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 three school experience placements, one in each academic year. 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).

The course is designed to allow you to spend 120 days in schools, 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.

Apply for this course

Attendance	UCAS code	Year of entry
3 years full time	XQD3	2021 2022

Location

Kingston Hill

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2021 entry

If you are planning to join this course in the academic year 2021/22 (i.e. between September 2021 and August 2022), please view the information about changes to courses for 2021/22 due to Covid-19.

Changes to courses for 2021/22 due to Covid-19

Continuing students

Students who are continuing their studies with Kingston University in 2021/22 should refer to their Course Handbook for information about specific changes that have been, or may be, made to their course or modules being delivered in 2021/22. Course Handbooks are located within the Canvas course page.

Reasons to choose Kingston University

Kingston is No.1 in London and No.3 in the UK for education (Guardian league tables 2021)
Kingston has been training teachers for over 100 years.
100% of students from this course are in employment or further study within six months of graduating (DLHE 2016/17).

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, with a variety of needs, attributes and experiences. You will also explore key professional issues, such as safeguarding and supporting pupils with special educational needs and disabilities (SEND).

All teaching and learning activities are designed to support student development in the 5 core areas as identified in the CCF in order for trainees to be make good progress and be able to meet the Teachers' Standards at the end of their training.

During placements, students will be able to practise key skills as well as have the opportunity to work with and learn from expert colleagues as they apply their knowledge and understanding in the classroom. Observations, discussions and practice undertaken in school settings will foster the academic and professional development needed. Students will be recommended for QTS at the end of their Initial Teacher Training.

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.

Pedagogy and Curriculum

30 credits

In this module, students will examine different theoretical perspectives on learning and their related pedagogies, alongside developing their knowledge and understanding of current curricula in schools. Students will explore issues of curriculum intent and gain insights into the organisation and implementation of teaching and learning in schools. This will offer students a lens through which to consider their emerging personal curriculum interests and support their choice of future specialism.

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.

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

Typical offer 2022

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.

The minimum requirement for entry for all types of Level 3 qualification is 112-128 UCAS points.

When you apply to us, we consider your full application. If you have a strong background and considerable experience in childcare and/or education and have not quite achieved, or do not expect to achieve, the 112-128 UCAS points, you should still consider making an application.

A-levels/AS levels

BBC-ABB from A levels (AS grades accepted in subjects not repeated at A2)
These should be in subjects relevant to the national curriculum. Please note that General Studies is not included.

International Baccalaureate

A minimum of 26 International Baccalaureate points

BTEC National Qualification

Extended Diploma Grade DMM-DDM or above
These should be in subjects relevant to the national curriculum or primary education.

Access to Higher Education Diploma

An accredited Access course with modules relevant to the national curriculum or primary education.

CACHE Level 3 Diploma

A CACHE Level 3 Diploma in an area relevant to primary education will be considered.

You can calculate your UCAS points.

Typical offer 2021

UCAS tariff points: 112

Five GSCEs at grade C/4 including English, Mathematics and Science. Enhanced DBS check and Occupational Health Clearance. Shortlisted applicants will be invited for an interview.

Additional requirements

5 GCSEs at grade 4 or above (C or above for examinations taken before 2017) in English, mathematics, science and two other subjects.
If you do not have GCSEs in English, mathematics and science, we are happy for you to take your tests externally via ET Equivalency Testing or A Star Equivalency.
If you are shortlisted, you will be invited to attend an online interview via Microsoft Teams. Your interview will be recorded for Quality Assurance purposes and the tutor will obtain your verbal consent shortly before your interview begins. In advance of your interview session, you will be required to complete and submit a 5 minute video task. Details of what is required will be included in your invitation. At the end of the interview, you will be required to complete a timed literacy task.
Satisfactory DBS check and Occupational Health Clearance (these will be conducted following acceptance of any potential offer given).
If you're offered a place on a teacher training course, it's recommended that you spend time in a school in your chosen age phase so that you become familiar with the demands and expectations of teaching.

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. 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

Year 1

Year 2

Year 3

Year 1

Scheduled teaching: 227 hours
Guided independent study: 823 hours
Placement: 150 hours

Year 2

Scheduled teaching: 231 hours
Guided independent study: 749 hours
Placement: 220 hours

Year 3

Scheduled teaching: 203 hours
Guided independent study: 847 hours
Placement: 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, 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).

Year 1

Year 2

Year 3

Year 1

Coursework: 100%

Year 2

Coursework: 100%

Year 3

Coursework: 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

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 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.

Banna Millar

Course leader

Dr Michael Allen

Marcus Bhargava

Ms Kathy Bor

Ms Su Kler

Ms Elizabeth Lloyd

Dr Daryl Maisey

Mr Simon Parry

Miss Helen Sutherland

Ms Mari Jo Valentine

Course fees and funding

2022/23 fees for this course

The tuition fee you pay depends on whether you are assessed as a 'Home' (UK), 'Islands' or 'International' student. In 2022/23 the fees for this course are:

Fee category	Amount
Home (UK students)	£9,250*
International	Year 1 (2022/23): £15,400 Year 2 (2023/24): £15,800 Year 3 (2024/25): £16,200

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.

2021/22 fees for this course

The tuition fee you pay depends on whether you are assessed as a 'Home' (UK), 'Islands' or 'International' student. In 2021/22 the fees for this course are:

Fee category	Amount
Home (UK students)	£9,250*
International	Year 1 (2021/22): £15,000 Year 2 (2022/23): £15,400 Year 3 (2023/24): £15,800

Additional costs

Depending on the programme of study, there may be extra costs which 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, 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, security checks such as DBS, uniforms, specialist clothing or professional memberships.

Textbooks

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, or be required to, buy your own copy of key textbooks.

Computer equipment

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.

Printing

In the majority of cases coursework can be submitted online. There may be instances when you will be required to submit work in a printed format. Printing and photocopying costs are not included in your tuition fees.

Travel

Travel costs are not included but we do have a free inter-site bus service which links the campuses and halls of residence.

Note for EU students: UK withdrawal from the European Union

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.

Need to know more?

Our undergraduate fees and funding section provides information and advice on money matters.

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% 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

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, third year student, 2017

Changes to courses for 2021/22 due to Covid-19

Course information (changes for 2021/22 entry)

Composition of the course

Unless government advice instructs otherwise, Study Abroad programmes will take place in 2021/22. The safety of all our students is paramount, therefore, as per normal practice, all Study Abroad activities must also be approved by the University's insurers to ensure that students are adequately protected during their period abroad. We will provide updates as the pandemic situation stabilises and/or further government advice is released.

Changes can be made to courses as part of normal enhancement processes in order to keep our courses up to date with current developments in that subject area and in response to feedback from students and other key stakeholders. Any such changes made to the composition of the course will be highlighted to students by email before enrolment.

Modules

Changes can be made to modules as part of normal enhancement processes in order to keep our courses up to date with current developments in that subject area and to provide a high quality student experience. Any such changes made to module titles, module summaries and/or availability of modules will be highlighted to students by email before enrolment.

Length of course

We expect to deliver the course within the planned timescales to enable successful students to progress through and graduate from the course without delay.

In exceptional circumstances the sequence of learning and teaching activities may be changed in 2021/22, e.g. moving those modules which can be delivered more effectively to the first teaching block and moving back those – such as practical modules and placements – which may be more difficult to deliver due to some ongoing restrictions.

In some cases, it may be necessary to delay placement modules which may then impact the length of the course. In these circumstances the University will guide students through the appropriate options available to ensure students are able to make informed choices.

Entry requirements (changes for 2021/22 entry)

We have not changed entry requirements as a direct result of the pandemic.

Entry requirements for international students

We have not changed entry requirements for international students as a direct result of the pandemic.

Teaching (changes for 2021/22 entry)

Changes to the way the course will be delivered

As we transition from the pandemic restrictions, we expect to steadily increase the proportion of on-campus teaching. We will continue to provide a proportion of online learning, as experience has shown that this enriches and supports the student learning experience.

If the pandemic affects teaching and learning activities in 2021/22 more than we currently anticipate, the proportion of online learning will increase. However, unless a lockdown is enforced, we will ensure that all courses provide a reasonable percentage of their teaching and learning activities on campus.

Should your circumstances prevent your attendance at on-campus sessions, you should still be able to engage with your course remotely in a way that allows you to progress. Where this is not possible, for example on courses with high practical content, your course team will be able to advise you on the options available to you.

Changes to teaching in the event of a further lockdown or adjustments in government advice

The University will continue to closely monitor government announcements and advice in relation to the pandemic and, where required, will take any necessary action in order to comply with such advice.

In the event that a further lockdown is enforced in 2021/22 the University will aim to deliver the course fully online once more. The majority of our courses are prepared to be delivered fully online if the situation requires it. Where the quality of the student experience may be compromised, or the course is unable to be delivered fully online, the University may need to suspend the delivery of that course until a time that it can be delivered. Students will be supported in these situations to ensure they are able to make the right choices for their particular circumstances.

Changes to the overall breakdown of scheduled teaching hours, placements and guided independent study hours for Year 1

Changes to the overall breakdown of scheduled learning and teaching hours, placements and guided independent study hours were not and will not be made as a direct result of the pandemic.

‘Scheduled learning and teaching' includes teaching delivered online, either live or recorded/on demand.

Timetable

Your individualised timetable for teaching block 1 (i.e. up to December 2021) should be available by the end of August. Timetables for teaching block 2 (i.e. from January 2022) will not be available until the autumn. We make every effort to ensure timetables are as student-friendly as possible.

In 2020/21 it was agreed that scheduled learning and teaching could take place on any day of the week between 9am and 9pm, to maximise the time available for teaching in order to accommodate smaller group sizes and social distancing. This meant we sometimes had to use Wednesday afternoons and enrichment week for additional teaching slots. If we need to accommodate smaller group sizes and social distancing in 2021/22 we expect to adopt a similar approach. Timetables for part-time students will depend on the modules selected.

Assessment (changes for 2021/22 entry)

The experience of delivering courses in 2020/21 under the various Covid-19 restrictions has enabled us to better prepare and plan the delivery of our courses in 2021/22. We are confident the course can be delivered as planned and, therefore, do not anticipate having to make any further changes to the course, i.e. to the overall methods of assessments, in response to issues arising from the pandemic. However, if this becomes necessary, the changes will be highlighted to students via email before enrolment.

Changes are made to modules, including how they are assessed, as part of normal enhancement processes to keep our modules up to date with current developments in that subject area and in response to feedback received from students and other key stakeholders. Any changes to the overall methods of assessment for Year 1 of the course will be highlighted to students by email before enrolment.

If social distancing or lockdown restrictions are in place in 2021/22, online alternative options to formal on-campus examinations, including practical examinations, will be made available to students where possible.

Staff (changes for 2021/22 entry)

No changes are expected to the general level of experience or status of staff involved in delivering the course.

Staff are engaged in Continuous Professional Development activities to develop their teaching expertise, as part of the normal enhancement processes, to ensure that course teams have the required breadth of expertise.

Fees, funding and additional costs (changes for 2021/22 entry)

Tuition fees

There will be no changes to published tuition fees for 2021/22.

Additional costs (e.g. field trips, materials, equipment, etc.)

As we transition from the pandemic restrictions, we expect to be able to increase student access to on-campus facilities. Students will therefore have access to University computers and library facilities.

If, due to an increase in social distancing requirements or the enforcing of a lockdown, it becomes necessary to significantly increase the proportion of teaching delivered online, students will need a personal laptop or computer and access to the internet to participate in online teaching and learning activities. Students who are able to travel will have access to computers on campus, however, it should be noted that access to on-campus facilities might be restricted if social distancing requirements are enforced.

The University is committed to supporting students who are unable to access suitable technology to ensure equity of access in a blended delivery mode.

Funding

There will be no changes to any existing University funding arrangements for 2021/22. Currently there are no indications from the UK government that there will be any changes to government funding arrangements.

Fees and funding for international students

There will be no changes to published tuition fees or funding arrangements specifically relating to international students for 2021/22.

Work placements and field trips (changes for 2021/22 entry)

We are anticipating that placements (including work and clinical placements) and field trips included as part of the course will go ahead in 2021/22. However, to ensure students gain maximum value from placement activities, it may be necessary to reschedule them to later in the year, when any impacts from the pandemic restrictions are minimised.

Any proposed changes to placements or field trips would go through the University's agreed processes where the impact of the change will be carefully considered.

In the interests of the health and wellbeing of our students, all placement arrangements must be approved by the University's insurers and the appropriate risk assessments made before students are sent on a placement.

Courses which require placements or field trips to be completed in order to pass relevant modules will have contingency plans in place in the event that a placement or field trip cannot be completed due to another lockdown or more stringent social distancing measures.

Award, qualification and accreditation (changes for 2021/22 entry)

Qualification

No changes will be made to the qualification awarded, e.g. BSc (Hons), MSc, etc., as a direct result of the pandemic.

Changes can be made to courses, including the qualification awarded (although very rare), as part of normal enhancement processes in order to keep our courses up to date with current developments in that subject area. Any changes made to the qualification awarded for the course will be highlighted to students by email before enrolment.

Accreditation

The experience of delivering courses in 2020/21 under the various Covid-19 restrictions has enabled us to better prepare and plan the delivery of our courses in 2021/22. We are confident the course can be delivered as planned and in accordance with any professional body requirements. We do not anticipate making any further changes to courses in response to any issues arising from the pandemic and which would put at risk any professional body accreditation status.

Additional (changes for 2021/22 entry)

International students should maintain awareness of the UK government's and their home country's government advice on possible travel restrictions. The University will closely monitor advice and guidance published by the UK government and assess its impact on our international students. Appropriate advice and guidance will be provided as and when required.

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).