Primary Education with QTS
UCAS code: X120
COURSE OVERVIEW
- Become an ‘Outstanding’ Teacher – Ofsted rated our teaching as 'Outstanding'
- Dynamic training informed by current research
- Interactive seminars led by expert tutors and grounded in a practical understanding of high-quality primary teaching
- Specialism studies in Year 2 and 3 (for example, Early Years, Additional Needs or a Curriculum Subject).
- Optional modules to enrich and deepen your understanding of important issues relating to primary teaching
- Benefit from our extensive school partnerships with over 450 schools providing excellent opportunities to gain experience and develop as a skilled practitioner
Teaching is one of the most rewarding and challenging careers. By choosing to study at Winchester you are choosing to train at an institution with long established reputation for Outstanding teacher education.
We know what it takes to develop innovative, professional, reflective teachers. Train with us to develop strong subject knowledge, an understanding of how to teach all primary curriculum subjects, innovate, and best match the needs of the children you will teach, considering the diversity, needs, and responses of all your pupils. Our graduates are equipped to thrive in their chosen profession.
The University offers a stimulating and supportive learning environment that challenges and inspires our trainees. Our passion is to provide a university experience that helps you reach your full potential and make a real difference to children’s lives. Our highly practical programme is constantly reviewed to ensure students are equipped with the most up-to-date developments in primary education.
The programme effectively blends theory and practice, providing you with the knowledge, understanding and skills for your future teaching career. You will develop strong research skills enabling you to undertake your own research and consider critically important pedagogical theories. Your work on campus is enhanced and developed through a series of school placements where you will develop a reflective approach to your own practice and the ability to work flexibly, creatively and thoughtfully in the classroom,
There’s ample scope for you to personalise a professional portfolio through selecting a subject specialism, option modules and foci for your professional enquiry and follow areas of particular interest, subject to levels of interest. The teaching team encourages this and combines plenty of hands-on experience, expertise and enthusiasm to nurture you through your academic and professional journey.
We work closely with over 450 schools in the region, from large urban schools to small village schools serving diverse communities. Working closely with our school partners helps to provide you with a variety of school experiences. It also provides insights and a range of perspectives on currents issues facing schools and effective teaching approaches.
By the end of Year 1, with experience of both the taught programme and teaching in schools, you can opt to take a Sandwich Year between years 2 and 3 to engage in a self-directed work placement in an educational setting to enrich your experience and understanding of different educational environments and cultures.
Accreditation
Accredited by the Department for Education (DfE) for the purpose of delivering initial teacher training programmes to achieve Qualified Teacher Status (QTS).
Careers
Winchester Primary Education graduates have a high employment rate and are well respected in the region and beyond. A programme of preparation for applying for teaching posts is held annually for students in their final year. Most students take up a position in teaching although, occasionally, graduates pursue other careers using the range of transferable skills gained during study.
Partnership teachers contribute to the programme from recruitment to preparation for the Newly Qualified Teacher year to ensure the University appropriately supports ongoing teacher development. Many local Headteachers and Deputy Headteachers are Winchester graduates.
The University of Winchester ranks in the top 10 in the UK for graduate employability and further study according to the Graduate Outcomes Survey 2021, HESA.
Pre-approved for a Masters
If you study a Bachelor Honours degree with us, you will be pre-approved to start a Masters degree at Winchester. To be eligible, you will need to apply by the end of March in the final year of your degree and meet the entry requirements of your chosen Masters degree.
ABOUT THIS COURSE
Suitable for applicants from:
UK, EU, World
Work placements
Students undertake a range of self-directed work. There are opportunities for work experience placements abroad; previous students have worked across Europe and in Africa, India, USA, China, Japan and Thailand.
Learning and teaching
Our aim is to shape 'confident learners' by enabling you to develop the skills needed to excel in your studies here and as well as onto further studies or the employment market.
You are taught primarily through a combination of lectures and seminars, allowing opportunities to discuss and develop your understanding of topics covered in lectures in smaller groups.
In addition to the formally scheduled contact time such as lectures and seminars etc., you are encouraged to access academic support from staff within the course team and the wide range of services available to you within the University.
Independent learning
Over the duration of your course, you will be expected to develop independent and critical learning, progressively building confidence and expertise through independent and collaborative research, problem-solving and analysis with the support of staff. You take responsibility for your own learning and are encouraged to make use of the wide range of available learning resources available.
Overall workload
Your overall workload consists of class contact hours, independent learning and assessment activity.
While your actual contact hours may depend on the optional modules you select, the following information gives an indication of how much time you will need to allocate to different activities at each level of the course.
Year 1 (Level 4): Timetabled teaching and learning activity*
Teaching, learning and assessment: 252 hours
Independent learning: 708 hours
Placement: 240 hours
Year 2 (Level 5): Timetabled teaching and learning activity*
Teaching, learning and assessment: 276 hours
Independent learning: 684 hours
Placement: 240 hours
Year 3 (Level 6): Timetabled teaching and learning activity*
Teaching, learning and assessment: 240 hours
Independent learning: 612 hours
Placement: 348 hours
*Please note these are indicative hours for the course.
The BA (hons) primary Education (with QTS) course has both academic and professional requirements. Although the majority of placement hours are reflected in the block placement modules, many curriculum and specialist modules also have opportunities for students to spend time in local schools; this ensures that students have an opportunity to make connections between theory and practice. BA students are also required to complete additional self-directed placements outside of normal University terms or during their non-timetabled periods. Generally, students are timetabled for most days of the week, although not always for the whole day. During school placements, students are required to match the class teacher hours, being at the school for up to nine hours per day and doing further follow up work prior to the next day.
A key feature of the student experience is the close relationship between University based and school based learning. Ofsted commend this coherence and consider “the overall effectiveness of the provider is outstanding because the training, assessment and quality of the provision across the partnership are of the highest quality, enabling trainees on all programmes to make excellent progress and to achieve consistently good or outstanding results.
Location
Taught elements of the course take place on campus in Winchester.
Assessment
Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.
We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes.
Percentage of the course assessed by coursework
The assessment balance between examination and coursework depends to some extent on the optional modules you choose. The approximate percentage of the course assessed by different assessment modes is as follows:
Year 1 (Level 4)*:
75% coursework
0% written exams
25% practical exams
Year 2 (Level 5)*:
83% coursework
0% written exams
17% practical exams
Year 3 (Level 6)*:
62% coursework
0% written exams
38% practical exams
*Please note these are indicative percentages and modes for the programme.
Feedback
We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.
Further information
For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.
Entry requirements
2023 Entry: 112-120 UCAS tariff points
Our offers are typically made using UCAS tariff points to allow you to include a range of level 3 qualifications and as a guide, the requirements for this course are equivalent to:
- A-Levels: BBC-BBB from 3 A Levels or equivalent grade combinations (e.g. BBB is comparable to ABC in terms of tariff points)
- BTEC/CTEC: DMM from BTEC or Cambridge Technical (CTEC) qualifications
- International Baccalaureate: To include a minimum of 2 Higher Level certificates at grade H4
- T Level: Merit in a T Level
In addition to the above, we accept tariff points achieved for many other qualifications, such as the Access to Higher Education Diploma, Scottish Highers, UAL Diploma/Extended Diploma and WJEC Applied Certificate/Diploma, to name a few. We also accept tariff points from smaller level 3 qualifications, up to a maximum of 32, from qualifications like the Extended Project (EP/EPQ), music or dance qualifications. To find out more about UCAS tariff points, including what your qualifications are worth, please visit UCAS.
In addition to level 3 study, the following GCSE’s are required:
- GCSE English Language, Mathematics and a science at grade C or 4 or above. If you have taken a combined Science GCSE, a minimum grade of CC or 4-4 is required.
- You will need to provide original certificates to the University. If you only hold a ‘statement of provisional results’ and do not hold original certificates, please contact the relevant awarding body to obtain a ‘certified statement of results’ as soon as possible. Further information about obtaining a replacement exam certificate is available here: https://www.gov.uk/replacement-exam-certificate.
- Functional Skills, Key Skills, Adult Numeracy and Adult Literacy qualifications are not accepted by the University as GCSE equivalents.
- If you do not hold GCSE qualifications, please contact us to confirm that we are able to accept the qualification you hold.
If English is not your first language, a formal English language test will most likely be required and you will need to achieve the following:
- IELTS Academic at 7.0 overall with a minimum of 7.0 in all four components
- We also accept other English language qualifications, such as IELTS Indicator, Pearson PTE Academic, Cambridge C1 Advanced and TOEFL iBT.
If you will be over the age of 21 years of age at the beginning of your undergraduate study, you will be considered as a mature student. This means our offer may be different and any work or life experiences you have will be considered together with any qualifications you hold. UCAS have further information about studying as a mature student on their website which may be of interest.
If you have completed your qualifications outside the UK, the Department for Education (DfE) are able to help you obtain a UK National Academic Recognition Information Centre (NARIC) statement of comparability for free. For further information, please visit the get into teaching website.
We will look for evidence of a commitment to the teaching profession, an understanding of professional requirements, and an awareness of current educational issues in an application. Prior experience in a school is not required, however prospective students may find experience in a school useful for obtaining insights into the primary education classroom. Experience in a school or similar setting may also provide reassurance to prospective students that teaching is the right choice for their career.
We will also look for you demonstrate competency in Fundamental skills in English and Mathematics during the selection process.
If you meet all of the above criteria or are expecting to meet the criteria prior to the course start date, you have a strong chance of being invited to interview.
Additional requirements
If you are offered a place after attending an interview you will need to meet the following additional requirements. The University will send you more information about when and how you need to complete each of these tasks if you accept our offer.
- Complete a period of five days school experience after interview, and prior to joining the programme. You will be given tasks to complete in relation to this school experience by the academic department.
- Obtain enhanced Disclosure and Barring Service (DBS) clearance check after accepting an offer. Please note, the cost of the clearance check is covered by the applicant (£40 at the time of publishing).
- If you have spent over 6 months outside the UK in the last 5 years you will be required to obtain criminal records checks from each of the countries you lived in for over 6 months continuously. Further information about obtaining a criminal records check from outside the UK is available on the gov.uk website. Please note, obtaining criminal records checks from other countries can take a long time.
- You will also be required to complete an occupational health check to confirm that you are fit to teach.
How to apply
Applications for the Primary Education course can only be submitted via UCAS Undergraduate.
Getting in touch
If you have any questions about the course or studying at Winchester, please get in touch using our Ask a Question form and we will get back to you shortly.
Alternatively, you can call us on:
tel: +44 (0)1962 827234 – UK/Channel Islands/Isle of Man students
tel: +44 (0)1962 826427 – International students
Visit us
Explore our campus and find out more about studying at Winchester by coming to one of our Open Days.
Year 1 (Level 4)
Modules Credits
| Curriculum English 1: The Foundations of English | 10 | |
|
Starting from the students’ own experience, this module will focus on the foundations of the effective teaching of English. The nature and language of English will be presented. Students will be introduced to the importance of talk and dialogic teaching in developing children’s reading (word recognition and comprehension). They will explore and evaluate key pedagogy and theory with a focus on teaching and learning strategies which utilise talk. They will begin to understand relevant current statutory requirements and initiatives in English. Students will develop their knowledge and understanding through reflection on their own learning, completing self-directed tasks and school-based tasks. These will make connections between the taught module and their own practice in the teaching of reading, including phonics. |
||
| Curriculum Mathematics 1: Thinking and Reasoning Mathematically | 10 | |
|
Within this module, you will develop your understanding of mathematics specific subject knowledge and pedagogy. Students will be introduced to and engage in an exploration of early mathematical ideas such as the cardinal, ordinal and nominal aspects of number. You will then go on to consider wider ideas such as place value for whole and decimal numbers. You will also explore a range of mathematical ideas associated with geometric thinking, problem solving and reasoning. Pedagogical ideas relating to how we explain and visually represent mathematical ideas will be an important feature of this module. Significant literature will be drawn upon and will help to inform your judgements and lines of argument relating to the mathematical and pedagogical ideas explored within this module. |
||
| Curriculum Science 1: Working scientifically and developing curiosity | 10 | |
|
In this module students will be supported in the learning and teaching of science in an environment that fosters independent and collaborative working practices. Students will begin to develop their knowledge and understanding of science enquiry through a range of contexts, experiences and working scientifically. You will be encouraged to reflect on your emerging identity as a teacher of primary science and begin to recognise how frameworks, pedagogical choices and policies influence the teaching of science in primary school. |
||
| Placement Learning and Reflection 1 | 20 | |
|
Students will be introduced to and consolidate their understanding of the professional expectations and responsibilities associated with being an educator through a university taught course, ahead of a professional placement. The course will develop students’ knowledge about the profession and their pedagogical craft, using reflections on pre-course experience and first placement as a starting point. Students will consider the ethical implications of the profession, both in the decisions they make as an educator, as well as the ethical implications of the information they are party to. Students will be directed to reflect on specific aspects of practice by university tutors. These reflections will be shared with university staff and used as the basis for setting individual targets and devising action plans for their professional development. |
||
| Educational Principles and Perspectives (EPP) 1: Education and Learning | 20 | |
|
You will be guided to explore the nature and purpose of education with introductory links made to key theory. Historical perspectives will be considered culminating in looking at the types of schooling that are currently available. The role of the educator and some of the current educational, ethical, social and political tensions faced by individuals working in educational settings will be considered. You will reflect on your own experience as a learner as well as the individual learners you have observed whilst working in educational settings. Connections will be made to the work of significant educational theorists, as well as different approaches to learning adopted. You will consider the theories discussed in relation to your own developing practice and professional identity. |
||
| Wider curriculum 1a: Knowledge and understanding | 20 | |
|
This module will provide students with a range of introductory sessions in the areas of learning within the wider curriculum. The purpose of these sessions will be to familiarise students with the breadth of learning in the primary classroom and to highlight the significance of these areas of learning. Students will have an opportunity to explore the research and theory which supports these subjects and areas of learning. The module will also signpost to learners where and how they can develop their own subject knowledge. Students will also have an opportunity to consider how this translates into practice in the classroom. In addition, this module will contribute to building the students’ identity as a teacher through a range of curriculum perspectives. |
||
| Wider Curriculum 1b: Developing Practice | 20 | |
|
This module will build on students’ understanding of learning within the wider curriculum. Students will deepen their understanding of the importance of a broad and balanced curriculum and learning environment. Students will become familiar with additional research and theory which supports these subjects and areas of learning. The module will also encourage students to continue to deepen their own subject knowledge and enable them to become responsible for their own development. Students will also have further opportunities to apply their learning in practical contexts. |
||
| Professional Placement 1a | 0 | |
|
Whilst on placement in a school setting, you will work under the direction of school staff, learning through participant observation and then progressing towards planning and teaching whole class lessons in at least one subject. You will be required to engage in continual reflective practice, evaluating and recording your personal and professional progress. |
||
| Professional Placement 1b | 0 | |
|
Whilst on placement in a school setting, you will work under the direction of school staff, learning through participant observation and then progressing to planning and teaching whole class lessons in two or more subjects. You will be required to engage in continual reflective practice, collecting evidence and evaluating and recording their personal and professional progress. |
||
| Optional Modules | ||
|
||
Optional Credits
| Curriculum English 1: The Foundations of English | 10 | |
|
Starting from the students’ own experience, this module will focus on the foundations of the effective teaching of English. The nature and language of English will be presented. Students will be introduced to the importance of talk and dialogic teaching in developing children’s reading (word recognition and comprehension). They will explore and evaluate key pedagogy and theory with a focus on teaching and learning strategies which utilise talk. They will begin to understand relevant current statutory requirements and initiatives in English. Students will develop their knowledge and understanding through reflection on their own learning, completing self-directed tasks and school-based tasks. These will make connections between the taught module and their own practice in the teaching of reading, including phonics. |
||
| Curriculum Mathematics 1: Thinking and Reasoning Mathematically | 10 | |
|
Within this module, you will develop your understanding of mathematics specific subject knowledge and pedagogy. Students will be introduced to and engage in an exploration of early mathematical ideas such as the cardinal, ordinal and nominal aspects of number. You will then go on to consider wider ideas such as place value for whole and decimal numbers. You will also explore a range of mathematical ideas associated with geometric thinking, problem solving and reasoning. Pedagogical ideas relating to how we explain and visually represent mathematical ideas will be an important feature of this module. Significant literature will be drawn upon and will help to inform your judgements and lines of argument relating to the mathematical and pedagogical ideas explored within this module. |
||
| Curriculum Science 1: Working scientifically and developing curiosity | 10 | |
|
In this module students will be supported in the learning and teaching of science in an environment that fosters independent and collaborative working practices. Students will begin to develop their knowledge and understanding of science enquiry through a range of contexts, experiences and working scientifically. You will be encouraged to reflect on your emerging identity as a teacher of primary science and begin to recognise how frameworks, pedagogical choices and policies influence the teaching of science in primary school. |
||
| Placement Learning and Reflection 1 | 20 | |
|
Students will be introduced to and consolidate their understanding of the professional expectations and responsibilities associated with being an educator through a university taught course, ahead of a professional placement. The course will develop students’ knowledge about the profession and their pedagogical craft, using reflections on pre-course experience and first placement as a starting point. Students will consider the ethical implications of the profession, both in the decisions they make as an educator, as well as the ethical implications of the information they are party to. Students will be directed to reflect on specific aspects of practice by university tutors. These reflections will be shared with university staff and used as the basis for setting individual targets and devising action plans for their professional development. |
||
| Educational Principles and Perspectives (EPP) 1: Education and Learning | 20 | |
|
You will be guided to explore the nature and purpose of education with introductory links made to key theory. Historical perspectives will be considered culminating in looking at the types of schooling that are currently available. The role of the educator and some of the current educational, ethical, social and political tensions faced by individuals working in educational settings will be considered. You will reflect on your own experience as a learner as well as the individual learners you have observed whilst working in educational settings. Connections will be made to the work of significant educational theorists, as well as different approaches to learning adopted. You will consider the theories discussed in relation to your own developing practice and professional identity. |
||
| Wider curriculum 1a: Knowledge and understanding | 20 | |
|
This module will provide students with a range of introductory sessions in the areas of learning within the wider curriculum. The purpose of these sessions will be to familiarise students with the breadth of learning in the primary classroom and to highlight the significance of these areas of learning. Students will have an opportunity to explore the research and theory which supports these subjects and areas of learning. The module will also signpost to learners where and how they can develop their own subject knowledge. Students will also have an opportunity to consider how this translates into practice in the classroom. In addition, this module will contribute to building the students’ identity as a teacher through a range of curriculum perspectives. |
||
| Wider Curriculum 1b: Developing Practice | 20 | |
|
This module will build on students’ understanding of learning within the wider curriculum. Students will deepen their understanding of the importance of a broad and balanced curriculum and learning environment. Students will become familiar with additional research and theory which supports these subjects and areas of learning. The module will also encourage students to continue to deepen their own subject knowledge and enable them to become responsible for their own development. Students will also have further opportunities to apply their learning in practical contexts. |
||
| Professional Placement 1a | 0 | |
|
Whilst on placement in a school setting, you will work under the direction of school staff, learning through participant observation and then progressing towards planning and teaching whole class lessons in at least one subject. You will be required to engage in continual reflective practice, evaluating and recording your personal and professional progress. |
||
| Professional Placement 1b | 0 | |
|
Whilst on placement in a school setting, you will work under the direction of school staff, learning through participant observation and then progressing to planning and teaching whole class lessons in two or more subjects. You will be required to engage in continual reflective practice, collecting evidence and evaluating and recording their personal and professional progress. |
||
| Optional Modules | ||
|
||
Year 2 (Level 5)
Modules Credits
| Curriculum English 2: From reading into writing | 10 | |
|
Building on your understanding of the relationship between talk and reading, this module will explore the interdependence of talk, reading and writing. You will study and evaluate key pedagogy and theory with a focus on writing development and the assessment of reading and writing. You will develop and explore appropriate teaching and learning strategies for all pupils, enabling students to plan for progression. You will deepen your understanding of current statutory requirements and initiatives. You will articulate your knowledge and understanding by reflecting on your own learning, completing self-directed tasks and engaging with school-based tasks. These will make connections between the taught module and your own practice in the teaching and assessment of reading and writing. |
||
| Curriculum Science 2: Working scientifically and exploring fascinating ideas | 10 | |
|
This module aims to support you as you extend your science subject knowledge and pedagogical content knowledge in the context of a range of primary science topics. Students will be encouraged to recognise and value children’s ideas in order to inform planning and assessment opportunities to support progression in learning. Students will begin to develop their knowledge of appropriate strategies to support children’s learning in science. Peer mentoring is an important aspect of this module and you will reflect on your own learning, review progress and set personal targets for continued development. |
||
| Curriculum Mathematics 2: Working On and With Numbers | 10 | |
|
Within this module, you will further enhance your understanding of mathematics specific subject knowledge and pedagogy. This module will build on and develop the important ideas introduced in the previous mathematics module. Students will identify and examine relationships between the four operations and will consider procedural fluency relating to this aspect of mathematics. These ideas will be explored within the wider context of statistics so that students can appreciate the broader application of calculation and connections within mathematics. Students will critically evaluate the appropriateness of different pedagogical choices and develop generalisations about explaining and visually representing ideas. This module will require students to collect, synthesise and analyse a range of information, in order to identify competing perspectives. |
||
| Placement Learning and Reflection (PLR) 2 | 20 | |
|
You will extend your knowledge and understanding of the professional expectations and responsibilities associated with being an educator through a university taught course, ahead of a professional placement. The course will further develop students’ knowledge about education and pedagogical craft, using reflections on previous placements as a starting point. Students will be directed to reflect on specific aspects of practice by university tutors. These reflections will be shared with university staff and used as the basis for setting individual targets and devising action plans for their professional development. |
||
| Educational Principles and Perspectives (EPP2): Personalising Learning | 20 | |
|
This module will focus on issues surrounding inclusive practice. Students will be encouraged to develop an understanding of their own identities and mindset as part of a consideration of wider attitudes regarding inclusion. Through challenge and discussion current key issues will be considered alongside an awareness of the historical journey of inclusion. Students will become confident with the contents of the most recent Special Educational Needs and Disability legislation and the wider inclusion agenda. |
||
| Wider Curriculum 2: Cross-Curricular Perspectives | 20 | |
|
This module focuses on the value and significance of a broad and balanced curriculum across the Early Years and primary age phases. It will provide you with the opportunity to deepen your knowledge and understanding of the subjects and areas of the wider curriculum. You will explore the connections between wider curriculum areas, as well as develop your understanding of how to apply these relationships in meaningful and relevant ways. |
||
| Professional Enquiry 1: Research Proposal | 10 | |
|
The module aims to develop students’ understanding of the role of classroom based research in supporting practice and continuing professional development. Students will be introduced to research methods and skills of the researcher through a mixture of lectures and tutorials. Students will be introduced to the role of ethics in educational research. Students will prepare and submit a research proposal for their chosen area of study. |
||
| Professional Placement 2 | 0 | |
|
Whilst on placement in either a school or informal educational setting, students will work under the direction of staff, learning through participant observation and then progressing to planning and teaching sequences of whole class lessons or learning experiences. Students will be required to engage in continual reflective practice, collecting evidence and evaluating and recording their personal and professional progress. |
||
| Optional modules | ||
Students choose one specialist subject and complete two modules:
|
||
| Sandwich Year | 120 | |
|
Students will negotiate access and gain university approval for study abroad or work/volunteering in national or international settings. Appropriate activities might include school settings across the age phases, museum, library and gallery work, informal and outdoor educational settings, international volunteering and study etc. You will prepare to undertake a range of new activities that will enhance your understanding of education and of yourselves, and you will be supported in the development of reflective practice and report writing in order to make the best of this experience in planning for your future career. |
||
Optional Credits
| Curriculum English 2: From reading into writing | 10 | |
|
Building on your understanding of the relationship between talk and reading, this module will explore the interdependence of talk, reading and writing. You will study and evaluate key pedagogy and theory with a focus on writing development and the assessment of reading and writing. You will develop and explore appropriate teaching and learning strategies for all pupils, enabling students to plan for progression. You will deepen your understanding of current statutory requirements and initiatives. You will articulate your knowledge and understanding by reflecting on your own learning, completing self-directed tasks and engaging with school-based tasks. These will make connections between the taught module and your own practice in the teaching and assessment of reading and writing. |
||
| Curriculum Science 2: Working scientifically and exploring fascinating ideas | 10 | |
|
This module aims to support you as you extend your science subject knowledge and pedagogical content knowledge in the context of a range of primary science topics. Students will be encouraged to recognise and value children’s ideas in order to inform planning and assessment opportunities to support progression in learning. Students will begin to develop their knowledge of appropriate strategies to support children’s learning in science. Peer mentoring is an important aspect of this module and you will reflect on your own learning, review progress and set personal targets for continued development. |
||
| Curriculum Mathematics 2: Working On and With Numbers | 10 | |
|
Within this module, you will further enhance your understanding of mathematics specific subject knowledge and pedagogy. This module will build on and develop the important ideas introduced in the previous mathematics module. Students will identify and examine relationships between the four operations and will consider procedural fluency relating to this aspect of mathematics. These ideas will be explored within the wider context of statistics so that students can appreciate the broader application of calculation and connections within mathematics. Students will critically evaluate the appropriateness of different pedagogical choices and develop generalisations about explaining and visually representing ideas. This module will require students to collect, synthesise and analyse a range of information, in order to identify competing perspectives. |
||
| Placement Learning and Reflection (PLR) 2 | 20 | |
|
You will extend your knowledge and understanding of the professional expectations and responsibilities associated with being an educator through a university taught course, ahead of a professional placement. The course will further develop students’ knowledge about education and pedagogical craft, using reflections on previous placements as a starting point. Students will be directed to reflect on specific aspects of practice by university tutors. These reflections will be shared with university staff and used as the basis for setting individual targets and devising action plans for their professional development. |
||
| Educational Principles and Perspectives (EPP2): Personalising Learning | 20 | |
|
This module will focus on issues surrounding inclusive practice. Students will be encouraged to develop an understanding of their own identities and mindset as part of a consideration of wider attitudes regarding inclusion. Through challenge and discussion current key issues will be considered alongside an awareness of the historical journey of inclusion. Students will become confident with the contents of the most recent Special Educational Needs and Disability legislation and the wider inclusion agenda. |
||
| Wider Curriculum 2: Cross-Curricular Perspectives | 20 | |
|
This module focuses on the value and significance of a broad and balanced curriculum across the Early Years and primary age phases. It will provide you with the opportunity to deepen your knowledge and understanding of the subjects and areas of the wider curriculum. You will explore the connections between wider curriculum areas, as well as develop your understanding of how to apply these relationships in meaningful and relevant ways. |
||
| Professional Enquiry 1: Research Proposal | 10 | |
|
The module aims to develop students’ understanding of the role of classroom based research in supporting practice and continuing professional development. Students will be introduced to research methods and skills of the researcher through a mixture of lectures and tutorials. Students will be introduced to the role of ethics in educational research. Students will prepare and submit a research proposal for their chosen area of study. |
||
| Professional Placement 2 | 0 | |
|
Whilst on placement in either a school or informal educational setting, students will work under the direction of staff, learning through participant observation and then progressing to planning and teaching sequences of whole class lessons or learning experiences. Students will be required to engage in continual reflective practice, collecting evidence and evaluating and recording their personal and professional progress. |
||
| Optional modules | ||
Students choose one specialist subject and complete two modules:
|
||
| Sandwich Year | 120 | |
|
Students will negotiate access and gain university approval for study abroad or work/volunteering in national or international settings. Appropriate activities might include school settings across the age phases, museum, library and gallery work, informal and outdoor educational settings, international volunteering and study etc. You will prepare to undertake a range of new activities that will enhance your understanding of education and of yourselves, and you will be supported in the development of reflective practice and report writing in order to make the best of this experience in planning for your future career. |
||
Year 3 (Level 6)
Modules Credits
| Professional Enquiry 2: Research Report | 20 | |
|
The module aims to develop students understanding of the role of classroom based research in supporting practice and continuing professional development. The module will follow an action research based approach. Students will be introduced to research data collection and analysis through a mixture of lectures and tutorials. Students will be expected to undertake small-scale research in school or a non-empirical study analysing research approaches of others. Students will be required to prepare and submit their written research report. |
||
| Educational Principles and Perspectives (EPP) 3: Current Issues in Education | 20 | |
|
This module encourages students to engage with broader perspectives and to reflect on the links between schools and the society in which we operate. Students will be introduced to the current debates affecting teachers and schools. They will be guided to develop an informed opinion to the changes taking place and to appreciate the wider impact of these changes. They will be guided towards an awareness of the relationship between education, politics and the media. They will be encouraged to debate the impact of these relationships on pupils, teachers and schools, considering how they will affect the individual student as they enter employment. |
||
| Professional Enquiry 3: Knowledge Exchange | 10 | |
|
This module seeks to further develop students understanding of the role of classroom based research in supporting practice and continued professional development. Students will be introduced to some of the methods used to disseminate research in order to facilitate knowledge exchange. Students will then prepare to disseminate their own research/reflective study which they will subsequently share with peers and colleagues in a Faculty based knowledge exchange event. |
||
| Curriculum English, mathematics and science 3 | 20 | |
|
This module builds on and develops the content introduced within the Year 1 and Year 2 core modules. It will allow students to demonstrate coherent and detailed understanding of key concepts and principles in English, mathematics and science. Students will draw critically on evidence to inform approaches to enable learners’ progression. Students will develop some depth to their specialist pedagogical knowledge and will be able to appreciate uncertainty and limitations of particular pedagogical approaches. Through these approaches, students will have an opportunity to reflect on their own identity as a teacher. |
||
| Placement Learning and Reflection (PLR) 3 | 20 | |
|
Students will further extend and enhance their knowledge and understanding of the professional expectations and responsibilities associated with being an educator through a university taught course, ahead of a professional placement. The course will expand students’ existing professional knowledge and pedagogical craft, using reflections on previous placements as a starting point. Students will be directed to reflect on specific aspects of practice by university tutors. These reflections will be shared with university staff and used as the basis for setting individual targets and devising action plans for their professional development and future employment. |
||
| Wider curriculum 3: Enhancing knowledge, understanding and practice | 15 | |
|
This module will deepen and enhance students’ critical understanding of the subjects and areas of the wider curriculum. The students will have an opportunity to explore alternative curriculum models and engage with critical debates surrounding the relative merits of these approaches. Throughout the series of seminars, students will deepen their knowledge and understanding of the subjects/areas and consider the importance of subject/area specific pedagogies. Students will have an opportunity to apply this in a practical context. |
||
| Optional modules | ||
Students take one of the following specialism modules:
|
||
| Professional Placement 3 | 0 | |
|
Whilst on placement in a school or informal educational setting, students will work under the direction of staff, learning through participant observation and then progressing to taking full responsibility for the pupils they are working with for the majority of time. Students will be required to engage in continual reflective practice, collecting evidence and evaluating and recording their personal and professional progress. |
||
Optional Credits
| Professional Enquiry 2: Research Report | 20 | |
|
The module aims to develop students understanding of the role of classroom based research in supporting practice and continuing professional development. The module will follow an action research based approach. Students will be introduced to research data collection and analysis through a mixture of lectures and tutorials. Students will be expected to undertake small-scale research in school or a non-empirical study analysing research approaches of others. Students will be required to prepare and submit their written research report. |
||
| Educational Principles and Perspectives (EPP) 3: Current Issues in Education | 20 | |
|
This module encourages students to engage with broader perspectives and to reflect on the links between schools and the society in which we operate. Students will be introduced to the current debates affecting teachers and schools. They will be guided to develop an informed opinion to the changes taking place and to appreciate the wider impact of these changes. They will be guided towards an awareness of the relationship between education, politics and the media. They will be encouraged to debate the impact of these relationships on pupils, teachers and schools, considering how they will affect the individual student as they enter employment. |
||
| Professional Enquiry 3: Knowledge Exchange | 10 | |
|
This module seeks to further develop students understanding of the role of classroom based research in supporting practice and continued professional development. Students will be introduced to some of the methods used to disseminate research in order to facilitate knowledge exchange. Students will then prepare to disseminate their own research/reflective study which they will subsequently share with peers and colleagues in a Faculty based knowledge exchange event. |
||
| Curriculum English, mathematics and science 3 | 20 | |
|
This module builds on and develops the content introduced within the Year 1 and Year 2 core modules. It will allow students to demonstrate coherent and detailed understanding of key concepts and principles in English, mathematics and science. Students will draw critically on evidence to inform approaches to enable learners’ progression. Students will develop some depth to their specialist pedagogical knowledge and will be able to appreciate uncertainty and limitations of particular pedagogical approaches. Through these approaches, students will have an opportunity to reflect on their own identity as a teacher. |
||
| Placement Learning and Reflection (PLR) 3 | 20 | |
|
Students will further extend and enhance their knowledge and understanding of the professional expectations and responsibilities associated with being an educator through a university taught course, ahead of a professional placement. The course will expand students’ existing professional knowledge and pedagogical craft, using reflections on previous placements as a starting point. Students will be directed to reflect on specific aspects of practice by university tutors. These reflections will be shared with university staff and used as the basis for setting individual targets and devising action plans for their professional development and future employment. |
||
| Wider curriculum 3: Enhancing knowledge, understanding and practice | 15 | |
|
This module will deepen and enhance students’ critical understanding of the subjects and areas of the wider curriculum. The students will have an opportunity to explore alternative curriculum models and engage with critical debates surrounding the relative merits of these approaches. Throughout the series of seminars, students will deepen their knowledge and understanding of the subjects/areas and consider the importance of subject/area specific pedagogies. Students will have an opportunity to apply this in a practical context. |
||
| Optional modules | ||
Students take one of the following specialism modules:
|
||
| Professional Placement 3 | 0 | |
|
Whilst on placement in a school or informal educational setting, students will work under the direction of staff, learning through participant observation and then progressing to taking full responsibility for the pupils they are working with for the majority of time. Students will be required to engage in continual reflective practice, collecting evidence and evaluating and recording their personal and professional progress. |
||
Please note the modules listed are correct at the time of publishing, for full-time students entering the programme in Year 1. Optional modules are listed where applicable. Please note the University cannot guarantee the availability of all modules listed and modules may be subject to change. For further information please refer to the terms and conditions at www.winchester.ac.uk/termsandconditions.
The University will notify applicants of any changes made to the core modules listed above.
Progression from one level of the programme to the next is subject to meeting the University’s academic regulations.
2022 Course Tuition Fees
|
UK / Channel Islands / |
International | |
|---|---|---|
| Year 1 | £9,250 | £14,100 |
| Year 2 | £9,250 | £14,100 |
| Year 3 | £9,250 | £14,100 |
| Total | £27,750 | £42,300 |
| Optional Sandwich Year* | £1,385 | £1,385 |
| Total with Sandwich Year | £29,135 | £43,685 |
If you are a UK student starting your degree in September 2021, the first year will cost you £9,250**. Based on this fee level, the indicative fees for a three-year degree would be £27,750 for UK students.
Remember, you don't have to pay any of this upfront if you are able to get a tuition fee loan from the UK Government to cover the full cost of your fees each year. If finance is a worry for you, we are here to help. Take a look at the range of support we have on offer. This is a great investment you are making in your future, so make sure you know what is on offer to support you.
* Please note that not all courses offer an optional sandwich year. To find out whether this course offers a sandwich year, please contact the programme leader for further information.
** The University of Winchester will charge the maximum approved tuition fee per year.
Additional costs
As one of our students all of your teaching and assessments are included in your tuition fees, including, lectures/guest lectures and tutorials, seminars, laboratory sessions and specialist teaching facilities. You will also have access to a wide range of student support and IT services.
There might be additional costs you may encounter whilst studying. The following highlights the mandatory and optional costs for this course:
Mandatory
Printing and Binding
The University is pleased to offer our students a printing allowance of £5 each academic year. This will print around 125 A4 (black and white) pages. If students wish to print more, printer credit can be topped up by the student. The University and Student Union are champions of sustainability and we ask all our students to consider the environmental impact before printing.
Disclosure and Barring Service
A Disclosure and Barring Service (DBS) clearance check may be required if you undertake a placement, volunteering, research or other course related activity where you will have contact with children or vulnerable adults. The requirement for a DBS check will be confirmed by staff as part of the process to approve your placement, research or other activity. This may also be required when applicants accept their offer for a place on the course. The indicative cost is £40.
Optional
Sandwich Year
Additional costs may be incurred in the sandwich year if a student chooses to study abroad. These will depend on the nature of placement and study.
Scholarships, bursaries and awards
We have a variety of scholarships and bursaries available to support you financially with the cost of your course. To see if you’re eligible, please see our Scholarships and Awards page.
Key course details
- UCAS code
- X120
- Duration
- 3 years full-time
- Typical offer
- 112-120 points
- Location
- On campus, Winchester
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