BA (Hons) with QTS Primary Initial Teacher Education with QTS
01 Sep 2024 - 31 Aug 2030
| Course Leader | Sallyann Seaward, Jon Moody |
|---|---|
| Course Team | Catrin Devonald, Wendy-Lee Jones, Rachel Ford, Sarah Cook, Sharon Phillips, Gareth Watkins, Judith Penny, Rhian Jones, Robyn Mc Queen |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time |
Document Version
| Version | 3 |
|---|---|
| Valid From | 01 Sep 2024 |
| Valid To | 31 Aug 2030 |
QAA Benchmarks
Education Studies, 2019
Educational Aim
The overall aim of the course is to prepare student teachers to become competent, thoughtful, reflective, and innovative practitioners who are committed to being evidence informed (including evidence from research) and to provide high-quality learning and teaching.
We will do this by supporting student teachers to:
acquire an in-depth understanding of the current organisation and management of schools in Wales and tiers of accountability within the system;
understand key matters affecting education internationally, regionally and locally;
understand the history and philosophy of education in Wales, including the role of poverty and poor well-being, and its impact on curriculum, assessment and qualifications, including understanding reducing the impact of disadvantage, poverty and inequity on pupils’ progression and attainment;
understand the role of well-being in effective learning, including the ability to identify learners who are at risk of experience of poor well-being and the most effective models deployed by schools and partners to improve the well-being of all learners;
understand the role of the Welsh language and bi-lingualism in education in Wales and to develop student teachers’ own use of the Welsh language as appropriate to the age-range and language-medium of the schools in which they are teaching, recognising the ambition for Cymraeg 2050;
learn approaches to designing and developing a purposes-based curriculum and how this impacts on learning;
develop expertise in all Areas of Learning and Experience/subject disciplines, to meet the requirements of the ‘Professional Standards for Teaching and Leadership’;
be able to identify the wider stakeholder community surrounding school learners, including parents and carers, and to understand how to engage with them to secure learners’ progression;
understand the importance of person-centred practice and the centrality of equity, equality and inclusivity in education. To include the Equality Act 2010, the United Nations Convention of the Rights of the Child (UNCRC), the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), the Additional Learning Needs Code and Act, their purposes, ethos and the responsibility of teachers and schools, including the role of the additional learning needs co-ordinator (ALNCo), and apply it in their own practice;
learn how to critically analyse research and practical experiences to arrive at an evaluative understanding of student teacher’ own progression as professionals;
learn how to undertake teacher inquiry and critical reflection;
develop a range of skills and techniques, informed by research and reflection, for use in the classroom;
are able to plan for and assess pupil progression;
understand the recruitment and selection process in the teaching profession in order to secure employment as a Newly Qualified Teacher.
Learning Outcomes
| A1 | Demonstrate subject knowledge (including subject specialism) and understanding of a range of perspectives regarding how children learn and implement appropriate pedagogical skills to support learning. |
| A2 | Demonstrate knowledge and understanding of the importance of leadership and be able to lead projects, colleagues and action enquiry as a means of raising standards. |
| A3 | Demonstrate knowledge and understanding of the importance of collaborative and co-operative working |
| B1 | Evaluate relevant research, theories, principles, concepts and factual information in an analytical manner. |
| B2 | Synthesise, analyse and evaluate information and data relevant to a range of contexts. |
| B3 | Self-appraise and reflect in detail on practice, and set relevant targets for improvement. |
| B4 | Demonstrate skills associated with critical reflection through problem solving and decision making. |
| C1 | Demonstrate responsibility for continuing development through self-reflection, action planning and professional learning |
| C2 | Utilise skills to develop a range of school-based learning and teaching competences underpinned by relevant pedagogical principles in order to achieve Qualified Teacher Status. |
| C3 | Develop the skills required to work as part of a multi-disciplinary team to address aspects such as ALN and mental health and wellbeing. |
Course Structure
Level 4 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| ED1S035 | MOD011233 | Core Studies 1 | Running | 20 | core |
| ED1S036 | MOD011234 | Professional and Pedagogical Studies 1 | Running | 20 | core |
| ED1D002 | MOD011235 | Subject Studies 1A | Running | 40 | core |
| ED1S037 | MOD011236 | Subject Studies 1B | Running | 20 | core |
| ED1S038 | MOD011237 | Professional Learning and Development (School Experience) 1 | Running | 20 | core |
Level 5 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| ED2S073 | MOD011238 | Core Studies 2 | Running | 20 | core |
| ED2S074 | MOD011239 | Professional and Pedagogical Studies 2 | Running | 20 | core |
| ED2D002 | MOD011240 | Subject Studies 2A | Running | 40 | core |
| ED2S075 | MOD011242 | Subject Studies 2B | Running | 20 | core |
| ED2S076 | MOD011243 | Professional Learning and Development (School Experience) 2 | Running | 20 | core |
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| ED3S029 | MOD011244 | Core Studies 3 | Running | 20 | core |
| ED3S030 | MOD011245 | Professional and Pedagogical Studies 3 | Running | 20 | core |
| ED3D002 | MOD011246 | Subject Studies 3A | Running | 40 | core |
| ED3S031 | MOD011247 | Subject Studies 3B | Running | 20 | core |
| ED3S032 | MOD011248 | Professional Learning and Development (School Experience) 3 | Running | 20 | core |
Teaching and Assessment
Learning and Teaching Methods
Not Applicable
Employer Engagement
Employer Engagement will be achieved by:
Visiting speakers
Guest speakers from Lead Partnership Schools, Partnership Schools, regional school improvement consortia, local authorities, professional bodies and trade unions deliver inputs on campus and in school settings. Hourly Paid Lecturers also deliver inputs. Urban Circle partners lead workshops on anti-racist and anti-discriminatory practice and support some Health and Well-being sessions in the Subject Studies b module.
Volunteering
School placements in all years are typically complemented with additional voluntary visits to schools.
Fieldwork
Enrichment activities at educational sites such as Gilwern Activity Centre. Big Pit, Caerleon Roman Baths and Amphitheatre and Welsh language enrichment at St Fagans.
Fieldtrips
Opportunities to undertake enquiry-based research projects in an international setting, for example, Prague and Budapest.
Work Placements
Embedded school placements are required in all years as this course obtains professional accreditation and recommends the award for Qualified Teacher Status.
Work-based Learning
Opportunities to engage in professional learning and development in school settings making use of Lesson Study as part of research-informed practice.
Sandwich Years
None
Employer Forums
Annual fora are held for student teachers involving the Education Workforce Council and national teachers’ unions to discuss preparation for first appointments. A partnership conference is included for year 3 students to present their action research findings to placement school and other year groups.
Other
Health and wellbeing and professionalism workshops run by National Education Union.
Means of Assessment
Essay
Presentation
Practical Coursework
Self-Reflective Assessment
Annotated Bibliography
Project Output
Portfolio
Project
Learning Support
The learning support available through the course
Induction
Induction takes place in accordance with University and Faculty expectations to support student teachers’ developing professional understanding of specific responsibilities pertaining to teacher education.
Personal Academic Coach
Students are allocated a personal tutor who is a member of the core teaching staff for their year group and supports students for the duration of the ITE programme.
Subject Support Officer
The subject support officer’s (SSO) role is to secure student retention and to ensure maximal student progression and attainment. The SSO supports students to remain on the course and tracks and monitors students’ progress.
Learner Analytics
Attendance and engagement will be monitored for university and school sessions. STEAM data are used to support student engagement and early intervention to avoid withdrawals.
Office hours
Tutors provide regular times when they are available for contact, as well as asking closely with the cohort in class.
Tutorials
Tutorials once per term are built into the timetable.
Seminars
Smaller groups of seminar group size are used for project discussion and personal development work.
Formative Assessment
Formative assessment is built into each module and is used to support the development of student skills and knowledge.
Progress meetings
Progress meetings are incorporated into PAC meetings and in weekly meetings with school-based mentors on school placement.
Research Supervision
Module team for Subject Studies 3a support students with the enquiry-based research project.
Online Resources
Basic course information is held within Blackboard. All course content, lecture material, discussions and communications are shared via Microsoft TEAMS VLE. Rationale being this is primarily used by schools and allows easy access whilst on placement.
Advice Zones
An advice zone is available at Newport City Campus.
Advice Zone | University of South Wales
Disability
This is available at Newport City Campus.
Disability | University of South Wales
IT/Library
IT support and library facilities are available at Newport City Campus.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Bachelor of Arts (with Honours) | 360 credits of which at least 100 must be level 6 or above, 120 at level 5 or above, 120 at level 4 of above BA (Hons) Primary Initial Teacher Education with QTS BA (Anrh) Addysg Gychwynnol Athrawon Cynradd gyda SAC | Final |
| Bachelor of Arts (with Honours) | 360 credits of which at least 100 must be level 6 or above, 120 at level 5 or above, 120 at level 4 of above BA (Hons) Primary Studies | Final |
| Diploma of Higher Education | 240 credits of which at least 100 must be at Level 5 or above, 120 credits at Level 4 or above and no more than 20 credits at Level 3. Diploma of Higher Education Primary Studies. | Exit |
| Certificate of Higher Education | 120 credits of which at least 100 must be at Level 4 or above and no more than 20 at Level 3. Certificate of Higher Education Primary Studies. | Exit |
Progression Route
MA Education (Innovation in Learning and Teaching)
MA Leadership and Management (Education)
MA SEN/ALN (Additional Learning Needs)
MA SEN/ALN (Autism)
MA CAMH (Child and Adolescent Mental Health)
MA Education (Wales)
MA Education (Wales) Additional Learning Needs
MA Education (Wales) Leadership
MA Education (Wales) Equity in Education
MA Education (Wales) Curriculum
Entry Requirements
Admission to the course is typically through the following qualifications:
To ensure that applicants have the aptitude, capacity and resilience to complete the course and gain Qualified Teacher Status, the partnership specifies the academic entry requirements in line with the accreditation criteria.
Entry criteria detail typical offers, but the Partnership considers all applications on an individual basis, which means that offers will be made based on qualifications, personal profile and experience, as well as candidates’ demonstration of the capacity to develop high-level beginner competencies that all student teachers need at the start of their course, and which are tested at interview:
understanding and ability to work with evidence-based knowledge and research (through critiquing a journal article at interview);
understanding of candidate’s own learning disposition and capacity for critical reflection (explored at interview);
enabling others to develop skills and knowledge (by teaching a skill to a small group at interview);
relating to different audiences, including learners, university tutors, school partners and other stakeholders (by including partner school teachers/leaders and learners in interview panel and through co-developing questions asked at interview).
It is in testing for candidate’s capacity for developing these high-level competencies at interview, as shown above, that we are assessing applicants’ baseline capacity for teaching.
Standard entry tariffs are published on the USW website and require a UCAS tariff of 112 points. All applicants also need a minimum grade C (or equivalent) in GCSE English language/Welsh language (depending on medium of study), mathematics and a science at the point of entry onto any ITE course in Wales, as stipulated by Welsh Government. Combinations of qualifications are acceptable and other qualifications not listed may also be acceptable and will be considered on a case-by-case basis.
An enhanced DBS check and registration with the updating service is also required for this programme. This is clear on the course web page, is made clear at interview and details are sent to applicants at the appropriate time.
Typical A-Level Offer : BBC to exclude General Studies
Typical Welsh Baccalaureate Offer - Grade C and BB at A Level to exclude General Studies
Typical BTEC Offer - BTEC Extended Diploma Distinction Merit
Typical International Baccalaureate Offer - 29 points to include 16 points at Higher Level.
Typical Access to HE Offer - Pass with 60 credits overall to include 45 level 3 credits equating to 15 Distinctions, 21Merits and 9 Passes
Other:
GCSEs: The HEI requires a minimum 5 GCSEs including Mathematics/Numeracy, English/Welsh (dependant on degree pathway) and science at Grade C or above.
Selection Procedures comprise:
1. Application
Candidates are required to demonstrate in their application:
A suitable GCSE profile and appropriate predicted grades at Level 3.
High-quality literacy skills, including Welsh, where studying through the medium of Welsh.
Appropriate mindset, values and motivation, as evidenced through the personal statement.
An understanding of the education sector in general, as evidenced through the personal statement.
2. Selection Event
The selection event takes place on campus and selection is undertaken jointly by the university and school partners. The event comprises the following elements:
a. understand and work with evidence-based knowledge and research (through discussion of a short journal article issued prior to interview)
Candidates’ capacity to understand and learn from evidence-based knowledge and research is assessed by discussing a short journal article.
b. Enable others to develop skills and knowledge (by short presentation);
c. Interview
All candidates are interviewed by a panel comprising a university tutor and a school representative. The following competencies are tested at interview:
Appropriate inter-personal skills, including the ability to relate to a professional and academic audience, as noted in the conceptual framework;
Appropriate mindset, values and professional disposition;
Suitable motivation for teaching;
An understanding of some or all of the factors impacting on learning;
An understanding of the role of the Welsh language and a commitment to continuing their improvement of their Welsh-language skills.
Health and physical capacity to teach
All entrants will have met the requirements of the Education Health Standards prior to commencing the programme. Statutory obligations under the Equality Act (2010) are followed and reasonable adjustments put in place to ensure applicants are not discriminated against in the application process or whilst on the ITE programme. Candidates’ health and physical capacity to teach is assessed during the selection event via discussion in the interview element of the event. A student teacher’s fitness to practise may be assessed for a number of reasons, for example a drug/alcohol related problem, criminal conduct or disciplinary offences, mental ill health or any condition or disorder which would adversely affect the student teacher’s performance. The Partnership has a well-being co-ordinator who is a senior lecturer and supports students with individual support plans (ISPs ) to identify reasonable adjustments which can be made to allow them to access the course both in university and in school.
Relevant work experience
In addition to the formal qualifications, previous work experience with children in an educational setting is normally required. This can be, for example, full or part-time paid or voluntary work in an educational setting.
This work experience should be equivalent to at least ten days and must normally be completed before an application is submitted. The student will be required to explain how they have met this requirement in their personal statement. The candidate may be asked to submit an additional reference relating to their work experience, confirming that they have completed the required ten days in an educational setting.
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
Course Management
\\rThe Course Leaders work with the course team to develop a course to its full potential so that it provides a professional, employment-focused learning experience for students. The Course Leaders oversee academic standards, quality assurance and enhancement.
\\rTransitional Arrangements for Current Students (if applicable)
\\rThe old BA Primary Studies with QTS course will continue to run whilst the new course is phased in. Therefore the two courses will run concurrently for 1 year. However, any students who fail modules on the old course in Year 3 will have the opportunity to repeat modules.
\\rArrangements for Feedback to Students
\\rThe arrangements for providing feedback to students on their assessed work within 20 working days are:
\\rFor electronic submissions, the module leader will ensure that electronic feedback is provided within 20 days.
\\rFor hard copy submissions, such as those assessments which include appendices and school data as part of action research, the module leader will ensure that feedback and grades are provided to at an agreed time within 20 days.
\\rStudent Representation
\\rStudents on this course will be represented at meetings with teaching staff and other members of the University by Course Representative and Student Voice Representatives.
\\rThe role of the Course Representatives is to elicit the views and issues of the students they represent, and reflect these views/issues at Student/Staff Course Liaison Groups (SSCLGs) and feedback to the students the outcomes/actions from the SSCLGs.
\\rStudent Voice Representatives are responsible for representing their group of Course Representatives at Course Boards and Faculty Quality Assurance Committee and Faculty Learning and Teaching Enhancement Committees.
Quality Of Standards Indicators
Course Monitoring
\\rThe University is responsible for both the standards of its awards and for the quality of its students’ learning experience. In order to ensure that standards are maintained and there is continuous enhancement, a process of regular review takes place. This process is known as Continuous Monitoring. The University requires Module Leaders, Course Leaders and Deans/the Principal RWCMD (and their counterparts in collaborative partner organisations) to undertake reviews throughout the academic year and to report the outcomes of these reviews, using a standard format. The continuous monitoring reports, compiled over a six-year period, form the basis of the Course Review & Revalidation process.
\\rThe purpose of this process is to evaluate and improve course quality, ensure the best possible student experience within the resource available and to identify and disseminate good practice. It also ensures that appropriate action is taken to remedy any identified shortcomings and enhance provision.
\\rInformation will be communicated at Course Boards throughout the academic year. All Initial Teacher Education programmes are subject to Estyn inspection and the purposes of inspection are to:
\\r- \\r
- provide accountability to the users of services and other stakeholders through our public reporting on providers; \\r
- promote improvement in education and training; and \\r
- inform the development of national policy by the Welsh Government. \\r
School Experience
\\rOverall judgements of the student teachers’ achievement will be against the Professional standards for teaching and leadership (WG, 2017) through the following:
\\r- \\r
- observations of the student teacher in school \\r
- dialogue with the student teacher and School Experience mentor about their performance and future development \\r
- evidence gathered by the student teacher \\r
- tracking of the student teacher’s progress \\r
- identification of student teachers where there is a concern over progress and provide timely intervention and support \\r
- moderation events will take place with the university staff, school based mentor and the student. \\r
LOOP
\\rLoop offers a custom evaluation service for our students. When logged in to the system each student will be invited to evaluate their course, and their modules.
\\rThis course will fully engage with the USW LOOP system which is an online standalone course and module evaluation tool and acts as a vehicle for delivering evaluation and reporting. The comments and feedback will be addressed by the course/module leader who has the means to provide a response to either an individual student or the whole group. It is a web-based, bilingual service and has been designed to provide a 24-7 portal that students can use to provide feedback. Engagement with the LOOP system will be monitored closely by the course/module leader and Academic Subject Manager, and feedback gathered will contribute to an agenda item at scheduled course team meetings.
\\rCourse and student representatives will be elected and will also provide a course voice on the student experience. They will attend the course team meetings and provide the viewpoint of the student cohort and also a mechanism to feedback to their peers. Staff Student Course Liaison Groups will also be used to act as focus groups and a forum to discuss the student experience.
\\rThe Primary team are committed to engagement with the National Student Survey (NSS). The NSS feedback acts as a further avenue for student voice and addresses the accreditation criteria 5.5 which states ‘school students’ rights, including their right to a voice in matters that relate to their lives’. The course, through both the Professionalism and Pedagogy and Professional Learning and Development modules will provide the guidance and direction on the integration and respect of the importance of pupil and student voice.
\\rThe course team engages with the Personal Academic Coaching programme that was introduced in September 2017 as this complements existing models already in place within the Primary ITE department. Personal Academic Coaching provides students with support through a series of rich conversations with Personal Academic Coach (PAC) regarding their overall academic and professional progress on their course. A PAC supports students through the regular monitoring of their academic progress as well as pastoral matters so that intervention can be provided at the earliest opportunity and the student directed to the appropriate support area such as Student Advice or Careers. This enhances their student experience, but also aids engagement and retention. These sessions can be either on an individual or group basis and will be formally timetabled across the year and provide this additional level of support for students as well as providing an effective mechanism to gather feedback on the course so that student experience can be monitored and any potential issues identified and addressed. The system is also designed to capture the positive aspects of being a student at USW.
\\rExternal Examiner
\\rExternal examining provides one of the principal means for maintaining UK academic standards within autonomous higher education providers. The majority are drawn from other higher education institutions in the UK with relevant experience and Qualified Teacher Status (QTS).
\\rThey provide carefully considered advice on the academic standards of the courses and/or modules to which they have been assigned, and can offer advice on good practice and opportunities to enhance the quality of those courses/modules. They are also able to offer an informed view of how standards compare with the same or similar awards at other higher education providers (primarily in the UK, and sometimes overseas as well) of which they have experience.
\\rExternal examiners provide annual written reports to the University based on what he/she has observed of the University’s assessment processes and student assessed work.
\\rThe external examiner(s) associated with this course will be recorded in the Course Handbook.
\\rEngagement with Subject Benchmark Statements, QAA Quality Code, CQFW and FHEQ
\\rRelevant benchmark statements that have been consulted are:
\\r“Education Studies”
\\rThe course is further informed by political and sector developments such as; Welsh Government’s decision to accept all recommendations linked to curriculum reform published within: Successful Futures (2015), an independent review undertaken by Professor Graham Donaldson and the accreditation criteria as outlined by Professor John Furlong (2015).