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BA Honours Education with Qualified Teacher Status (Primary) For students entering Part 1 in 2004 UCAS code: Art: - PDF
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1 BA Honours Education with Qualified Teacher Status (Primary) For students entering Part 1 in 2004 UCAS code: Art: English: Music: X5W1 X5Q3 X5W3 Awarding Institution: Teaching Institution: Relevant QAA subject benchmarking group(s): Faculty of Economic and Social Sciences Date of specification: October 2004 Programme Director: Audrey Gregory Programme Adviser: David Harries Board of Studies: BA in Education Accreditation: Teacher Training Agency The University of Reading The University of Reading Programme length: 4 years Summary of programme aims High quality education is essential if individuals are to realise their full potential and the teacher is fundamental in that process. This Primary Initial Teacher Training and Education (ITTE) programme is based on the view that education is about active and meaningful learning so that students become analytical and creative teachers and receptive to new ideas. By working with partnership schools on the design, delivery and evaluation of the ITTE courses, this programme aims to achieve high standards of newly qualified members of the teaching profession. The programme also aims to produce teachers with deep insight into a specific subject at their own level. Transferable skills The University s Strategy for Teaching and Learning has identified a number of generic transferable skills, which all students are expected to have developed by the end of their degree programme. In following this programme, students will have had the opportunity to enhance their skills relating to career management, communication (both written and oral), information handling, numeracy, problem solving, team working and use of information technology. The exercise of initiative and personal responsibility, decision making in complex and unpredictable contexts and the learning ability needed to undertake appropriate further training of a professional nature as required for teaching in UK primary education. By the end of the programme, students (QTS) will have gained the range of skills to become competent primary classroom teachers as well as being able to use their subject skills to become subject coordinators. Non-QTS students will be able to relate their subject knowledge and range of communications skills to the needs of the user community. Programme content The work of the programme is divided into Subject Studies and Professional Studies blocks. The Subject Studies course enables students to pursue their academic interest at university level and to explore ways in which the subject can be realised in the primary classroom. The Professional Studies courses include investigation of the changing role of the primary classroom teacher in the 21 st century with an in-depth evaluation of the Primary National Curriculum to ensure that students have the knowledge, understanding and skill to teach all areas of the curriculum while substantial periods of School Experience are a feature throughout the 4- year programme. All modules are compulsory throughout the programme. 1
2 Part 1 (three terms) Subject Specialism - Art Credits Level ED1A2 Art and Practice in the 20 th /21 st Centuries 80 C ED1A1 Art and the National Curriculum 5 C ED1PF General Professional Studies 1 10 C ED1CE Primary Curriculum English 1 5 C ED1CX Curriculum Mathematics 1 5 C ED1CS Curriculum Science 1 5 C ED1SC School Experience 1 10 C Part 2 (five terms) Credits Level ED2A3 Art & Patronage 40 I ED2A4 Art & Classroom Practice 5 I ED2A5 Contemporary Art & Art Education 10 I ED2PF General Professional Studies 2 30 I ED2CE Primary Curriculum English 2 15 I ED2CX Curriculum Mathematics 2 15 I ED2CS Curriculum Science 2 15 I ED2FS Foundation Subjects 35 I ED2SC School Experience 2 15 I Part 3 (four terms) Credits Level ED3A6 Art Special Study 40 H ED3A7 Subject Specialism Dissertation 30 H Plus one of: ED3TP/PP Advanced Teaching Project (for QTS students)/ 30 H Advanced Practical Project (for non-qts students) ED3PF General Professional Studies 3 10 H ED3CE Primary Curriculum English 3 10 H ED3CX Curriculum Mathematics 3 5 H ED3CS Curriculum Science 3 5 H ED3SC2 School Experience 3 20 H ED3SC3 School Experience 4 30 H 2
3 Part 1 (three terms) Subject Specialism - English Credits Level ED1EN1 Childhood and Autobiography 20 C ED1EN2 Language and Communication 20 C ED1EN3 Craft of Writing 20 C ED1EN4 Realization of Text 20 C ED1EN5 The English Specialist in the Primary School 1 5 C ED1PF General Professional Studies 1 10 C ED1CE Primary Curriculum English 1 5 C ED1CX Curriculum Mathematics 1 5 C ED1CS Curriculum Science 1 5 C ED1SC School Experience 1 10 C Part 2 (five terms) Credits Level ED2EN6 Heritage and Multicultural Literature 10 I ED2EN7 Shakespeare and the Modern World 10 I ED2EN8 Women Writing, Women Reading 10 I ED2EN9 The English Specialist in the Primary School 2 5 I ED2EN10 Children s Radio, Film and Television 10 I ED2EN11 Children s Literature 1 10 I ED2PF General Professional Studies 2 30 I ED2CE Primary Curriculum English 2 15 I ED2CX Curriculum Mathematics 2 15 I ED2CS Curriculum Science 2 15 I ED2FS Foundation Subjects 35 I ED2SC School Experience 2 15 I Part 3 (four terms) Credits Level ED3EN12 Children s Literature 2 20 H ED3EN13 Modern British and Irish Poetry 20 H ED3EN15 Subject Specialism Dissertation 30 H Plus one of: ED3TP/PP Advanced Teaching Project (for QTS students)/ 30 H Advanced Practical Project (for non-qts students) ED3PF General Professional Studies 3 10 H ED3CE Primary Curriculum English 3 10 H ED3CX Curriculum Mathematics 3 5 H ED3CS Curriculum Science 3 5 H ED3SC2 School Experience 3 20 H ED3SC3 School Experience 4 30 H 3
4 Part 1 (three terms) Subject Specialism - Music Credits Level ED1M1 Making Music in the Primary Classroom 5 C ED1M2 Musical Skills, Knowledge and Understanding (1) 80 C ED1PF General Professional Studies 1 10 C ED1CE Primary Curriculum English 1 5 C ED1CX Curriculum Mathematics 1 5 C ED1CS Curriculum Science 1 5 C ED1SC School Experience 1 10 C Part 2 (five terms) Credits Level ED2M3 Musical Skills, Knowledge and Understanding (2) 40 I ED2M4 School-based Music Project 5 I ED2M5 Arranging for Instrumental Ensemble 10 I ED2PF General Professional Studies 2 30 I ED2CE Primary Curriculum English 2 15 I ED2CX Curriculum Mathematics 2 15 I ED2CS Curriculum Science 2 15 I ED2FS Foundation Subjects 35 I ED2SC School Experience 2 15 I Part 3 (four terms) Credits Level ED3M6 Music in Education 10 H ED3M7 Curriculum Design 30 H ED3M8 Subject Specialism Dissertation 30 H Plus one of: ED3TP/PP Advanced Teaching Project (for QTS students)/ 30 H Advanced Practical Project (for non-qts students) ED3PF General Professional Studies 3 10 H ED3CE Primary Curriculum English 3 10 H ED3CX Curriculum Mathematics 3 5 H ED3CS Curriculum Science 3 5 H ED3SC2 School Experience 3 20 H ED3SC3 School Experience 4 30 H 4
5 Progression requirements: To proceed to Part 2 it is necessary to pass all modules and the Term 3 School Experience. There is a pass threshold of 40% in every module. To proceed to Part 3 it is necessary to have obtained an overall average of at least 40% and at least 40% in Subject Specialism modules and ED2CE, ED2CX, ED2CS and ED2PF. A mark of 40% must be obtained in all but 2 of the other modules. There is a pass threshold of 40% in every module. Summary of teaching and assessment The overall programme weightings, which contribute towards the final 4-year degree award are: Subject Specialism and Application 45% Professional framework and Curriculum subjects 45% Advanced Teaching Project 10% Teaching is organised in modules that typically involve lectures, seminars, tutorials and practical school experience. Modules are assessed by a mixture of coursework including a subject specialist dissertation and project as well as formal examinations. Admission requirements Entrants to this programme are normally required to have obtained A level grades BC with grade B normally in a subject related to the Subject Specialism (or the equivalent UCAS Tariff; International Baccalaureate; Irish Leaving Certificate. Two AS grades are accepted in place of one A-Level.) Interview is essential. Candidates should have spent at least ten days gaining recent and relevant experience in a state primary school. Support for students and their learning University support for students and their learning falls into two categories. Learning support includes IT Services, which has several hundred computers and the University Library, which across its three sites holds over a million volumes, subscribes to around 4,000 current periodicals, has a range of electronic sources of information and houses the Student Access to Independent Learning computer-based teaching and learning facilities. There are language laboratory facilities both for those students studying on a language degree and for those taking modules offered by the Institution-wide Language Programme. Student guidance and welfare support is provided by Personal Tutors, the Careers Advisory Service, the University s Special Needs Advisor, Study Advisors, Hall Wardens and the Students Union. For the BA Ed degree programme a series of handbooks relating to each phase and associated school experiences are provided for every student. In addition each subject specialism provides a handbook for that subject. Four school placements for each student from within the Institute of Education s Primary School Partnership are organised for the four-year programme. Course and pastoral advice is available from a range of people including course director, assistant directors and subject tutors. Career prospects As expected on completion of a professional ITTE degree, Newly Qualified Teachers (NQTs) obtain posts in a range of primary schools. Non-QTS students obtain posts in personnel management, related educational services and the service industries Opportunities for study abroad or for placements It is possible within this programme for a student, provided s/he has passed Part 1, to take part in an ERASMUS exchange programme. Links are well established with Education Departments in a number of universities in mainland Western Europe. As far as possible students who take the non-qts route will be provided with a placement within their range of interest to replace the final school practice. 5
6 Educational aims of the programme High quality education is essential if individuals are to realise their full potential and the teacher is fundamental in that process. This Primary Initial Teacher Education and Training (ITTE) programme is based on the view that education is about active and meaningful learning through which students should become analytical, creative and receptive to new ideas. By working with partnership schools on the design, delivery and evaluation of the ITTE courses, this programme aims to raise the standards of newly qualified members of the teaching profession. To meet the required standards for Qualified Teacher Status (QTS) which is accredited by the Teacher Training Agency (TTA). (Professional Standards for QTS 2002 document) To achieve satisfactory knowledge and understanding of National Curriculum subjects. To achieve the necessary teaching skills To achieve required knowledge and understanding of the selected subject specialism in both academic content and subject application and to obtain the relevant expertise to offer curriculum leadership in primary schools. Programme Outcomes Knowledge and Understanding A. Knowledge and understanding of: The chosen specialist subject at degree level. To understand the contribution which the chosen subject makes to the education of primary school children. Further knowledge and understanding of the primary school curriculum. Formal lectures, seminars and tutorials. Practical classes and fieldwork where appropriate. A mixture of coursework, including a dissertation and project as well as formal examinations. B. Intellectual skills able to: Critically evaluate literature relating to primary education and the chosen subject specialism. Think logically and creatively. Skills and other attributes Formal lectures, seminars and tutorials. Practical classes and fieldwork where appropriate. A mixture of coursework, including a dissertation and project as well as formal examinations. 6
7 C. Practical skills able to: Teach in primary school in a professional manner covering the whole curriculum at two chosen Key Stages. ICT is embedded within the university-based programme with applications in school experiences. TTA standards D. Transferable skills able to: Communicate both the specialist subject and wider curriculum at a level appropriate to young children. Use ICT Give oral presentations Work as a team Use library resources Manage time Serial visits to primary placements followed by school experiences of varying lengths and follow up visits, all supported with a professional framework programme. TTA standards Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably expect to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in module and programme handbooks. 7