facilities including online resources, the library and CANVAS, the online virtual learning platform.
Our academic support team here at Kingston University provides help in a range of areas.
When you arrive, we'll introduce you to your personal tutor. This is the member of academic staff who will provide academic guidance, support you throughout your time at Kingston and show you how to make the best use of all the help and resources that we offer at Kingston University.
Contact hours may vary depending on your modules.
You will not be required to take any exams. Your academic work will be assessed through coursework, such as essays, presentations and projects. Some of your assessments will be independent work; others will be group work with fellow students on your course.
At the end of each school placement, you will be supported by your University Link Tutor and Class Teacher / School Based Mentor to identify strengths and next steps in your practice to ensure you are making good progress and have engaged with the five core areas as outlined in the CCF. You will receive a report that summarises your practice alongside clear targets to support your development in your next placement. The final teaching placement in Year 3 will be assessed against Teachers' Standards (DfE, 2011).
We aim to provide feedback to you on your assessments within 20 working days.
Your individualised timetable is normally available to students within 48 hours of enrolment. Whilst we make every effort to ensure timetables are as student-friendly as possible, scheduled learning and teaching can take place on any day of the week between 9am and 6pm. For undergraduate students Wednesday afternoons are normally reserved for sports and cultural activities, but there may be occasions when this is not possible. Timetables for part-time students will depend on the modules selected.
To give you an indication of class sizes, this course normally attracts 45 students and lecture sizes are normally 23-45.
The course has been designed to allow trainees to spend 120 days in school over the three years, teaching pupils from across the primary age range. You will work alongside experienced teachers to develop your professional skills, knowledge and understanding. You will take increasing responsibility for children's learning over your three placements.
Your practice in different schools and settings means that you will experience a range of learning environments and work with children from different backgrounds.
In addition to school placements, you will have an enhancement experience working with children in a different education context, at the end of year 1 and year 2. These are known as ‘Beyond the Classroom' experiences. You will spend at least 10 days working in a chosen area of interest such as museum education, arts education, theatre education, sports and/or recreational activities. This will enable you to transfer your developing knowledge and understanding of effective pedagogy into alternative learning environments, working with specialists in the field.
This experience provides you with an enhanced understanding of wider practice in education and professional networks that you can draw on when working as qualified teachers in schools.
While you are studying to become a teacher much of your time will be spent putting your skills into practice within a school environment. The rest of the time will be spent being taught by highly experienced professionals.
The Kingston Hill campus features an outdoor learning environment where trainee teachers lead curriculum-linked natural sciences activities with children. It includes a specially built 'cubby house', outdoor pond, beehive and nature trail. It offers students the opportunity to simulate teaching and learning with natural materials.
There are a number of teaching rooms set up to replicate actual classrooms. Each classroom is subject based - such as an art room, science lab, and each is equipped with all the relevant facilities you will need to practise your lessons before taking them into school.
Our library (the Nightingale Centre) has an excellent range of teaching resources to help you plan and teach your lessons, such as a range of children's topic books, music and nursery rhymes on CD, as well as artefacts and kits that can be used to illustrate historical periods, different religions, science, maths and music.
The tutors for your course have experience teaching in schools. They continue to be actively involved in a range of education related activities, such as further study, research and direct work with schools and in educational settings.
The tuition fee you pay depends on whether you are assessed as a 'Home' (UK), 'Islands' or 'International' student. In 2023/24 the fees for this course are:
|Home (UK students)||£9,250*|
|International||Year 1 (2023/24): £15,800
Year 2 (2024/25): £16,200
Year 3 (2025/26): £16,600
For courses with a sandwich year, the fee for the placement year can be viewed on the undergraduate fees table. The placement fee published is for the relevant academic year stated in the table. This fee is subject to annual increases but will not increase by more than the fee caps as prescribed by the Office for Students or such other replacing body.
* For full-time programmes of a duration of more than one academic year, the published fee is an annual fee, payable each year, for the duration of the programme. Your annual tuition fees cover your first attempt at all of the modules necessary to complete that academic year. A re-study of any modules will incur additional charges calculated by the number of credits. Home tuition fees may be subject to annual increases but will not increase by more than the fee caps as prescribed by the Office for Students or such other replacing body. Full-time taught International fees are subject to an annual increase and are published in advance for the full duration of the programme.
Eligible UK students can apply to the Government for a tuition loan, which is paid direct to the University. This has a low interest-rate which is charged from the time the first part of the loan is paid to the University until you have repaid it.
The Government has recently announced that new students from the European Union and Swiss Nationals starting their course after August 2021 will no longer be eligible for a student loan in England for Undergraduate or Postgraduate studies for 2021/22 academic year. This decision only applies to new EU students starting in 2021/22. If you are an existing/continuing EU student, you will continue to be funded until you graduate or withdraw from your course.
Our undergraduate fees and funding section provides information and advice on money matters.
Depending on the programme of study, there may be extra costs that are not covered by tuition fees which students will need to consider when planning their studies. Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, access to shared IT equipment and other support services. Accommodation and living costs are not included in our fees.
Where a course has additional expenses, we make every effort to highlight them. These may include optional field trips, materials (e.g. art, design, engineering), security checks such as DBS, uniforms, specialist clothing or professional memberships.
Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. You may prefer to buy your own copy of key textbooks, this can cost between £50 and £250 per year.
There are open-access networked computers available across the University, plus laptops available to loan. You may find it useful to have your own PC, laptop or tablet which you can use around campus and in halls of residences. Free WiFi is available on each of the campuses. You may wish to purchase your own computer, which can cost from £100 to £3,000 depending on your course requirements.
In the majority of cases written coursework can be submitted online. There may be instances when you will be required to submit work in a printed format. Printing, binding and photocopying costs are not included in your tuition fees; this may cost up to £100 per year.
Travel costs are not included in your tuition fees but we do have a free intersite bus service which links the campuses, Surbiton train station, Kingston-upon-Thames train station, Norbiton train station and halls of residence.
You will need to pay for your travel to and from school placements, costs can vary depending on the location and mode of transport.
The University pays for the processing of the application which is £51 but students are expected to pay a small fee (approximately £7) to the Post Office to get their ID documents verified and £13 per year for subscribing to the Update Service. This subscription allows universities and potential employers to view any changes to students' DBS.
Our graduates have become subject leaders, deputy heads, headteachers, members of advisory and inspection teams, and even tutors here at Kingston University.
We work in partnership with a wide range of schools. This means that you will have the opportunity to experience diverse settings over your three years. These experiences will help you to make more informed choices when you start applying for your first teaching post.
We also work with colleagues from schools, local authorities and other educational fields to develop our course. We create opportunities across the three years for guest speakers to give talks and share their expertise directly with you. These lectures mean you can find out about how things are being done in schools. They also provide insight about educational leadership roles, to help you enhance your career beyond your first year of teaching.
The course, the lecturers and the people are amazing and you will never feel alone because the lecturers will support you just as much as your friends will. Choose to make yourself the best version of you that you can be!
Daisy, BA (Hons) Primary Education
My course is preparing me with the knowledge, skills and experience I need to begin my career in teaching.
Verity, BA (Hons) Primary Education