Course Summary

This course consists of four strands:

• Perspectives, values, principles and beliefs
• Learning and teaching: a maths and English, and curriculum focus
• Professional development portfolio (PDP)

Students can also focus on an area of special interest from stage three onwards, which may be curriculum or issues-based. In addition to school placements, students undertake a placement in another learning environment, e.g. with an educational psychologist or in a school library service or museum.

Why choose this course?

Key features:

• Combines theoretical elements and practical experience to develop confidence, creativity and competence in teaching skills
• School-based experience each year, in at least five schools over the whole course
• Our heavily school-based approach to learning allows you to make strong impression on prospective employer before you graduate

Areas of study include:

• Curriculum models
• Practical experience
• Subject areas
• Maths and English for all
• Optional elements at stages in the course, including early years, primary modern languages and subject groupings

BDPRI-S

Assessment

The purpose of the assessment course is to assist your learning, to monitor your performance and to measure your attainment at the end of the course against academic levels and QTS standards. The assessment strategies are designed to give you the opportunity to demonstrate the range of knowledge understanding and skills required of beginning teachers. Assessment opportunities range from written reports to the production of teaching materials and lesson plans, from audits to group assessed presentations, from very specific structured assessments to open, negotiable topics for personal research. A combination of these approaches will enable you to demonstrate a full range of your competencies and will ensure you achieve to your best ability and to high academic standards.

The development of the PDP will play a significant role as an assessment tool providing the framework and structure through which you will reflect on your own learning across all elements and develop your capacity to improve.

Course Learning Outcomes

Upon successful completion of this course, you should be able to:

1. * Demonstrate that you have moved from being a Dependent Learner to an Autonomous Learner.

2. Target set successfully and Action Plan appropriately to achieve both academic and professional outcomes at the highest level possible.

3. * Take responsibility for your learning, building on and developing research skills that enable you to develop and deepen strengths as well as addressing identified areas for development, use appropriate research methodologies to written and/or practice-based research in self-managed study.

4. Achieve a level of competence in Maths and English subject knowledge for teaching.

5. * Use appropriate technologies for both teaching and personal learning.

6. * Have an understanding and correctly apply teaching strategies to develop, facilitate and support learning for all pupils.

7. Work in a range of roles in teams and as an individual and where necessary take a lead.

8. * Know how to communicate effectively in a variety of contexts for a range of purposes and situations.

9. Present yourself as a professional at all times and in using a range of written, practical and e-forms become an effective teacher by demonstrating your own awareness of professional values in teaching and apply your theoretical understandings to classroom practice.

10. * Articulate your identity as a creative, innovative and reflective teacher drawing on personal, and critical evaluations of your own skills.

• = core skills areas

External Benchmarking

TDA Professional Standards for Teachers (2007)

Educational Aims

The primary aim of the course is that all students will achieve the levels of knowledge and standards of professional competence necessary to progress to a career in teaching. The course will lay the foundations for you to develop and sustain throughout your careers a fully professional approach and attitude in your teaching.

The course aims to achieve the UoB graduate characteristics for all students which are to:

• Be an independent, reflective, creative, innovative, collaborative and resilient practitioner


• Have developed expertise in learning and teaching, based upon a sound knowledge and understanding of child development and pedagogy


• Be able to engage in the development of curriculum


• Be committed to life-long personal and professional development


• Be committed, and accountable, to meeting the needs of all children within a culturally diverse society


• Have developed leadership and management skills


• Be an effective communicator with children, colleagues, parents/carers, other professionals


• Have appropriate subject knowledge expertise and is able to further develop subject knowledge for teaching

The mode of study, combined with practical application in the classroom, allows you through experience to develop skills in working with and to further your knowledge in appropriate academic study. This will enable you to gain the high level qualification necessary to progress to a teaching career. The design of the course, incorporating subject knowledge to teach linked to the National Curriculum and ensuring that relevant Standards for QTS are addressed in all modules, is clearly linked to TDA requirements and will enable you to make a smoother transition to the teaching profession.

Student support

Study Skills are embedded in the course but additional support will be available throughout the four years of the degree via PAD. Support is for anyone wishing to improve their way of studying.

Support will be provided for you through the VLE eg unit sites with discussion boards and or support materials, handbooks for the course.

Student Services will provide confidential help and support with issues relating to students academic studies throughout the four years of the degree.

Careers planning and advice is embedded in the course but additional advice and services are available from the Centre for Personal and Career Development.

You will be assigned a Personal Tutor on arrival at the University of Bedfordshire. Regular tutorials will continue throughout the four years of the degree. This will include regular Audits and Action Planning to meet specified personalised targets. Support may include peer support from other years.

Partnership mentors will provide additional support to you during all placements and will contribute to the assessment processes within the QTS Standards framework.

Student representatives from each year group of the course will represent the views of the student body with staff reps.

The Health Centres at the university offers you complete care, including counselling, during your time as a student. The provision includes doctors, nurses, clinics, prescriptions, travel vaccinations, telephone advice and out of hours emergency services.

Team working

Throughout the course you will encounter a wide range of collaborative working environments both in the university setting and partnership arenas which will involve some or all of:

• Sharing ideas




• Researching information




• Creating resources or strategies




• Analysing and critically reflecting




• Leading and managing others




• Self-assessment and assessing of others




• Communication




• Virtual learning environments (e.g. blogs, discussion boards)

Career Management Skills

University provision:

Specialist staff from the Centre for Personal and Career Development will guide and support you though a number of events ranging from individual tutorial support if requested to large scale career fairs.

Course specific:

Your training for professional employment in education begins at Level 1 and continues throughout the four years of the degree. Critically the PDP strand is dedicated to supporting you in the development of your professional identity, the defining of your career aspirations / goals, and the clear understanding of the requirements involved in achieving them. The Perspectives Values, Principles and Beliefs, L1 unit will also guide and support you as you start to gain a sense of who you are, where you want to go and what youll need to do to get there. This course strand will allow you over the 4 years to gain a wider understanding of yourself as a teacher and prepare you for employment. By Y4 (L3) specific support workshops will be given to support your transition into employment. The attachment to a school cluster for Y4 will also enable and support your transition into the profession.

Career/Further study opportunities

Graduates are in great demand throughout the UK. Our employment rates are significantly higher than the national average.

On completing this course students are likely to have completed a degree course that has a specific role in preparing students for the teaching profession.

Possible career developments could be in:

• Special Educational Needs (SEN)
• Museum and Gallery Education
• Primary Modern Languages (PML)
• Early Years (EY)

Further study:

• The profession has a structure that encourages CPD leading to Masters level (MLT) workforce with possible APEL
• Masters modules are available at the University
• Ed Psych service to progress into other areas of Education

Entry

Additional:

280 UCAS points with 240 from A levels or equivalent

Five passes at GCSE (A*-C) including Maths, English Language and Science. These must be in place at the time of application.

School-based experience: minimum 2 weeks ACROSS 2 CONSECUTIVE KEY STAGES (1and 2)

Successful completion of the interview process including UoB Maths / English tests / reference.

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

Your development as a creative, innovative and reflective practitioner (i.e. critical and analytical thinking teacher) will involve the development of specific skills, a detailed knowledge of educational processes, an academic understanding of education and the application of professional attitudes and discipline in all areas of study. Your degree course consists of four strands of work.

These are:

• Perspectives, Values, Principles and Beliefs of Education


• Learning and Teaching A (English and Maths)


• Learning and Teaching B (Curriculum)


• Professional Development Portfolio (PDP)

The main strategy adopted for delivering the course will be student centered, creative, using experiential learning and with specific opportunities for reflection, negotiation and collaboration. This will be achieved through a blended learning approach incorporating the following:

• Lectures


• Seminars


• Practicals: role play, presentations, laboratory work


• Workshops


• Research including case studies, small scale school-based research including pupil observations, evaluation of learning materials, self-selected project work


• Use of Virtual Learning Environments (VLE)


• School placements: GROUP, PAIRED AND INDIVIDUAL leading towards independent, solo teaching. School-based experience is a key factor in a students development. You are expected to gain maximum benefit from the opportunity of learning from practice observed in schools

These approaches are particularly appropriate since the course will support you in becoming a life long learner responsible for shaping your own career development through the setting of your own targets and goals.

Professional, Statutory and Regulatory Body Accreditation

TDA / GTC(e)

Students with disabilities

If you are a disabled student it is expected that we will discuss with you your needs during the application process.

This will be done through:

• Having DDA Interview


• Assessment of personal need for course specific requirements


• Receive Learning Contracts

The Disability Advice Team is available to discuss any issues you may have and can provide services such as sign language interpreters, note takers, dyslexia screening / tuition and support with mobility on campus. They offer confidential advice and information about academic and personal issues, adjustments in examinations, applying for the Disabled Students' Allowances (DSA) and buying suitable equipment.

If you wish to be assessed after the interview process re requiring additional support you must contact student services for appropriate assessment.

Skills Development

Communication

To help with the development of this you will:

• Be audited through the admissions / interview process in respect of language and literacy skills, numeracy skills and oral communication skills


• Self-audit to identify areas where you may require support or self-study, both in university and partnership settings including VLE and create in your learning portfolio, PDP, a series developmental action plans to address these

Academic settings:

• Academic texts including books, journals and online materials


• Formal essay writing


• Presentational skills relevant to spoken communication


• Effective note-taking


• Active listening


• Collaborative practices

Professional setting:

• Observational skills


• Communicating with a variety of audiences for particular purposes and needs

e.g. parents, Careers, TAs and other professionals

• Listening for purpose


• Collaborative profession practices


• Accept that all teachers are teachers of English. Therefore this is a key focus in all assignments. You will have input on English grammar, spelling and punctuation and this will be assessed in all written assignments, with feedback and tutorials as required, usually provided though Professional and Academic Development service (PAD)


• Take part in unit assessments where some will be through presentations, either individually or in groups. Marking grids and assignment feedback will again be provided


• Be required to participate in paired and group work. To aid your development feedback will be provided by provided by tutors, school workforce, mentors and peers

Information Literacy

To help with the development of this you will:

• Pre-course audit your ICT skills


• Build on the pre-course audit at the start of the course, identifying areas where you may require support or self-study, and create and action plans accordingly and progressively


• You will- take out be trained in the use of VLE and given early opportunities to fully use the main VLE functions


• You will- take out be trained in the use of the library and its facilities to enable you to work independently through on-site/off-site access


• Have early ICT opportunities to address teaching, assessing and developing your key ICT skills will enable you to continue with subsequent units that focus on ICT use e.g. Interactive Whiteboards (IWB) in partnership settings


• Word-process unit assignments. Some will require PowerPoint or other ICT methods of delivery, on which formative feedback will be given


• Have access to all units on the VLE site with support materials. Some will require interactive use of discussion boards, etc

Research and Evaluation

To help with the development of this you will:

• Ave sessions within your units, especially the PDP, introducing and developing the skills of research e.g. use of references and evaluation of your own and others writings


• Have access to a Course Handbook and other sources (VLE) which will include advice on referencing conventions and good use of research


• Complete some units which will involve small research tasks which link your partnership placements to work in the university


• Demonstrate theory-to-practice links through appropriate referencing of relevant reading together with a critical analysis of practice


• Will include evaluations of your own or others teaching materials, resources and strategies and their effectiveness against assessment objectives


• Will be required to complete detailed critical self-evaluation of your progress so far, both in partnership, against the QTS standards, and in your assignments, using a range of feedback mechanisms and sources


• Complete specific literature reviews as part of the assessed work


• Be required to submit some work electronically through Turnitin, to clarify plagiarism and referencing issues and to aid support given for any student with difficulties


• Attend sessions (usually including lectures, seminars, and tutorials), together with VLE materials, in preparation for dissertations to include research methodology, literature review, ethics


• Be aware that unit objectives and marking criteria grids will increasingly refer to the need for evaluation as the course progresses, and advice and practice will be given appropriately to prepare you for this


• IWB and other ICT resources as appropriate

Creativity and Critical Thinking as above

To help with the development of this you will:

• Examine, discuss and evaluate your own and others teaching materials, resources and research suggestions, both within the teaching sessions, in your research and in your school placement


• Be required to create and justify teaching approaches and strategies to meet a range of pupil needs and show creativity, innovation and critical thinking both in your creation of these and your evaluation of their outcome


• Work in teaching sessions to prepare you for this


• Become aware that marking grids will make explicit the importance of these qualities in high-achieving work

Improving learning and performance

By the end of the course you will be able to take responsibility for identifying your personal strengths and weaknesses, and have the skills necessary to be pro-active for continuous professional development and initial career development through:

• Constructive written feedback is given on assignments with targets identified for your further development


• Acting on the advice and guidance given by all other professionals


• Progress is monitored and discussed through a personal and professional tutor system in order that issues can be identified and support offered


• Targeted Action Planning will form a continuous strand to your learning profile (PDP)


• Advice where necessary will be given in respect of learning support (PAD, Careers Advice)


• The use of reflection in and on action

Progress files

In your first year of study you will be introduced to the use of PDP through meetings with your Personal Tutor. The PDP is a document charting your development as a student:

• Students produce action plans, both short and long-term, to address areas for development


• Targeted students are offered tutorials on areas of weakness and recommended text books to support self-study. The audits also inform the planning of teaching of subsequent subject modules

Your Personal Tutor and specific taught sessions will guide you through the initial stages of preparing your PDP and will give you the opportunity to reflect on your grades and consider ways in which you might improve specific skills and/or build on the strengths demonstrated. Much of the material for your PDP will be generated through your units and their assessment together with your placement experiences.

After Level 1 it will be your responsibility to maintain your PDP but you will be supported in this by the generation of appropriate materials in units throughout the degree course.

Professional standards

Professional values and standards are central to employability within the education sector (Professional Standards for Teachers, 2007). In addition to the QTS Standards and in order to develop an appropriate professional attitude we expect students to:

• Adhere to professional standards, whether relating to the curriculum, ethical issues, classroom management or relationships with parents and the community


• Attend all lectures, rehearsals, workshops and seminars as your peers are depending upon your presence in order to develop work. If absence is unavoidable through illness, for example, the lecturer and students working in your group should be notified in advance of the session


• Have strict punctuality at all lectures, seminars, workshops and self directed groups


• Complete all coursework, reading, preparation, research set between classes to be undertaken in a thorough manner in order to allow you to be prepared for the session you are attending


• Participate on school placement and other organised off-site activities organised by staff


• Use appropriate clothing / kit is required for the particular learning environment both on and off site


• Have responsible attitude towards your health and wellbeing. You need to be pro-active in ensuring that you are fit and healthy. This means getting adequate sleep, eating properly and exercising regularly


• Undergo a Criminal Records Bureau (CRB) check at the beginning of the course. You will be working with a range of schools and other professionals in the course of your studies


• Take responsibility for understanding the term plagiarism through study sessions and leaflets and your Student / Course Handbook thereby ensuring that the University regulations are met

Strategy for developing and embedding the professional standards

As this course is both academic and professional the embedding of professional standards is fully integrated from interview and selection to completion of the course. Tutors are continually kept up-to-date with educational thinking, practice and initiatives.

The success of the work at Level 3 will be largely dependent upon the degree of professionalism you are able to bring to all relationships working collaboratively both within and outside the university during the course.

The Professional Units on the course are often referred to as QTS units. In order to gain both a degree and QTS you need to pass all units at the required levels.