Select your course options:
Applying via UCAS ?
Course Code: X120
Why choose the School of Education
Ofsted – we are a ‘Good’ provider with Outstanding in Quality of leadership and management across our partnerships.
95% of our Education and Teaching graduates are in employment or further studies 15 months after graduating (HESA Graduate Outcomes, 2023)
Over 90% of students across all courses are employed within the first six months of graduation
100% of our undergraduate Primary Education graduates have secured jobs by the end of their course
Our Early Childhood Education course ranks 8th in its subject table for graduate prospects on track (Complete University Guide, 2024)
All teaching-training staff have QTS and were previously employed as teachers and/or head teachers; we also have teaching staff who are school governors or active members of their national subject associations
About the course
An inspirational primary school teacher can help young children make sense of their world and prepare them for life in the 21st century. This course with recommendation for Qualified Teacher Status (QTS) equips you with the knowledge skills and understanding necessary to take on this important role.
With this DfE-accredited degree you learn through taught sessions and supported teaching practice where you are encouraged to apply the theory you have learnt in areas such as child development teaching and learning.
Mentors and University liaison tutors support you while on placement as you begin to develop the core skills for teaching children aged 5-11. You start with one-to-one and small-group teaching practice before moving on to whole-class teaching. A placement coordinator provides briefings support meetings and guidance as well as overseeing target setting and CEDP completion.
Units include literacy and reading; mathematics and science; meeting the needs of individual children; multidimensional classrooms; planning for learning across subjects; and exploring core subjects.
Why choose this course?
- Our Education courses have a high student satisfaction rating for our teaching (91%) and academic support (90%) (NSS 2022)
- Gain hands-on experience of teaching via three teaching placements: one per year each in a different term to give a good insight into the whole academic year
- Take up four ‘Broadening Experience’ placements (one per year) in Early Years Foundation Stage (EYFS) so you know where children have come from; at Key Stage 3 (KS3) so you know where they are going on to; an enrichment placement related to your chosen elective; and a final personalised placement
- Work with experienced tutors with a wealth of experience in building teacher competence and confidence across all subjects
- Learn to teach a reflective reactive curriculum with sessions responsive to the needs of individual cohorts helping to ensure progression in skills knowledge and experience
- Develop leadership and management skills along with an ability to communicate effectively with children parents/carers colleagues and other professionals
- Benefit from conference days with guest speakers talking on subjects ranging from lesson planning and SEND provision to employability and wellbeing
- Take learning outside the classroom with trips to places of educational interest such as local museums and our Forest School
with Professional Practice Year
This course has the option to be taken over four years which includes a year placement in industry. Undertaking a year in industry has many benefits. You gain practical experience and build your CV, as well as being a great opportunity to sample a profession and network with potential future employers.
There is no tuition fee for the placement year enabling you to gain an extra year of experience for free.
*Only available to UK/EU students.
with Foundation Year
A Degree with a Foundation Year gives you guaranteed entry to an Undergraduate course.
Whether you’re returning to learning and require additional help and support to up-skill, or if you didn’t quite meet the grades to pursue an Undergraduate course, our Degrees with Foundation Year provide a fantastic entry route for you to work towards a degree level qualification.
With our guidance and support you’ll get up to speed within one year, and will be ready to seamlessly progress on to undergraduate study at Bedfordshire.
The Foundation Year provides an opportunity to build up your academic writing skills and numeracy, and will also cover a range of subject specific content to fully prepare you for entry to an Undergraduate degree.
This is an integrated four-year degree, with the foundation year as a key part of the course. You will need to successfully complete the Foundation Year to progress on to the first year of your bachelor’s degree.
Why study a degree with a Foundation Year?
- Broad-based yet enough depth to give you credible vocational skills
- Coverage of a variety of areas typically delivered by an expert in this area
- Gain an understanding of a subject before choosing which route you wish to specialise in
- Great introduction to further study, and guaranteed progression on to one of our Undergraduate degrees
The degrees offering a Foundation Year provide excellent preparation for your future studies.
During your Foundation Year you will get the opportunity to talk to tutors about your degree study and future career aspirations, and receive guidance on the most appropriate Undergraduate course to help you achieve this; providing you meet the entry requirements and pass the Foundation Year.
What will you study?
Child Development And Theories Of Learning
This unit investigates the theory and research of early childhood development and how children learn. The main focus is on development through childhood. The unit is organised into three sections:
1. You will be introduced to different perspectives about how young children develop physically, cognitively, emotionally and socially. The unit considers the work of key theorists, including Vygotsky, Piaget, and Bruner.
2. You will then go on to consider personal, social and moral development in childhood, and consider key works, e.g. Bandura, Piaget, Bruner, and Claxton.
3. The unit then focuses on perceptual, linguistic and cognitive development in children. This includes an exploration of concept formation, information processing, language structure and development, intelligence, creativity, theories of learning, and how they have an impact on children’s learning.
The unit allows you to make frequent links between theory and practice in the educational contexts.
The aims of this unit are for you to
- Be introduced to a range of theories about child development and learning
- Learn some approaches to observation
- Have opportunities to make links between theory, policy and practice
- Gain a strong theoretical underpinning for all other aspects of the course
4. The unit will also consider how children are supported with their personal social emotional development (PSED) and adapted support for children with SEND in the learning environment.
Early Literacy And Reading
This unit aims to develop your knowledge of learning and teaching in the specific context of early literacy, including grammar and punctuation, reading and systematic synthetic phonics. You will explore the development of early literacy, reading and systematic synthetic phonics. You will develop specific pedagogy by considering recent research about the teaching and learning of early literacy, including grammar and punctuation, reading and systematic synthetic phonics, evaluating the impact in your own teaching practice, of the ideas and theories presented. You will be supported to evaluate and improve your knowledge of the early literacy curriculum content and to apply your pedagogic and subject knowledge creatively in the planning and evaluating of your own teaching. The unit also aims to develop students’ understanding and appreciation of poetry and dramatic texts. By selecting, applying and evaluating a range of theories about the teaching and learning of early literacy you will develop a personal pedagogic stance which will prepare you to assume the role of a teacher of early literacy, to include grammar and punctuation, reading and systematic, synthetic phonics.
The syllabus will be based upon recent research in the field of early literacy, systematic synthetic phonics and early reading. Students will demonstrate an understanding of how aspects of educational theory are related to the learning of early literacy and reading by primary age children.
Mathematics And Science
In this unit you will be introduced to mathematics and science that is relevant to the primary National Curriculum and the Early Years Foundation Stage curriculum. You will also be informed about relevant theories of learning that link to mathematics and/or science. This will enable you to develop your subject knowledge of maths and science, as well as providing you with practical teaching ideas for both subjects. You will understand your developing role in terms of learning activities within both subject areas and the importance of the interplay between subject knowledge and pedagogic approaches.
In the mathematics component, you will begin to examine and develop your own knowledge in terms of the children’s conceptual development and the importance of the use of multiple representations of number (i.e. models and images) and to aid fluency and conceptual understanding. Throughout the programme, you will begin to question your own basis for your understanding and use this to engage within personal development planning. Finally, the programme will provide you with the self-confidence to experiment with creative approaches to the teaching of mathematics within the classroom to advantage all learners, including those with Special Educational Needs and Disabilities.
In the science component you will develop your understanding of scientific enquiry and the processes and skills involved. You will be introduced to subject knowledge and ways of teaching science linked to key themes central to the main science components of the National Curriculum and specific areas of learning and development in the Early Years Foundation Stage linked to ‘Understanding the World’.
Professional Practice: Multidimensional Classrooms
This unit will introduce you to the skills, knowledge and understanding required to become a reflective, resilient and autonomous class teacher, whilst also introducing you to and supporting you with learning in a higher education environment.
It involves exploration of dynamic classroom practice which develops an understanding of the various ways children can be successful. This will be achieved by considering EYFS and primary school specific pedagogies and underpinning theories as well and familiarisation with statutory and non-statutory guidance regarding curriculum.
The placement based aspect of the unit will provide you with the opportunity to apply theory in practice as well as work toward demonstrating progress towards meeting the Teachers’ Standards ( 2012) by the end of your training.
Literacy In The Primary School
This unit aims to develop your knowledge of learning and teaching in the specific context of primary literacy. You will explore the development of literacy in Key Stages 1.
You will develop specific pedagogy by considering recent research about the teaching and learning of literacy in Key Stages 1 and 2, including evaluating the impact in your own teaching practice, and of the ideas and theories presented. You will be supported to evaluate and improve your knowledge of literacy in Key Stages 1 and 2 curriculum content and to apply your pedagogic and subject knowledge creatively in the planning and evaluating of your own teaching.
The unit also aims to develop students’ understanding of the teaching and learning of poetry, digital literacy and dramatic texts and non-fiction.
By selecting, applying and evaluating a range of theories about the teaching and learning of literacy in Key Stages 1 and 2, you will develop a personal pedagogic stance which will prepare you to assume the role of a teacher of literacy.
The syllabus will be based upon recent research in the field of Key Stages 1 and 2 literacy. Students will demonstrate an understanding of how aspects of educational theory are related to the learning of literacy by primary age children.
There will be two summative assessments which will focus on writing to complement the focus on reading in the Level 4 Literacy Unit.
Further Mathematics And Science
Develop your subject and pedagogic knowledge of mathematics within the EYFS and primary national curriculum, with a particular focus on:
number, geometry, measurement, statistics, ration and proportion and algebra (upper key stage 2).
To understand how to meet the diverse range of learners’ needs when teaching mathematics, through critical exploration of creative and imaginative approaches to teaching.
To understand the complex relationships between assessment, subject knowledge, pedagogic knowledge, beliefs about learning and planning for progression.
Develop subject knowledge and pedagogy of primary science and Understanding the World within the EYFS.
Help you understand and appreciate the role of science in the primary curriculum and an understanding of the Natural World (The Natural World 3-7 pathway) within the EYFS.
Further develop understanding of the relationship between learning and teaching styles and planning to enable learning.
Further develop and audit your own subject knowledge and subject knowledge for teaching.
Professional Studies: Planning For Learning Across Subjects
This unit will prepare you to plan and teach the Foundation subjects in school, including Physical Education, Art, Computing, Music, RE and the Humanities. In this unit you will develop your own subject knowledge in these areas, making clear links to learning theories and the theoretical principles underpinning the benefits of cross-curricular planning.
This unit will enable you to reflect on different teaching models for the delivery of the foundation subjects and support you in planning a broad and balanced curriculum that encompasses all subjects in the primary curriculum.
Your experience in school will give you an opportunity to scrutinise planning and policy documents, observe how different subjects are taught and develop your teaching across the curriculum as you plan, teach and evaluate lessons. The placement based aspect of the unit will provide you with the opportunity to apply theory in practice as well as work toward demonstrating progress towards completing your CER.
Meeting The Needs Of Individual Children
This unit prepares you to meet the needs of individual pupils.
Through this unit you will build upon the understanding of socio-cultural perspectives and their relevance to the diverse early years and primary classroom. You will explore the sensitivities of inclusion as a means of promoting good progress and outcomes by all pupils through synthesis of multiple perspectives in the field of socio-cultural learning theory. You will be able to conceptualise the approaches required to enhance learning of pupils who are ‘Looked after Children’; ‘Travellers, Asylum Seekers and Refugees’, have EAL needs and SEND as well as addressing learners of all abilities. You will also develop a deep understanding of factors and skills that ensure behaviour of pupils’ is managed successfully. You will develop a deep understanding of inclusion, eliminating discrimination and addressing issues associated with safeguarding.
This unit will build on the work covered in Year 1, enabling you to synthesise your understanding of learning theories in a practical context while on school placement.
You will work closely with partnership colleagues to meet the diverse needs of pupil’s and adopt an inclusive approach in all your work.
Exploring Core Subjects
This unit focuses on the subject and pedagogic knowledge associated with the development of high quality teaching in the core subjects. Through enhanced understanding of establishing multidimensional classrooms and creative subject teaching you will further your approaches to developing children as confident learners.
The unit will draw from the wide range of research to critically explore the effective teaching of English, Mathematics and Science, whilst ensuring you continue to develop as a reflective practitioner. You will also carry on applying your understanding of learning theories and how they can be utilised to address and reduce current issues and barriers to learning in the core subjects.
Research For Teaching
This unit will provide you with an opportunity to develop a clear direction towards your future role as a teacher or education professional, equipping you will the skills to operate in a changing cultural contexts, justifying and rationalising your approaches as you do so through working with issues that require high levels of abstraction, analysis of outcomes and synthesis of multiple perspectives. You will also demonstrate the ability to embrace higher order academic skills with minimal supervision or direction, but within agreed guidelines, to produce work which is both cohesive and resolved.
Your learning on the unit will inform your first year of teaching in the context of becoming a lifelong learner. It will also support you in developing the skills that you will require to embrace future strategic management roles in your future career.
The unit aims to help you develop as a resilient professional practitioner capable of knowing and understanding your teaching context, your own development needs and your pupils’ needs and interests.
You will undertake an analysis of the national and local educational contexts in relation to an area of your interest. You will undertake a detailed literature review of current educational research in your area of interest. You will also carry out a small-scale educational research project to inform and enhance your teaching practice as well as improve pupils’ learning outcomes.
The taught sessions in university will support you in gaining knowledge and skills so that you can apply them to your teaching practice. In this unit there will be a particular focus on what is known and claimed in relation to the following areas:
The reflective practitioner: the role of reflection and enquiry to develop professional expertise.
Classroom enquiry: ways of collecting and analysing data to make informed decisions in relation to effective classroom practice.
Analysing and reporting findings: producing a report to communicate and share findings/results with the members of a community of teachers.
The paradigms of enquiry, positivism and interretivism will be critically explored in terms of their suitability to educational research.
Within the context of education, appropriate techniques associated with both qualitative and quantitative research design, as well as their resprective analytical techniques will be explored in terms of reducing research bias and increqasing 'trustworthiness'.
You will have lectures, seminars and individual supervision to allow you to personalise the unit to your specific context. These will take the form of 5 x 1 hour tutorials with an experienced dissertation supervisor to allow you to effectively align the aims of the unit with your area of study.
Professional Studies: Preparing To Work With Children In The 21St Century
This unit seeks to enhance the long-term professional and personal development of educational professionals through a process of self-appraisal and improvement in line with the ‘Evidence Informed Teacher’ agenda. Throughout the unit you will develop the skills to be an autonomous, critically thinking professional educator.
You will understand the ever-changing societal needs and understand mechanisms by which this can be managed. You will question the orthodoxy of classroom practice and ensure that you have fully understood the origins of your beliefs as part of a cycle of reflective practice. Moreover, it explores the wider moral purpose of education, threats and opportunities to a rich and rewarding career as an educational professional
You will be required to understand the complex and multi-variate nature of education, the differing values, perspectives and purpose of education. The unit will explore the morality, ethics and wider philosophy of education, equipping participants to understand the origins of job satisfaction, motivation and morale.
Furthermore, this unit represents the final stage of preparation for a fulfilling career in education as a teacher of early years and/or primary aged children by preparing for interview, the ECT years and identify strengths against the Teachers’ Standards (2012) by the end of the course.
This unit’s aims are:
- to incorporate academic literature and implementation in your own reflective practice
- to improve academic practice through a process of self-reflection, identifying strengths, areas to develop and taking appropriate steps to address these
- to encourage you to develop your professional competence using systematic processes of self-appraisal and reflection
- to enhance employment prospects and factors required for a satisfying career in the field of education
- to improve employability by providing an opportunity to identify areas of past and current experience and clear identification of the role that you can play in developing children’s lives.
- To explore threats to a sustainable career in education
Primary Send Enhancement
This unit aims to explore your placement experience and the
relationships between theoretical perspectives and their practical implications. It focuses on the issues of organisational, legal and interpersonal aspects of leading SEND provision and the challenges of working in a multi-agency context with diverse groups of people and roles.
Reflecting on placement experience will enable the synthesis between the theoretical concepts studied in the unit and the practice and policy you are exploring. The use of personal reflection is encouraged to support your understanding of your own professional growth and development, and this will be enhanced through formative discussions in the unit.
This unit enhances understanding gained in the Level 5 Unit
PSB015-2 - Meeting the Needs of Individuals.
Primary Foundation Subjects Enhancements
This unit will focus on enhancing your interest in the Foundation subjects and will develop your knowledge of how they can be effectively taught, lead and managed in the primary setting. It will build on the prior learning gained from the Level 5 unit PSB014-2.
Through exploring key areas of current and topical interest, issues and relevant research about the Foundation Subjects, you will deepen your understanding of how they can be effectively taught, as well as enhancing your subject knowledge and becoming a more analytical, creative and reflective practitioner. It will also ensure that your knowledge and understanding of the Foundation Subjects is up to date and that you are developing your own personal and professional knowledge through collaborative approaches to learning.
You will develop your understanding of how the Foundation Subjects can be effectively co-ordinated, lead and managed. To do this there will be a focus on generic leadership and management skills in preparation for leading learning and co-ordinating the Foundation Subjects. You will be expected to consider the factors that influence the construction of the curriculum in the primary school and acquire a detailed knowledge of curriculum frameworks, as well as considering how the curriculum could be developed through different models and pedagogic approaches.
How will you be assessed?
Throughout the course you will continually be encouraged to explore what is known about teaching and learning and to demonstrate independence and creativity in evaluating the relevance of that knowledge in your own context. Assessed work will be directly applicable to your future role as a primary teacher and predominantly include essays reflective writing reports presentations and portfolios.
During your placements you will be assessed directly against the Teachers Standards. In all years you will complete in-class audits to assess your developing subject knowledge. Sound subject knowledge is a fundamental quality of an effective teacher and you will be expected to demonstrate a commitment to on-going development of that knowledge throughout the course.
Also key to the course is a focus on the development of research informed teaching culminating in an extended systematic study of your own practice (dissertation). By embedding the professional requirements for Qualified Teacher Status within the academic requirements of the degree the course supports you in developing the qualities which define the University of Bedfordshire Graduate Teacher: an independent reflective creative innovative collaborative and resilient professional who is committed to on-going personal and professional development.
The assessment for this course seeks to support you in developing your understanding of the connections between theoretical perspectives and practice-based experience. The Profile Review Point is the process by which the mentor reviews your progress in your teaching `practice. The Teachers Standards 2012 provide the framework by which this progress is judged and are supplemented with descriptors which support you in understanding the qualities which define the level at which you meet the standards. The Teachers Standards Descriptors are included in School Placement documentation. Formative use of assessment is embedded throughout the course and is a principle which we would expect you to adopt in your own teaching. You will be supported to become familiar with self and peer assessment approaches and to make effective use of feedback on academic aspects of the course to identify targets for your on-going development and plan actions to address them.
Engagement with published research is a fundamental aspect of the course and you will be supported in developing skills of critical analysis of the literature. Rigorous attention to referencing conventions is therefore essential and you will be required to adopt the Harvard system. You will be supported in developing your understanding of plagiarism and poor academic practice to ensure that your work meets the highest standards of ethics.
You will gain experience in a range of schools and in different settings throughout your course enabling you to build a network of contacts. By the end of the course you will be fully prepared to enter the primary classroom and have your own class. Should you wish to work outside of the classroom you are equipped for a variety of roles from education officers at places of interest (museums art galleries tourist attractions) to training within organisations or tutoring.
You may also consider undertaking further study such as our MA Education or a specialist qualification in literacy or behavioural difficulties once you become teacher.