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.

Apply for this course

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

Location

Kingston Hill

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2020 entry

If you are planning to join this course in September 2020, please view the information about changes to courses for 2020/21 due to Covid-19.

Changes to courses for 2020/21 due to Covid-19

Continuing students

Students who are continuing their studies with Kingston University in 2020/21 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 2020/21. Course Handbooks are located within the Canvas course page.

Reasons to choose Kingston University

We are No. 1 in London and No. 3 in the UK for Education (Guardian University League Tables 2021)
You'll choose an area of the primary curriculum (a specialism) to explore in depth throughout the course
Kingston has been training teachers for over 100 years.

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.

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.

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

Typical offer 2020

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

When you apply to us, we consider your full application, not just your Level 3 qualifications. If you have not achieved, or do not expect to achieve, the 112 UCAS points, you should still consider making an application.

A-levels/AS levels

Minimum of one B and one C grade (72 points) at A-level; the remaining points can be made up of A-level and AS grades.
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 Qualifications

Extended Diploma Grade DMM or above
Diploma Grade D*D*
Two extended certificates at grade D*
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.

Entry requirements 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, you may take equivalency tests at the School of Education following acceptance of any potential offer given.
If you are shortlisted you will be invited to a face-to-face interview and will be required to undertake a literacy test. You will also engage in a group-based discussion and have a formal interview with a university tutor.
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 to familiarise yourself with the demands and expectations of teaching.

Equivalency tests

If you do not meet the GCSE English, mathematics or science requirement, you will be pleased to know you can take equivalency tests at the School of Education (free of charge) following acceptance of any potential offer given for a teacher-training course.

Please note a pass in these tests is considered to be of the same standard as GCSE grade 4, however, it does not offer a formal GCSE qualification. Therefore, passing the test(s) will allow you to gain entry to a teacher-training course at Kingston University only and not any other course or training provider.

We encourage you to prepare for your test and have included some useful links for English, maths and science to support you with this.

English

Mathematics

Science

Please get in touch with us if you are looking to accept your offer with Kingston University and need to complete a GCSE equivalency test so we can send you further details. We have listed dates for the test sessions so you can plan ahead:

Thursday 30 January 2020
Thursday 27 February 2020
Thursday 26 March 2020
Thursday 30 April 2020
Thursday 28 May 2020

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

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, 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.

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

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.

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

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

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.

2020/21 fees for this course

The tuition fee you pay depends on whether you are assessed as a 'Home' (UK or EU), 'Islands' or 'International' student. In 2020/21 the fees for this course are:

Fee category	Amount
Home (UK and EU students)	£9,250*
International	Year 1 (2020/21): £14,600 Year 2 (2021/22): £15,000 Year 3 (2022/23): £15,450

* 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/EU 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 and EU 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.

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 2020/21 due to Covid-19

Changes detailed here are for students who will be starting the course in September 2020.

Course information (changes for 2020 entry)

Composition of the course

We do not anticipate making any changes to the composition of the course, i.e. number of modules or credits in a year, as a result of the pandemic.

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 to provide a high quality student experience. Any such changes made to the composition of the course will be highlighted to students during the induction period.

Modules

We do not anticipate making any changes to module titles and summaries or to the availability of modules as a result of the pandemic.

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 and/or availability of modules will be highlighted to students during the induction period.

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, for example re-sequencing those modules that can be delivered more effectively under the current restrictions with those which would be more difficult to deliver, such as practical modules and placements.

If the current pandemic situation continues into the next academic year and beyond, the University may be unable to offer suitable placements which may then impact the length of the course. In these circumstances the University will provide students with appropriate alternative options and ensure that support will be available to them so that they are able to make informed choices.

Entry requirements (changes for 2020 entry)

We have not changed entry requirements as a result of the pandemic. However, the range of accepted alternatives have increased as has the way in which we select students, which now includes virtual interviews and online portfolios.

Entry requirements for international students

We have not changed entry requirements for international students as a result of the pandemic. However, in response to the pandemic, we now accept a much broader list of English language exams for entry to the course; the level of these exams remain the same.

Teaching (changes for 2020 entry)

Changes to the way the course will be delivered

Due to the current pandemic the course's teaching and learning activities will be delivered through both online and on-campus methods (blended learning) in 2020/21. In order to provide all students with a comparable on-campus experience, the University has committed to ensuring that all courses provide at least 30% of their teaching and learning activities on-campus.

While physical distancing measures remain in place, you will receive your learning and teaching via a blend of on-campus and on-line activities. Should your circumstances prevent your attendance at on-campus sessions, you will still be able to engage with your course in a way that allows you to progress. Where this is not possible, support will be available to consider what options are open 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 current 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 the University will aim to deliver the course fully online. This may require some additional changes being made to planned teaching and learning activities, including assessments. 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 significantly, 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 appropriately. Students will be supported in these situations to ensure they are able to make the right choices for their particular circumstances.

In the event that the current social distancing restrictions are fully lifted and the University is able to resume normal delivery of teaching and learning activities, courses will assess whether it is in the students' interest to resume normal delivery. In some cases it may be better to continue and complete modules under the planned blended delivery mode.

If students are not able to go into schools for placement due to lockdown then we will be looking at the ways in which students can work with schools and support this with focused activities to ensure continued progression against the Teachers' Standards.

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 teaching hours, placements and guided independent study hours will not be made as a result of the pandemic. However, it is possible that some adjustments might be made at module level, e.g. a few more scheduled activities, in order to help ensure student engagement with blended learning.

Any changes made to the overall breakdown of scheduled teaching hours, placements and guided independent study hours for year 1 of the course will be highlighted to students during the induction period.

'Scheduled teaching' includes teaching that is online either live or recorded / on demand.

Timetable

Your individualised timetable for Teaching Block 1 (i.e. up to December 2020) should be available by the end of August. Timetables for Teaching Block 2 (i.e. from January 2021) will not be available until the autumn. 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 9pm. To accommodate smaller group sizes and social distancing, we will need to maximise the time available for teaching. This means, we may have to use Wednesday afternoons and enrichment week for additional teaching slots. Timetables for part-time students will depend on the modules selected.

Changes to class sizes

All lectures will be online for Teaching Block 1, as will some seminars and workshops. Where workshops are more practical, we are aiming to deliver these on campus in two group sessions to enable social distancing.

Assessment (changes for 2020 entry)

Changes can be made to modules, including how they are assessed, as part of normal enhancement processes in order to keep our modules up to date with current developments in that subject area. Due to the current restrictions in place, i.e. social distancing, it is anticipated that many formal on-campus examinations, including practical examinations, will be replaced with alternative assessments which can be completed online. These changes will be considered and approved through the University's processes to ensure that student assessments will be able to demonstrate they have achieved the expected learning outcomes. The approval process will also assess whether the change impacts the status of any professional body accreditation the course benefits from.

Any changes to the overall methods of assessment for Year 1 of the course will be highlighted to students during the induction period.

Staff (changes for 2020 entry)

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

As a result of the social distancing restrictions in place, on-campus teaching activities may need to be split into smaller groups which may require the support of teaching assistants and student mentors, who will be managed by experienced staff.

Fees, funding and additional costs (changes for 2020 entry)

Tuition fees

There will be no changes to published tuition fees for 2020/21.

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

As a result of the blended delivery of courses in 2020/21, where a significant proportion of the teaching will be done 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 will be restricted due to social distancing requirements.

The University is considering how best to provide support to students who do not have access to suitable hardware and software requirements and access to the internet. Identifying students who require this type of support is an important milestone for the University in our journey to ensure equity of access while we continue to deliver our blended approach. Information about the support that will be available will be provided to students during the induction period.

Funding

There will be no changes to any existing University funding arrangements for 2020/21. 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 2020/21.

Work placements and field trips (changes for 2020 entry)

Placements (including work and clinical placements) and field trips included as part of the course will go ahead as planned. However, to ensure students are able to gain maximum value from these activities, it may be necessary to reschedule them to later in the year, or to a different year when current restrictions have been lifted. We acknowledge that this year it may be more difficult for students to secure appropriate placements. In those situations, students will be guided and supported through the various options that will be available to them, including switching courses or interrupting their studies until a time when they can complete their placement.

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. Students will be advised of any changes that may become necessary and appropriate support will be available to guide them through the various options that may be available to them.

In the interest of the health and wellbeing of our students, the University will ensure that appropriate risk assessments are 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.

Voluntary placements or field trips may be rescheduled, or, as a last resort, cancelled if it becomes difficult to deliver them and doing so is in the interest of the health and safety of our staff and students.

Award, qualification and accreditation (changes for 2020 entry)

Qualification

No changes will be made to the qualification awarded, e.g. BSc (Hons), as a 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 during the induction period.

Accreditation

During the pandemic, the University has been working closely with all its associated professional bodies to establish where flexibility/changes can be applied without undermining their professional standards. This will ensure that any changes made to courses which have professional, statutory or regulatory body (PSRB) accreditation do not negatively impact the accreditation status.

In the very exceptional circumstance that professional bodies do not agree with changes proposed, it may be necessary to defer relevant modules until those modules can be delivered as required. Students will be informed of this during the induction period and appropriately supported so that they can consider all options available to them.

Additional (changes for 2020 entry)

International students

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.

Students who are unable to attend on-campus learning and teaching activities

The University will ensure students who are unable to attend on-campus learning and teaching activities are able to effectively engage with their studies remotely. For certain courses an inability to attend on-campus learning and teaching activities may not be in the students best interest, as it may impede their chances of succeeding in the course or lead to them receiving a poor learning experience. In such cases students will be advised and guided through the various options available to them, such as deferring their studies until they can engage fully with the course.

Specific requirements

Additional risk assessments will be undertaken prior to students commencing practice placements to take account of current, relevant public health guidelines to ensure the health and wellbeing of individual students. Students must adhere to their placement school's Covid-19 guidance.

Key information set

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