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s PROGRAMME SPECIFICATION Final

PART 1: COURSE SUMMARY INFORMATION Course summary

Final award BA (Hons) Primary Education with QTS (3-7 Years)

BA (Hons) Primary Education with QTS (5-11 Years)

Intermediate award

BA (Hons) Primary Education (3-7 Years)

BA (Hons) Primary Education (5-11 Years)

BA Primary Education with QTS (3-7 Years)

BA Primary Education with QTS (5-11 Years)

BA Primary Education (3-7 Years)

BA Primary Education (5-11 Years)

Dip HE Primary Education (3-7 Years)

Dip HE Primary Education (5-11 Years)

Cert HE Primary Education (3-7 Years)

Cert HE Primary Education (5-11 Years)

Course status Validated Awarding body University of Brighton School School of Education Location of study Falmer Partner institution(s) N/A Start date September 2020

Admissions Admissions agency UCAS

Entry requirements Check the University’s website for current entry requirements. The admissions policy for the course has been developed to ensure that all general University requirements are met and that all entrants meet the minimum requirements laid down by the Department for Education (DfE) 2016.

Criteria for selection include academic qualifications, commitment to teaching, previous experience with children (preferably in a primary phase setting), appropriate personal qualities, sound work habits and the ability to communicate effectively. The admissions policy and entry requirements are reviewed annually.

General DFE ITT Admissions Criteria (2016)

C1.1 That all entrants have achieved a standard equivalent to a grade C in the

GCSE examinations in English and mathematics, and that all who intend to train to teach pupils aged 3-11 additionally have achieved a standard equivalent to a grade C in the GCSE examination in a science subject.

C1.2 That, in the case of graduate programmes of ITT, all entrants hold a first degree of a United Kingdom higher education institution or equivalent qualification.

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C1.3 That all entrants, as part of the provider's selection procedures, have taken part in a rigorous selection process designed to assess their suitability to teach.

C1.4 That all entrants beginning ITT on or after 1 August 2013 have passed the

professional skills tests prior to entry.

Programme Specific Admissions Criteria In addition to the above minimum entry requirements:

Three A levels: Applicants with two A levels will be considered on an individual basis;

OR, ND/C (Level 3: DMM);

OR, International Baccalaureate: 32 points;

OR, QAA-approved access course;

The equivalent of at least two weeks recent work experience with children, preferably in a nursery or primary school setting.

Mode of study Duration of study (standard) Maximum registration period

Full-time 3 Year Programme 3 years 8 years Course codes/categories

UCAS code X100 (3-7 Years) X122 (5-11 Years)

Contacts Programme Leader Keith Beuttell-Triggs Admissions Tutor Pippa Totraku Examination and Assessment

External Examiner(s)

Name Place of work Tenure Expiry Dr Louise Pagden University of Winchester 30/09/21

Mark Heaton Sheffield Hallam University

30/09/21

Philip Jeffries University of Middlesex 30/09/22 Catriona Robinson University of Worcester 30/09/22

Pablo Mayorga University of Roehampton

30/09/22

Joshua Franks University College London

30/09/22

Cara Broadhurst University of Reading 30/09/22

Examination Board(s) (AEB/CEB)

Combined Area Examination Board BA (Hons) Primary Education with QTS Course Examination Board

Approval and review Approval date Review date

Validation 1990s1

Periodic Review: June 20132; CDR/Periodic Review April 2018

2022/23

Programme Specification September 2018 (October 2018 - Editorial)

(November 2018 / January 2019 / May 2019 – Editorial: addition of External Examiner details / update to Module EP405 title)

February 2020 (updated) External Examiners update - May 2020

February 20213

1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 4 Date of most recent review by accrediting/ approving external body.

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Statutory and Regulatory

Body 1 (if applicable):

DfE / Ofsted

Ofsted inspection: April 2018 – Oct

20184

Tbc

PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES Aims

The intention of this programme is to prepare students to be knowledgeable, reflective, creative and therefore highly effective teachers within the 3-7 or 5-11 age phases. Their success will lie in their ability to be flexible, innovative practitioners in a changing educational environment.

The aims of the programme are for students to develop:

Creativity, commitment and enthusiasm for innovative classroom practice, together with the knowledge, intellectual and managerial skills required of the graduate professional in ensuring the well-being and educational development of all learners.

Intellectual and innovative capability, critical judgement and skilled communication that can be employed in the workplace.

Expertise in an area of subject study.

Capacity to support and contribute to the policies and practices of the workplace and to share in the collective responsibility for their implementation.

An ability to reflect on and improve professional practice and take increasing responsibility for identifying and meeting their own continuing professional development (CPD) needs.

An understanding of relevant educational policy and government identified national priorities, theories of learning and teaching, and the ability to apply these in the workplace.

An ability to meet the Department for Education’s current teacher standards.

Learning outcomes The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate.

Knowledge and theory

The Learning Outcomes are designed to meet specific requirements laid down by the Department for Education. The QAA Education Studies subject benchmark statement additionally informs the learning outcomes.

By the end of the programme, students will, within the context of either the (3-7 Years) or (5-11 Years) age phases:

1. Understand how to make provision effective for all learners and take active and

practical account of the principles of equality, inclusion and diversity in their teaching. 2. Understand how the progress and well-being of learners are affected by a range of

influences and use this knowledge to inform their teaching and support learners effectively.

3. Have a secure and up-to-date knowledge and understanding of the subjects/areas of learning they teach in relation to the prior learning, levels of attainment future progression and transition of learners.

4. Have a working knowledge and understanding of statutory and non-statutory curricula including government initiatives and policies.

5. Have the ability to draw on particular knowledge, understanding and pedagogy of their chosen area of subject study both in academic and professional contexts.

6. Have a knowledge and understanding of a range of effective teaching, learning and assessment strategies and know how to use and adapt them to meet the varied needs of learners.

7. Have an informed vision of their future professional role and recognition of the value of a commitment to continuing professional development.

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Skills Includes intellectual skills (i.e. generic skills relating to academic

study, problem solving, evaluation, research etc.) and professional/ practical skills.

By the end of the programme, students will have the ability to, within the context of either (3-7 Years) or (5-11 Years):

8. Undertake independent study which engages them in critical reflection analysis and

evaluation of practice. 9. Employ a range of social, interpersonal and transferable skills including

communication, problem solving, information processing, reasoning and evaluating and engage with these in ways which facilitate the construction of independent, reasoned and critical thought.

10. Work collaboratively as a member of a team to assess learning needs, set appropriate learning objectives and targets and make a positive contribution to the attainment of all learners.

11. Establish a purposeful learning environment that reflects high expectations of learning and behaviour and fosters constructive relationships within a clear framework for classroom management.

12. Plan, teach and evaluate, using a range of strategies and resources that enable all learners to make progress. Reflect on the quality of their teaching and use the findings to improve future practice.

13. Use a range of monitoring, assessing, recording and reporting strategies to enable learners to become more independent and as the basis for constructive dialogue with learners, parents, carers and colleagues. Use literacy, numeracy and technology to underpin their teaching and support their wider professional capabilities.

QAA subject benchmark statement5 Education Studies 2015

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

Accredited by the Department for Education (DfE) for the purpose of delivering initial teacher training

programmes to achieve Qualified Teacher Status (QTS). Qualified Teacher Status is awarded by the

Teaching Regulation Agency (TRA).

The programme (in common with all Initial Teacher Training provision) is accredited and has student numbers allocated by the DfE6.

All student teachers must achieve the Department for Education’s current teacher standards before they can be awarded QTS, and therefore the programme has been designed to provide students with appropriate opportunities and experiences to meet these standards7.

Finally, the DfE uses information about the quality and efficiency of provision obtained through inspections undertaken by Ofsted8. The University of Brighton is currently designated an ‘Outstanding’ provider by Ofsted.

5 Please refer to the QAA website for details

6 http://www.education.gov.uk/get-into-teaching/; 7 Details of the Standards are available from: https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00066-2011 8 http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/70005

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LEARNING AND TEACHING Learning and teaching methods

The teaching and learning approaches have been chosen as ones which will promote a positive approach to learning in the course, the development of questioning approaches and increased autonomy and independence of students. The range of strategies will help direct students’ work, develop critical understanding and confidence, and provide underpinning support for self-development. The emphasis is on students as active agents rather than passive consumers in the teaching and learning process.

We recognise the importance of informal learning arrangements which students encounter individually or in peer groups through non-contact research and study. The overall aim is to provide a learning experience which will enable students to develop knowledge, commitment and skills. The course can be seen as comprising of: taught components, individual study and school based training.

Learning and teaching strategies include:

Key lectures, tutor-led workshops and fieldwork, primarily to introduce underpinning knowledge, theoretical argument, practical skills, central issues, key texts and inter-professional fields of study.

Critical study of key texts and supplementary reading to enable students to identify relevant subject matter that will enhance their understanding and intellectual ability.

Participation in group discussion, presentation and debate, to encourage students to develop their skills of critical analysis and further increase involvement and collaboration in order to improve their interpersonal, group and communication skills.

Case studies and problem solving tasks to provide opportunities to develop approaches that will deepen levels of understanding and professional judgement.

Development of practice based competence and skills of critical reflection through guided individual mentoring during placements.

Assessment tasks designed to assess the appropriate level of professional and academic knowledge, understanding and skills required and which encourage increasing levels of independence as well as the development of critical analysis, reflection and evaluation.

Professional and academic development planning (e-portfolio) to facilitate the capacity to evaluate critically and reflect upon learning in order to identify strengths, development needs and inform improvement plans.

The use of digital platforms to facilitate independent investigation and, where appropriate, discussion of professional issues.

ASSESSMENT

Assessment methods This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

Assessment within the course arises from the principles of assessment within the University’s General Examination and Assessment Regulations for taught Courses (GEAR).

The programme uses a variety of assessment methods which are designed to relate to the learning and teaching strategies and the learning outcomes of the programme. Assessment methods will vary from module to module. All modules are assessed using the assessment criteria detailed on the individual modules outlines, which are linked to the learning outcomes for that module. Additionally, the criteria for the award of particular marks or grades are provided by the University’s Grading Criteria / Grading Descriptors.

Methods of assessment include:

Written assignments (essays, evaluation reports etc.)

Group and individual seminars and presentations

Portfolios including E-Portfolio

Independent Tasks (practical work eg dance/gymnastics sequences, posters, creation of resources)

School based training reports

Peer evaluation

Assessments will be submitted, where appropriate, electronically.

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Where relevant students who cannot complete group assessment tasks will be offered an alternative individual task at the discretion of the module leader and in relation to the School of Education policy.

Learning Outcome Modules

Knowledge and Theory

1 Understand how to make provision effective for all learners and take active and practical account of the principles of equality, inclusion and diversity in their teaching.

2 Understand how the progress and well-being of learners are affected by a

range of influences and use this knowledge to inform their teaching and support learners effectively.

EE405:EM406: ES402; EE511; EM518; ET402; ET505; ET604; EV403; EV507; EV605

3 Have a secure and up-to-date knowledge and understanding of the subjects/areas of learning they teach in relation to the prior learning, levels of attainment future progression and transition of learners.

EE405:EM406: ES402: EP405: EE511; EM518; EP508; ET402;

ET505; ET604; EP611

4 Have a working knowledge and understanding of statutory and non-statutory curricula including government initiatives and policies.

EE405:EM406: ES402 EE511; EM518;EV507; ET505; ET604;

EP403; EP508 EV605

5 Have the ability to draw on particular knowledge, understanding and pedagogy of their chosen specialist areas both in academic and professional contexts.

Subject Study Modules

6 Have a knowledge and understanding of a range of teaching, learning and assessment strategies and know how to use and adapt them to meet the varied needs of learners.

EV403; EV507; EV605; ET502; ET602; EP611

7 Have an informed vision of their future professional role and recognition of the value of a commitment to continuing professional development.

EP405; EV403; EV507; EV605; EP611; EP607

Skills

8 Undertake independent study which engages them in critical reflection analysis and evaluation of practice.

EP612

9 Employ a range of social, interpersonal and transferable skills including communication, problem solving, information processing, reasoning and evaluating and engage with these in ways which facilitate independent, critical thought.

EM406; ET402; ET505; ET604; EP612; EV605

Subject Study Modules

10 Work collaboratively with colleagues and as a member of a team to assess learning needs, set appropriate learning objectives and targets and make a positive contribution to the attainment of all learners.

11) Establish a purposeful learning environment that reflects high expectations of

learning and behaviour and fosters constructive relationships within a clear framework for classroom management.

EE511; EM518; ES402; EP508: EV507; ET404; ET505; ET604;

12 Plan, teach and evaluate, using a range of strategies and resources that enable all learners to make progress. Reflect on the quality of their teaching and use the findings to improve future practice.*

13 Use a range of monitoring, assessing, recording and reporting strategies to

enable learners to become more independent and as the basis for constructive dialogue with learners, parents, carers and colleagues.

EV507; EP508; ET404; ET505; ET604; EP611

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14 Use literacy, numeracy and information and communication technology to underpin their teaching and support their wider professional capabilities.

EE405:EM406: ES402 EE511; EM518; ET402; ET505; ET604;

SUPPORT AND INFORMATION

Institutional/ University

All students benefit from:

University Induction week Student Contract

Course Handbook VLE Open Learning Centre Extensive library facilities Computer pool rooms E-mail address Student Services Personal Academic Tutoring The use of an e-portfolio

Course-specific Additional support, specifically where courses have non- traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from: BA Primary Course Yearly Handbook (online access) Partnership in Education Handbook School Based Training Handbooks (Year 1, 2 and 3)

During the university-based components, support is offered to students through the programme leadership and teaching team. Personal Academic Tutor meetings are timetabled throughout the programme and additional meetings arranged as needed.

Students nominate student representatives within their year group to meet with the Programme and Year Leader regularly throughout the year.

On placement, students are supported by a school-based mentor. University support continues through visits from the placement tutor. Contact with the Personal Academic Tutor, Year Leader and Programme Leaders, on an as required basis, is also available.

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PART 3: PROGRAMME STRUCTURE AND REGULATIONS

PROGRAMME STRUCTURE

Programme Structure

The key elements comprise:

1. Education Studies 2. Core Curriculum - English, Mathematics, Science (and Computing) 3. Foundation Subjects and Religious Studies 4. Subject Study 5. Support Tutoring 6. School Based Training

The structure of the course is designed to enable students to develop increasing breadth and depth of understanding of these key elements through the provision of a coherent and progressive curriculum both within and across modules.

1 Education Studies

Education studies modules (EV403, EV507, EV605) are subdivided into two aspects: the development of students understanding of pedagogy including an appreciation of current and emerging educational theories and debate; and the refinement of academic and professional development to ensure that they have the capacity to: reflect critically on their achievements; identify their strengths and areas for further development; and provide them with the necessary skills to establish a commitment to lifelong learning.

2 Core Curriculum Subjects, Foundation Subjects and Religious Education.

These modules enable students to:

Have a secure knowledge and understanding to enable them to teach effectively across the relevant age range.

Develop a critical understanding of the relevant statutory and non-statutory curricula and other current government initiatives and priorities.

Know how to use skills in literacy, numeracy and digital technologies to support their personal and professional development.

Know the assessment arrangements for these subjects and be able to interpret and analyse critically local and national statistical data.

3 Subject Study

Students select a subject study of their choice at the end of year one. This provides opportunities to:

Gain a depth of knowledge and understanding of the subject that is balanced against an understanding of pedagogy.

Adopt a creative and constructively critical approach towards innovation of their subject and demonstrate the capacity to improve practice.

4 Professional Development

Professional development is linked to both the university and school-based training elements of the course and is designed to enable students to evaluate and reflect upon their learning in order to make improvements.

The use of an e-portfolio enables students to collate evidence of these achievements and it is reviewed at key points during the course. Action planning tools contained within the e-portfolio are used to support academic and professional development during university modules and placements and constitute a significant part of the improvement planning process.

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At the end of the course, the e-portfolio provides evidence that the student has met the Teachers’ Standards 2012 and is used as the basis for identifying professional development needs in the NQT/Induction Year.

5 School Based Training

School based training is organised by the Partnership Office and undertaken in Partnership Schools, Teaching Schools, Academies and Early Years settings with whom the School of Education has a professional relationship. Each placement has specific expectations, and these are published in the School of Education Primary Partnership handbook and the School Based Training handbook.

School based training is provided in each year of the course and designed in a progressive manner to enable students to meet the current DfE teacher standards. The overall aims for these placements are to:

Facilitate the development of students’ professional attributes, skills, knowledge and understanding.

Provide specific experiences that enable students to build on professional strengths and address development needs.

Develop understanding about ways in which the attainment, development and well-being of children and young people should be promoted.

Provide opportunities that enable students to adopt a creative and constructively critical approach towards innovative practice.

(Alternative to placement modules (ET403, ET506 & ET606) will be offered at the programme leader’s discretion where a student is unable to complete the School-based training module. In taking any of these modules the student will no longer be able to graduate with QTS)

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BA (Hons) Primary Education with QTS (3-7 & 5-11) – 2020-21

Year 1: Introducing subject specific curriculum/skills/knowledge and child development/learning theory

Semester 1 Semester 2

School-Based Training: 2 days a week

EV403: Education Studies: How Children Learn 20 Level 4 Credits

ET402: School-Based Training 1

20 Level 4 Credits

EE405: English and Language Acquisition 20 Level 4 Credits

EM406: Exploring Learning and Teaching in Mathematics and Computing 20 Level 4 Credits

ES402: Teaching Primary Science 20 Level 4 Credits

EP405: Introducing the Foundation Subjects 20 Level 4 Credits

Year 2: Embedding Knowledge & Enhancing Practice

Semester 1 Semester 2

EV507: Education Studies: Creating an Inclusive Learning Environment

20 Level 5 Credits

ET505:

School-Based Training 2

20 Level 5 Credits

EV507 (continued)

EE511: Teaching English, Principled Practice and Current Policy 20 Level 5 Credits

EE511 (continued)

EM518: Deepening subject and pedagogic knowledge to impact on children’s mathematical understanding

20 Level 5 Credits

EM518 (continued)

EP508: Curriculum Design and Enhanced Practice in Foundation Subjects and RE

20 Level 5 Credits

EP508 (continued)

Subject Study 1

EA517: Developing Expertise in Teaching and Learning in Art and Design

EI517: Enhancing Computing Subject Knowledge

EE517: Story: How we use language to Imagine, Entertain and

Understand

EH517: Developing Curriculum Expertise in Primary History and

Geography

EM517: Developing Mathematical Thinking

EX517: Developing Expertise in Primary Physical Education

ER517: Developing Expertise in Primary Personal, Social and Health Education (PSHE)

ES517: Science, Scientists and Working Scientifically

20 Level 5 Credits

Subject Study 1 (continued)

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Year 3 Deepening Understanding & Consolidating Practice

Semester 1 Semester 2

EP611: Contemporary Curriculum Studies and Professional Development

20 Level 6 Credits

ET604:

School Based Training 3 (40 Level 6 Credits)

EP611: (continued)

EV605: Education Studies: Preparing to Lead Children’s Learning

20 Level 6 Credits

EV605: (continued)

Subject Study 2

EA617: Processes and Practice: Developing a Rationale for Art, Craft and Design in the Primary Classroom

EI617: Teaching Primary Computing

EE617: Language, Thought and Learning

EH617: Creative Curriculum Design in History or Geography

EM617: Contemporary issues in the Teaching and

Learning of Primary Mathematics

EX617: OAA and Swimming & Water Safety

ER617: Developing Expertise in Citizenship Education and Religious Education

ES617: Science Beyond the Classroom

20 Level 6 Credits

Subject Study 2 (continued)

EP612: Individual Professional Enquiry (20 Level 6 Credits)

EP612: (continued)

Graduation

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Modules

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

Level Code Status Module title Credit

Year 1 4 EV403 C Education Studies: How Children Learn 20 4 EE405 C English and Language Acquisition 20 4 EM406 C Exploring Learning and Teaching in Mathematics and Computing 20 4 ES402 C Teaching Primary Science 20 4 EP405 C Introducing the Foundation Subjects 20

4 ET402 M School-Based Training 1 20 Year 2

5 EV507 C Education Studies: Creating an Inclusive Learning Environment 20 5 EE511 C Teaching English, Principled Practice and Current Policy 20

5 EM518 C Deepening Subject and Pedagogic Knowledge to Impact on Children’s Mathematical Understanding

20

5 EP508 C Curriculum Design and Enhanced Practice in Foundation Subjects and RE 20 5 ET505 M School Based Training 2 20

Year 2: Subject Study (20 credits from the following according to subject specialism) 5 EA517 C Developing Expertise in Teaching and Learning in Art and Design 20 5 EI517 C Enhancing Computing Subject Knowledge 20 5 EE517 C Story: How we use Language to Imagine, Entertain and Understand 20 5 EH517 C Developing Curriculum Expertise in Primary History and Geography 20 5 EM517 C Developing Mathematical Thinking 20 5 EX517 C Developing Expertise in Primary Physical Education 20 5 ER517 C Developing Expertise in Primary Personal, Social and Health Education 20 5 ES517 C Science, Scientists and Working Scientifically 20

Year 3 6 EP611 C Contemporary Curriculum Studies and Professional Development 20 6 EV605 C Education Studies: Preparing to Lead Children’s Learning 20 6 EP612 C Individual Professional Enquiry 20 6 ET604 M School-Based Training 3 40

Year 3: Subject Study (20 credits from the following according to subject specialism)

6 EA617 C Processes and Practices: Developing a Rationale for Art, Craft, Design in the Primary Classroom

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6 EI617 C Teaching Primary Computing 20 6 EE617 C Language, Thought and Learning 20 6 EH617 C Creative Curriculum Design in History or Geography 20 6 EM617 C Contemporary Issues in the Teaching and Learning of Primary Mathematics 20 6 EX617 C Outdoor Adventurous Activities and Swimming & Water Safety 20 6 ER617 C Developing Expertise in Citizenship Education and Religious Education 20 6 ES617 C Science Beyond the Classroom 20 Alternative to placement modules (ET403, ET506 & ET606) below will be offered at the programme leader’s discretion where a student is unable to complete the School-based training module. In taking any of these modules the student will no longer be able to graduate with QTS

4 ET403 C* Reflecting on Professional Practice 20

5 ET506 C* Alternative Placement 20

6 ET606 C* Small Scale Professional Study 40

* Compulsory (for non-QTS pathway)

AWARD AND CLASSIFICATION

Award type

Award*

Title

Level

Eligibility for award Classification of award

Credit total9

Minimum credits at level of award10 Ratio of marks11: Class of award

Final BA (Hons) Primary Education with QTS* (3-7 Years) 6 360 90 Levels 5 and 6 (25:75) Honours degree Final BA (Hons) Primary Education with QTS* (5-11 Years) 6 360 90 Levels 5 and 6 (25:75) Honours degree

Intermediate BA (Hons) Primary Education (3-7 Years) 6 360 90 Levels 5 and 6 (25:75) Honours degree

Intermediate BA (Hons) Primary Education (5-11 Years) 6 360 90 Levels 5 and 6 (25:75) Honours degree Intermediate BA Primary Education with QTS* (3-7 Years) 6 300 60 Levels 5 and 6 (25:75) Ordinary degree

Intermediate BA Primary Education with QTS* (5-11 Years) 6 300 60 Levels 5 and 6 (25:75) Ordinary degree Intermediate BA Primary Education (3-7 Years) 6 300 60 Levels 5 and 6 (25:75) Ordinary degree

Intermediate BA Primary Education with (5-11 Years) 6 300 60 Levels 5 and 6 (25:75) Ordinary degree Intermediate Dip HE Primary Education (3-7 Years) 5 240 60 N/a N/a Intermediate Dip HE Primary Education with (5-11 Years) 5 240 60 N/a N/a

Intermediate Cert HE Primary Education (3-7 Years) 4 120 60 N/a N/a Intermediate Cert HE Primary Education with (5-11 Years) 4 120 60 N/a N/a

Award classifications

Mark/ band % Honours degree

70% - 100% First (1)

60% - 69.99% Upper second (2:1)

50% - 59.99% Lower second (2:2)

40% - 49.99% Third (3)

*The conferment of Qualified Teacher Status is subject to the satisfactory completion of the DfE’s relevant skills tests. All BA/BA (Hons) awards may be conferred

without QTS

9 Total number of credits required to be eligible for the award. 10 Minimum number of credits required, at level of award, to be eligible for the award. 11 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g., dissertation) must be in the corresponding class

of award.

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EXAMINATION AND ASSESSMENT REGULATIONS Specific regulations which materially affect assessment, progression and award on the course

E.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

The course regulations are in accordance with the University's General Examination and Assessment Regulations (available from the School Office or Academic Services)

Classification algorithm:

All level 5 and 6 percentage-marked modules indicated in the course structure section of this programme specification contribute to the classification algorithm.

Course specific regulations The following course specific regulations apply:

1. The Programme Leader’s permission is required prior to commencing a

School-based training module. The Programme Leader will take account of the following factors when determining whether a placement can be commenced by a student:

Whether there are any Fitness to Practise issues which mean that it is inappropriate or unsafe for a student to commence school-based training;

Whether the student has gained a recommended mark of refer or fail in any of the other modules comprising the same stage of study as the school- based training module

2. Failure of a placement within Initial Teacher Education courses

If a placement module or a placement element within a module contributing to an Initial Teacher Education course is failed, trainees are normally offered an opportunity to retrieve the failure subject to meeting specific criteria. Please refer to the School of Education’s Failure of a School-based training module within Initial Teacher Education courses regulations for further details.

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