Primary Teaching leading to Qualified Teacher Status BA (Hons)
Why choose this course?
Our aim is that you grow into the best teacher you can be.
This course will give you the knowledge, understanding and skills that you need to become a very effective teacher working in the exciting setting of a primary school. Our course has a key focus on relating theory to practice and each year, in addition to your taught sessions, you will undertake a school experience placement. Throughout the course, you will receive excellent support from your tutors and support services.
You'll also study pedagogy (the art of teaching), theories of learning and child development, safeguarding, and supporting pupils with special educational needs and disabilities (SEND).
Over the course, you'll spend 120 days in school, working with experienced teachers to develop your practice. Your placement will be in a different school each year, giving you experience of teaching children from different backgrounds in a variety of settings.
If you're offered a place on this course, we recommend you spend time in a primary school to familiarise yourself with the demands of teaching.
| Attendance | UCAS code | Year of entry |
|---|---|---|
| 3 years full time | XQD3 | 2019 2020 |
| Location | Kingston Hill |
Reasons to choose Kingston University
- 100 per cent of students from this course are in employment or further study six months after graduating (DHLE 2016/17).
- You'll choose an area of the primary curriculum (a specialism) to explore in depth throughout the course.
- We will help you apply for your first teaching post.
What you will study
You will learn about pedagogy (the art of teaching), including learning theories and child development, alongside the subjects of the national curriculum. Together, this learning will help you understand how best to teach each subject to children of different ages, needs, attributes and experiences. You will also explore key professional issues, such as safeguarding and supporting pupils with special educational needs and disabilities (SEND).
Year 1
Year 2
Year 3
In Year 1, you will be introduced to all the subjects of the national curriculum, to key learning theories and to the wider perspective of being a teacher.
Core modules
Core English and School Experience
30 credits
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.
Mathematics and Science in Primary Education
30 credits
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.
Subject Specialism and Pedagogy
30 credits
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 Arts and Humanities in Primary Education
30 credits
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.
In Year 2, you will continue to develop your knowledge of the core subjects, and will start to follow your chosen subject specialism. There is a focus on working with pupils with SEND and on cross-curricular planning and provision.
Core modules
Core English the Broader Curriculum
30 credits
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.
Mathematics and Science in Primary Education
30 credits
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.
Pedagogy and School Experience
30 credits
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.
Optional modules
English Subject Specialism
30 credits
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.
Mathematics Subject Specialism
30 credits
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.
Science Subject Specialism
30 credits
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.
Erasmus Students
30 credits
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.
You will continue to enhance your knowledge of the core subjects and on cross-curricular provision for the broader curriculum. You will undertake your extended study (5000 word essay) on a topic of your choice. In addition, you will receive input and support to help you successfully apply for your first post as a qualified teacher.
Core modules
English, Mathematics and Science in Primary Education
30 credits
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.
Educational Technologies and the Broader Curriculum in Primary Education
30 credits
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.
Pedagogy and School Experience
30 credits
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.
Specialist Extended Study
30 credits
The Extended Study will build on your understanding of your specialist subject which has been introduced and developed in the first two years of the programme. It will enable you to enhance your pedagogic expertise through a critical understanding of key issues and recent research in your chosen subject. You will be required to demonstrate your critical understanding of relevant theoretical perspectives and professional responsibilities through an in-depth study of a well-defined question negotiated with a personal tutor.
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.
What our students say
Entry requirements
Teaching and assessment
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.
Guided independent study
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 preparing coursework assignments and presentations, and preparing for exams. Your independent learning is supported by a range of excellent facilities including online resources, the library and CANVAS, the online virtual learning platform.
Academic support
Our academic support team here at Kingston University provides help in a range of areas.
Dedicated personal tutor
When you arrive, we'll introduce you to your personal tutor. This is the member of academic staff who will provide academic guidance, be a support throughout your time at Kingston and who will show you how to make the best use of all the help and resources that we offer at Kingston University.
Your workload
| Type of teaching and learning | Year 1 | Year 2 | Year 3 |
| % of your time is spent in timetabled teaching, learning activity and placement: |
31% | 38% | 40% |
| Scheduled teaching and learning: | 227 hours | 823 hours | 150 hours |
| Placement: | 231 hours | 749 hours | 220 hours |
| Guided independent study: | 203 hours | 847 hours | 350 hours |
Contact hours may vary depending on your modules.
How you will be assessed
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, your teaching will be assessed in relation to the Teachers' Standards (DfE, 2011). You will receive a report that summarises your practice alongside targets to support your development in your next placement.
| Type of assessment | Year 1 | Year 2 | Year 3 |
| Coursework | 100% | 100% | 100% |
Feedback summary
We aim to provide feedback on assessments within 20 working days.
Your timetable
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 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.
Class sizes
To give you an indication of class sizes, this course normally attracts 45 students and lecture sizes are normally 23-45.
School experience
You will spend a total of 120 days in schools during your degree, 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 placement each year will be in a different school. This means that you will experience a range of classroom settings and work with children from different backgrounds. You will also have the opportunity to take part in the Employability Project and Outreach Project. These will give you the chance to work with children and gain valuable experience beyond your official placements.
Facilities
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.
Who teaches this course?
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.
Course fees and funding
After you graduate
Our graduates have become subject leaders, deputy heads, headteachers, members of advisory and inspection teams, and even tutors here at Kingston University.
"Schools are pleased with the trainees they appoint. A recurring comment from headteachers was that Kingston prepares trainees for what it is like to be a teacher." (Ofsted, 2015).
Our 2016-17 graduate data showed that 95 per cent of graduates found employment in teaching for the start of the autumn term (First Destination survey, June 2017). Many of these graduates gained positions at our partner schools; many also reported that Kingston University provided them with an excellent start to their career.
We have a programme for our Year 3 students that will help you with all aspects of applying for your first post. Activities include talks from professional associations, ‘top tips' for your interview lesson and mock interviews with headteachers from our partnership schools.
"[The] third year set up with schools, head teachers and [Recruitment] Fair are really beneficial." (National Student Survey, 2017).
Links with business and industry
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.
What our students say
Key information set
The scrolling banner(s) below display some key factual data about this course (including different course combinations or delivery modes of this course where relevant).
