BEd Primary Education
Academic Year 2018/19
A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance processes. All degrees are awarded by Queen's University Belfast.
Programme Title |
BEd Primary Education |
Final Award |
Bachelor of Education |
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Programme Code |
PRI-BED-P |
UCAS Code |
X120 |
HECoS Code |
100511 |
ATAS Clearance Required |
No |
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Mode of Study |
Full Time |
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Type of Programme |
Single Honours |
Length of Programme |
4 Academic Year(s) |
Total Credits for Programme |
480 |
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Exit Awards available |
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INSTITUTE INFORMATION
Teaching Institution |
Stranmillis University College |
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School/Department |
Stranmillis University College |
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Framework for Higher Education Qualification Level |
Level 6 |
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QAA Benchmark Group |
Education Studies (2015) |
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Accreditations (PSRB) |
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Education and Training Inspectorate, on behalf of the Dept of Education |
Date of most recent Accreditation Visit 01-02-09 |
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General Teaching Council Northern Ireland |
Date of most recent Accreditation Visit 01-01-12 |
REGULATION INFORMATION
Does the Programme have any approved exemptions from the University General Regulations N/A |
Programme Specific Regulations Students must pass all modules and attend 75% of all teaching sessions. |
Students with protected characteristics N/A |
Are students subject to Fitness to Practise Regulations (Please see General Regulations) Yes |
EDUCATIONAL AIMS OF PROGRAMME
The programme, leading to the Bachelor of Education degree, is designed to provide students with a professional education in the foundations of primary education while having three constituent elements that are complementary and mutually enriching. The programme includes Curriculum Studies, Educational Studies and, thirdly, Professional Studies and School Placement. These parallel strands reflect the competence-based approach to initial teacher education required by the Department of Education, the relevant accreditation body, and the teacher competences as detailed by the General Teaching Council for Northern Ireland (GTCNI). Curriculum Studies develops an understanding and knowledge of the revised Northern Ireland Curriculum and enables students to address contemporary curriculum issues. Whilst there is a clear focus on Literacy and Numeracy, all Areas of Learning of the revised Northern Ireland Curriculum are addressed.
Educational Studies encourages critical reflection on professional practice among students with particular relevance to the primary sector. Professional Studies and Placement is at the core of the programme. It is the central foundation of the degree, providing progressive professional preparation for students in schools and classrooms.
A particular concern of the programme is that there is synthesis between the development of the theoretical and practical aspects and that the students are able to develop their own personal philosophical position of education drawing on arguments from the literature and other sources. The programme is designed to equip students with the range of skills which, taken together, foster an ability to be self-motivated learners and increase capacity to undertake independent work in a progressive way. Many of the skills developed in the course are transferable, although the programme is designed to enable undergraduates to become effective and efficient teachers in that they are awarded ‘eligibility to teach’ status upon successful graduation from the programme.
Aims:
• to provide professional preparation for teachers in the primary sector, in the context of the GTCNI professional competences.
• to challenge students intellectually.
• to encourage a flexible and adaptable approach towards professional issues.
• to develop among students a range of professional skills.
• to develop an understanding of a range of contemporary curriculum issues.
• to develop an understanding of the synthesis between theoretical and practical aspects of the programme.
• to develop among students high levels of teaching skills.
• to develop an ability for self-motivation among students.
• to develop independent learning among students.
• to develop transferable learning and research skills.
• to develop a critical community of scholarship.
LEARNING OUTCOMES
Learning Outcomes: Cognitive SkillsOn the completion of this course successful students will be able to: |
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The programme provides students with the ability to be self reflective, to exercise sound judgement, to work autonomously and to think independently. Students undertake an analysis and interpretation of material from different contexts and respond to different theoretical positions. They have the capacity to undertake research through a variety of methods, will gather and synthesise information from a range of primary and secondary sources and be able to analyse and interpret this information to achieve a balanced and substance response to complex arguments and to draw a reasoned position from a variety of different sources. |
Teaching/Learning Methods and Strategies Students are introduced to problem solving and information using strategies as well as general theoretical approaches. Methods of Assessment Individual work is developed through dissertations and all students undertake a double module dissertation at the fourth stage. In stage 3 of the degree the students have the opportunity to do small projects, in a variety of different modules. Assessment is by a variety of traditional and innovative methods and includes unseen written examinations, projects, portfolios, presentations and general coursework. A major part of the assessment is the assessment of students’ skill competence in practical teaching. Practical teaching and skill confidence is at the core of the development of the programme. |
Demonstrate a basic ability to analyse educational concepts (Level 1). |
Teaching/Learning Methods and Strategies Students are introduced to problem solving and information using strategies as well as general theoretical approaches. Methods of Assessment Individual work is developed through dissertations and all students undertake a double module dissertation at the fourth stage. In stage 3 of the degree the students have the opportunity to do small projects, in a variety of different modules. Assessment is by a variety of traditional and innovative methods and includes unseen written examinations, projects, portfolios, presentations and general coursework. A major part of the assessment is the assessment of students’ skill competence in practical teaching. Practical teaching and skill confidence is at the core of the development of the programme. |
Demonstrate a basic ability to identify potential connections between educational concepts and their application in educational policies and contexts (Level 1). |
Teaching/Learning Methods and Strategies Students are introduced to problem solving and information using strategies as well as general theoretical approaches. Methods of Assessment Individual work is developed through dissertations and all students undertake a double module dissertation at the fourth stage. In stage 3 of the degree the students have the opportunity to do small projects, in a variety of different modules. Assessment is by a variety of traditional and innovative methods and includes unseen written examinations, projects, portfolios, presentations and general coursework. A major part of the assessment is the assessment of students’ skill competence in practical teaching. Practical teaching and skill confidence is at the core of the development of the programme. |
Demonstrate some ability to accommodate new principles and understandings (Level 1). |
Teaching/Learning Methods and Strategies Students are introduced to problem solving and information using strategies as well as general theoretical approaches. Methods of Assessment Individual work is developed through dissertations and all students undertake a double module dissertation at the fourth stage. In stage 3 of the degree the students have the opportunity to do small projects, in a variety of different modules. Assessment is by a variety of traditional and innovative methods and includes unseen written examinations, projects, portfolios, presentations and general coursework. A major part of the assessment is the assessment of students’ skill competence in practical teaching. Practical teaching and skill confidence is at the core of the development of the programme. |
Demonstrate a basic ability to reflect on their own value system (Level 1). |
Teaching/Learning Methods and Strategies Students are introduced to problem solving and information using strategies as well as general theoretical approaches. Methods of Assessment Individual work is developed through dissertations and all students undertake a double module dissertation at the fourth stage. In stage 3 of the degree the students have the opportunity to do small projects, in a variety of different modules. Assessment is by a variety of traditional and innovative methods and includes unseen written examinations, projects, portfolios, presentations and general coursework. A major part of the assessment is the assessment of students’ skill competence in practical teaching. Practical teaching and skill confidence is at the core of the development of the programme. |
Demonstrate a developing ability to question concepts and theories encountered in their study (Level 1). |
Teaching/Learning Methods and Strategies Students are introduced to problem solving and information using strategies as well as general theoretical approaches. Methods of Assessment Individual work is developed through dissertations and all students undertake a double module dissertation at the fourth stage. In stage 3 of the degree the students have the opportunity to do small projects, in a variety of different modules. Assessment is by a variety of traditional and innovative methods and includes unseen written examinations, projects, portfolios, presentations and general coursework. A major part of the assessment is the assessment of students’ skill competence in practical teaching. Practical teaching and skill confidence is at the core of the development of the programme. |
Demonstrate a basic understanding of the significance and limitations of theory and research (Level 1). |
Teaching/Learning Methods and Strategies Students are introduced to problem solving and information using strategies as well as general theoretical approaches. Methods of Assessment Individual work is developed through dissertations and all students undertake a double module dissertation at the fourth stage. In stage 3 of the degree the students have the opportunity to do small projects, in a variety of different modules. Assessment is by a variety of traditional and innovative methods and includes unseen written examinations, projects, portfolios, presentations and general coursework. A major part of the assessment is the assessment of students’ skill competence in practical teaching. Practical teaching and skill confidence is at the core of the development of the programme. |
Demonstrate an ability to analyse concepts critically (Level 2). |
Teaching/Learning Methods and Strategies Students are introduced to problem solving and information using strategies as well as general theoretical approaches. Methods of Assessment Individual work is developed through dissertations and all students undertake a double module dissertation at the fourth stage. In stage 3 of the degree the students have the opportunity to do small projects, in a variety of different modules. Assessment is by a variety of traditional and innovative methods and includes unseen written examinations, projects, portfolios, presentations and general coursework. A major part of the assessment is the assessment of students’ skill competence in practical teaching. Practical teaching and skill confidence is at the core of the development of the programme. |
Demonstrate an ability to identify and reflect on potential connections between educational concepts and their application in educational policies and contexts (Level 2). |
Teaching/Learning Methods and Strategies Students are introduced to problem solving and information using strategies as well as general theoretical approaches. Methods of Assessment Individual work is developed through dissertations and all students undertake a double module dissertation at the fourth stage. In stage 3 of the degree the students have the opportunity to do small projects, in a variety of different modules. Assessment is by a variety of traditional and innovative methods and includes unseen written examinations, projects, portfolios, presentations and general coursework. A major part of the assessment is the assessment of students’ skill competence in practical teaching. Practical teaching and skill confidence is at the core of the development of the programme. |
Demonstrate an ability to accommodate new principles and understandings (Level 2). |
Teaching/Learning Methods and Strategies Students are introduced to problem solving and information using strategies as well as general theoretical approaches. Methods of Assessment Individual work is developed through dissertations and all students undertake a double module dissertation at the fourth stage. In stage 3 of the degree the students have the opportunity to do small projects, in a variety of different modules. Assessment is by a variety of traditional and innovative methods and includes unseen written examinations, projects, portfolios, presentations and general coursework. A major part of the assessment is the assessment of students’ skill competence in practical teaching. Practical teaching and skill confidence is at the core of the development of the programme. |
Demonstrate the ability to reflect on their own value system (Level 2). |
Teaching/Learning Methods and Strategies Students are introduced to problem solving and information using strategies as well as general theoretical approaches. Methods of Assessment Individual work is developed through dissertations and all students undertake a double module dissertation at the fourth stage. In stage 3 of the degree the students have the opportunity to do small projects, in a variety of different modules. Assessment is by a variety of traditional and innovative methods and includes unseen written examinations, projects, portfolios, presentations and general coursework. A major part of the assessment is the assessment of students’ skill competence in practical teaching. Practical teaching and skill confidence is at the core of the development of the programme. |
Demonstrate the ability to use their knowledge and understanding critically to locate and justify a personal position in relation to the main educational themes and issues (Level 2). |
Teaching/Learning Methods and Strategies Students are introduced to problem solving and information using strategies as well as general theoretical approaches. Methods of Assessment Individual work is developed through dissertations and all students undertake a double module dissertation at the fourth stage. In stage 3 of the degree the students have the opportunity to do small projects, in a variety of different modules. Assessment is by a variety of traditional and innovative methods and includes unseen written examinations, projects, portfolios, presentations and general coursework. A major part of the assessment is the assessment of students’ skill competence in practical teaching. Practical teaching and skill confidence is at the core of the development of the programme. |
Demonstrate a sound understanding of the significance and limitations of theory and research (Level 2). |
Teaching/Learning Methods and Strategies Students are introduced to problem solving and information using strategies as well as general theoretical approaches. Methods of Assessment Individual work is developed through dissertations and all students undertake a double module dissertation at the fourth stage. In stage 3 of the degree the students have the opportunity to do small projects, in a variety of different modules. Assessment is by a variety of traditional and innovative methods and includes unseen written examinations, projects, portfolios, presentations and general coursework. A major part of the assessment is the assessment of students’ skill competence in practical teaching. Practical teaching and skill confidence is at the core of the development of the programme. |
Demonstrate a well-developed ability to analyse concepts, theories and issues of policy (Level 3). |
Teaching/Learning Methods and Strategies Students are introduced to problem solving and information using strategies as well as general theoretical approaches. Methods of Assessment Individual work is developed through dissertations and all students undertake a double module dissertation at the fourth stage. In stage 3 of the degree the students have the opportunity to do small projects, in a variety of different modules. Assessment is by a variety of traditional and innovative methods and includes unseen written examinations, projects, portfolios, presentations and general coursework. A major part of the assessment is the assessment of students’ skill competence in practical teaching. Practical teaching and skill confidence is at the core of the development of the programme. |
Demonstrate a well-developed ability to accommodate new principles and understandings (Level 3). |
Teaching/Learning Methods and Strategies Students are introduced to problem solving and information using strategies as well as general theoretical approaches. Methods of Assessment Individual work is developed through dissertations and all students undertake a double module dissertation at the fourth stage. In stage 3 of the degree the students have the opportunity to do small projects, in a variety of different modules. Assessment is by a variety of traditional and innovative methods and includes unseen written examinations, projects, portfolios, presentations and general coursework. A major part of the assessment is the assessment of students’ skill competence in practical teaching. Practical teaching and skill confidence is at the core of the development of the programme. |
Demonstrate a high level of ability to reflect on their own value system (Level 3). |
Teaching/Learning Methods and Strategies Students are introduced to problem solving and information using strategies as well as general theoretical approaches. Methods of Assessment Individual work is developed through dissertations and all students undertake a double module dissertation at the fourth stage. In stage 3 of the degree the students have the opportunity to do small projects, in a variety of different modules. Assessment is by a variety of traditional and innovative methods and includes unseen written examinations, projects, portfolios, presentations and general coursework. A major part of the assessment is the assessment of students’ skill competence in practical teaching. Practical teaching and skill confidence is at the core of the development of the programme. |
Demonstrate the ability to integrate their knowledge and understanding with a critical understanding of the significance and limitations of theory and research (Level 3). |
Teaching/Learning Methods and Strategies Students are introduced to problem solving and information using strategies as well as general theoretical approaches. Methods of Assessment Individual work is developed through dissertations and all students undertake a double module dissertation at the fourth stage. In stage 3 of the degree the students have the opportunity to do small projects, in a variety of different modules. Assessment is by a variety of traditional and innovative methods and includes unseen written examinations, projects, portfolios, presentations and general coursework. A major part of the assessment is the assessment of students’ skill competence in practical teaching. Practical teaching and skill confidence is at the core of the development of the programme. |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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The programme is designed to enable students to acquire knowledge and understanding of educational studies and curriculum studies to enable them to become effective primary school teachers. The programme also requires students to undertake substantial periods of school placement and to successfully pass that in order to graduate as teachers. The programme develops an understanding of key concepts that are used in understanding teaching and developing teaching |
Teaching/Learning Methods and Strategies Teaching is by lectures, seminars and small group tutorials. Many of these are enhanced using learning aids, power point presentations, handouts, reading materials and through some of the interactive methods developed by the CETL. Methods of Assessment Student presentations are used to encourage students to pursue their own interest and develop their understanding of a topic while dissertation work is individually supervised. |
Demonstrate a basic awareness of developments in the area of primary education (Level 1). |
Teaching/Learning Methods and Strategies Teaching is by lectures, seminars and small group tutorials. Many of these are enhanced using learning aids, power point presentations, handouts, reading materials and through some of the interactive methods developed by the CETL. Methods of Assessment Student presentations are used to encourage students to pursue their own interest and develop their understanding of a topic while dissertation work is individually supervised. |
Demonstrate an understanding of issues/problems/themes (Level 1). |
Teaching/Learning Methods and Strategies Teaching is by lectures, seminars and small group tutorials. Many of these are enhanced using learning aids, power point presentations, handouts, reading materials and through some of the interactive methods developed by the CETL. Methods of Assessment Student presentations are used to encourage students to pursue their own interest and develop their understanding of a topic while dissertation work is individually supervised. |
Demonstrate basic perspectives (Level 1). |
Teaching/Learning Methods and Strategies Teaching is by lectures, seminars and small group tutorials. Many of these are enhanced using learning aids, power point presentations, handouts, reading materials and through some of the interactive methods developed by the CETL. Methods of Assessment Student presentations are used to encourage students to pursue their own interest and develop their understanding of a topic while dissertation work is individually supervised. |
Demonstrate a basic awareness of differing methods of enquiry (Level 1). |
Teaching/Learning Methods and Strategies Teaching is by lectures, seminars and small group tutorials. Many of these are enhanced using learning aids, power point presentations, handouts, reading materials and through some of the interactive methods developed by the CETL. Methods of Assessment Student presentations are used to encourage students to pursue their own interest and develop their understanding of a topic while dissertation work is individually supervised. |
Demonstrate a knowledge and understanding of major contributions in the area (Level 2). |
Teaching/Learning Methods and Strategies Teaching is by lectures, seminars and small group tutorials. Many of these are enhanced using learning aids, power point presentations, handouts, reading materials and through some of the interactive methods developed by the CETL. Methods of Assessment Student presentations are used to encourage students to pursue their own interest and develop their understanding of a topic while dissertation work is individually supervised. |
Demonstrate a comprehensive understanding of issues/problems in the area (Level 2). |
Teaching/Learning Methods and Strategies Teaching is by lectures, seminars and small group tutorials. Many of these are enhanced using learning aids, power point presentations, handouts, reading materials and through some of the interactive methods developed by the CETL. Methods of Assessment Student presentations are used to encourage students to pursue their own interest and develop their understanding of a topic while dissertation work is individually supervised. |
Demonstrate a knowledge and understanding of the complexity of the area (Level 2). |
Teaching/Learning Methods and Strategies Teaching is by lectures, seminars and small group tutorials. Many of these are enhanced using learning aids, power point presentations, handouts, reading materials and through some of the interactive methods developed by the CETL. Methods of Assessment Student presentations are used to encourage students to pursue their own interest and develop their understanding of a topic while dissertation work is individually supervised. |
Demonstrate a knowledge of a range of theoretical and research-based evidence (Level 2). |
Teaching/Learning Methods and Strategies Teaching is by lectures, seminars and small group tutorials. Many of these are enhanced using learning aids, power point presentations, handouts, reading materials and through some of the interactive methods developed by the CETL. Methods of Assessment Student presentations are used to encourage students to pursue their own interest and develop their understanding of a topic while dissertation work is individually supervised. |
Demonstrate a critical knowledge and understanding of contemporary research, writing and developments in the area (Level 3). |
Teaching/Learning Methods and Strategies Teaching is by lectures, seminars and small group tutorials. Many of these are enhanced using learning aids, power point presentations, handouts, reading materials and through some of the interactive methods developed by the CETL. Methods of Assessment Student presentations are used to encourage students to pursue their own interest and develop their understanding of a topic while dissertation work is individually supervised. |
Demonstrate a comprehensive knowledge of and critical understanding of the issues/problems in the area (Level 3). |
Teaching/Learning Methods and Strategies Teaching is by lectures, seminars and small group tutorials. Many of these are enhanced using learning aids, power point presentations, handouts, reading materials and through some of the interactive methods developed by the CETL. Methods of Assessment Student presentations are used to encourage students to pursue their own interest and develop their understanding of a topic while dissertation work is individually supervised. |
Demonstrate a knowledge and understanding of critical insights in the field (Level 3). |
Teaching/Learning Methods and Strategies Teaching is by lectures, seminars and small group tutorials. Many of these are enhanced using learning aids, power point presentations, handouts, reading materials and through some of the interactive methods developed by the CETL. Methods of Assessment Student presentations are used to encourage students to pursue their own interest and develop their understanding of a topic while dissertation work is individually supervised. |
Demonstrate a critical ability to select and synthesise from a range of theoretical and research-based evidence (Level 3). |
Teaching/Learning Methods and Strategies Teaching is by lectures, seminars and small group tutorials. Many of these are enhanced using learning aids, power point presentations, handouts, reading materials and through some of the interactive methods developed by the CETL. Methods of Assessment Student presentations are used to encourage students to pursue their own interest and develop their understanding of a topic while dissertation work is individually supervised. |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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Each of the three elements of the degree encourages students to develop their capacity to understand and reflect upon the nature of the different approaches. Curriculum studies introduce students to the Northern Ireland Curriculum, its foundations together with the philosophical development of a curriculum. Educational studies encourages students to develop their own personal philosophy drawing upon a range of educational disciplines and developing specific interest in aspects of education including special educational needs and diversity, disadvantage and working with disaffected pupils. Professional Studies and Placement is an essential element of the degree as students have the opportunity to develop their own subject skill competence and, in the broadest sense, to become teachers. An essential part of the development of a teacher is their capacity to be graduates to have a broad understanding of the world, the capacity to make sense of complex issues and to explain complex issues in a lucid and coherent way. |
Teaching/Learning Methods and Strategies Teaching is by formal lectures, small group tutorials and seminars together with a range of workshops and extensive periods of school placement experience. Seminars often provide a sustained opportunity for debate and evaluate a breadth of knowledge independently from direct reading or shared resources. Methods of Assessment Group presentations are used to encourage students to pursue their own interest and develop their capacity to think independently. Assessment is by a variety of traditional and innovative methods including unseen written examinations, seminar papers, coursework, projects, individual and group presentations. Assessment can include group assessment, peer assessment or formal assessment. |
Demonstrate an ability to plan and prepare single lessons of work (Level 1). |
Teaching/Learning Methods and Strategies Teaching is by formal lectures, small group tutorials and seminars together with a range of workshops and extensive periods of school placement experience. Seminars often provide a sustained opportunity for debate and evaluate a breadth of knowledge independently from direct reading or shared resources. Methods of Assessment Group presentations are used to encourage students to pursue their own interest and develop their capacity to think independently. Assessment is by a variety of traditional and innovative methods including unseen written examinations, seminar papers, coursework, projects, individual and group presentations. Assessment can include group assessment, peer assessment or formal assessment. |
Demonstrate the capacity to take responsibility for single lessons (Level 1). |
Teaching/Learning Methods and Strategies Teaching is by formal lectures, small group tutorials and seminars together with a range of workshops and extensive periods of school placement experience. Seminars often provide a sustained opportunity for debate and evaluate a breadth of knowledge independently from direct reading or shared resources. Methods of Assessment Group presentations are used to encourage students to pursue their own interest and develop their capacity to think independently. Assessment is by a variety of traditional and innovative methods including unseen written examinations, seminar papers, coursework, projects, individual and group presentations. Assessment can include group assessment, peer assessment or formal assessment. |
Demonstrate the capacity to engage in reflection (Level 1). |
Teaching/Learning Methods and Strategies Teaching is by formal lectures, small group tutorials and seminars together with a range of workshops and extensive periods of school placement experience. Seminars often provide a sustained opportunity for debate and evaluate a breadth of knowledge independently from direct reading or shared resources. Methods of Assessment Group presentations are used to encourage students to pursue their own interest and develop their capacity to think independently. Assessment is by a variety of traditional and innovative methods including unseen written examinations, seminar papers, coursework, projects, individual and group presentations. Assessment can include group assessment, peer assessment or formal assessment. |
Demonstrate the capacity to identify aspects of school life (Level 1). |
Teaching/Learning Methods and Strategies Teaching is by formal lectures, small group tutorials and seminars together with a range of workshops and extensive periods of school placement experience. Seminars often provide a sustained opportunity for debate and evaluate a breadth of knowledge independently from direct reading or shared resources. Methods of Assessment Group presentations are used to encourage students to pursue their own interest and develop their capacity to think independently. Assessment is by a variety of traditional and innovative methods including unseen written examinations, seminar papers, coursework, projects, individual and group presentations. Assessment can include group assessment, peer assessment or formal assessment. |
Demonstrate the capacity to relate positively to children (Level 1). |
Teaching/Learning Methods and Strategies Teaching is by formal lectures, small group tutorials and seminars together with a range of workshops and extensive periods of school placement experience. Seminars often provide a sustained opportunity for debate and evaluate a breadth of knowledge independently from direct reading or shared resources. Methods of Assessment Group presentations are used to encourage students to pursue their own interest and develop their capacity to think independently. Assessment is by a variety of traditional and innovative methods including unseen written examinations, seminar papers, coursework, projects, individual and group presentations. Assessment can include group assessment, peer assessment or formal assessment. |
Demonstrate a high level of ability to plan and prepare short units of work (Level 2). |
Teaching/Learning Methods and Strategies Teaching is by formal lectures, small group tutorials and seminars together with a range of workshops and extensive periods of school placement experience. Seminars often provide a sustained opportunity for debate and evaluate a breadth of knowledge independently from direct reading or shared resources. Methods of Assessment Group presentations are used to encourage students to pursue their own interest and develop their capacity to think independently. Assessment is by a variety of traditional and innovative methods including unseen written examinations, seminar papers, coursework, projects, individual and group presentations. Assessment can include group assessment, peer assessment or formal assessment. |
Demonstrate the capacity to take responsibility for prescribed units of work and manage transitions (Level 2). |
Teaching/Learning Methods and Strategies Teaching is by formal lectures, small group tutorials and seminars together with a range of workshops and extensive periods of school placement experience. Seminars often provide a sustained opportunity for debate and evaluate a breadth of knowledge independently from direct reading or shared resources. Methods of Assessment Group presentations are used to encourage students to pursue their own interest and develop their capacity to think independently. Assessment is by a variety of traditional and innovative methods including unseen written examinations, seminar papers, coursework, projects, individual and group presentations. Assessment can include group assessment, peer assessment or formal assessment. |
Demonstrate the capacity to reflect critically (Level 2). |
Teaching/Learning Methods and Strategies Teaching is by formal lectures, small group tutorials and seminars together with a range of workshops and extensive periods of school placement experience. Seminars often provide a sustained opportunity for debate and evaluate a breadth of knowledge independently from direct reading or shared resources. Methods of Assessment Group presentations are used to encourage students to pursue their own interest and develop their capacity to think independently. Assessment is by a variety of traditional and innovative methods including unseen written examinations, seminar papers, coursework, projects, individual and group presentations. Assessment can include group assessment, peer assessment or formal assessment. |
Demonstrate a contribution to some of the work of the school (Level 2). |
Teaching/Learning Methods and Strategies Teaching is by formal lectures, small group tutorials and seminars together with a range of workshops and extensive periods of school placement experience. Seminars often provide a sustained opportunity for debate and evaluate a breadth of knowledge independently from direct reading or shared resources. Methods of Assessment Group presentations are used to encourage students to pursue their own interest and develop their capacity to think independently. Assessment is by a variety of traditional and innovative methods including unseen written examinations, seminar papers, coursework, projects, individual and group presentations. Assessment can include group assessment, peer assessment or formal assessment. |
Demonstrate the capacity to form good working relationships with pupils and significant others (Level 2). |
Teaching/Learning Methods and Strategies Teaching is by formal lectures, small group tutorials and seminars together with a range of workshops and extensive periods of school placement experience. Seminars often provide a sustained opportunity for debate and evaluate a breadth of knowledge independently from direct reading or shared resources. Methods of Assessment Group presentations are used to encourage students to pursue their own interest and develop their capacity to think independently. Assessment is by a variety of traditional and innovative methods including unseen written examinations, seminar papers, coursework, projects, individual and group presentations. Assessment can include group assessment, peer assessment or formal assessment. |
Demonstrate through their practical teaching a high level of ability to plan, prepare, teach and assess across the Northern Ireland Curriculum or the pre-school |
Teaching/Learning Methods and Strategies Teaching is by formal lectures, small group tutorials and seminars together with a range of workshops and extensive periods of school placement experience. Seminars often provide a sustained opportunity for debate and evaluate a breadth of knowledge independently from direct reading or shared resources. Methods of Assessment Group presentations are used to encourage students to pursue their own interest and develop their capacity to think independently. Assessment is by a variety of traditional and innovative methods including unseen written examinations, seminar papers, coursework, projects, individual and group presentations. Assessment can include group assessment, peer assessment or formal assessment. |
Demonstrate through their practical teaching the capacity to take responsibility for a class for a sustained period of time (Level 3). |
Teaching/Learning Methods and Strategies Teaching is by formal lectures, small group tutorials and seminars together with a range of workshops and extensive periods of school placement experience. Seminars often provide a sustained opportunity for debate and evaluate a breadth of knowledge independently from direct reading or shared resources. Methods of Assessment Group presentations are used to encourage students to pursue their own interest and develop their capacity to think independently. Assessment is by a variety of traditional and innovative methods including unseen written examinations, seminar papers, coursework, projects, individual and group presentations. Assessment can include group assessment, peer assessment or formal assessment. |
Demonstrate through their practical teaching the capacity to inform their teaching through critical reflection (Level 3). |
Teaching/Learning Methods and Strategies Teaching is by formal lectures, small group tutorials and seminars together with a range of workshops and extensive periods of school placement experience. Seminars often provide a sustained opportunity for debate and evaluate a breadth of knowledge independently from direct reading or shared resources. Methods of Assessment Group presentations are used to encourage students to pursue their own interest and develop their capacity to think independently. Assessment is by a variety of traditional and innovative methods including unseen written examinations, seminar papers, coursework, projects, individual and group presentations. Assessment can include group assessment, peer assessment or formal assessment. |
Demonstrate through their practical teaching the ability to make a contribution to the work of the school (Level 3). |
Teaching/Learning Methods and Strategies Teaching is by formal lectures, small group tutorials and seminars together with a range of workshops and extensive periods of school placement experience. Seminars often provide a sustained opportunity for debate and evaluate a breadth of knowledge independently from direct reading or shared resources. Methods of Assessment Group presentations are used to encourage students to pursue their own interest and develop their capacity to think independently. Assessment is by a variety of traditional and innovative methods including unseen written examinations, seminar papers, coursework, projects, individual and group presentations. Assessment can include group assessment, peer assessment or formal assessment. |
Demonstrate through their practical teaching the capacity to form and sustain good working relationships with pupils and significant others (Level 3). |
Teaching/Learning Methods and Strategies Teaching is by formal lectures, small group tutorials and seminars together with a range of workshops and extensive periods of school placement experience. Seminars often provide a sustained opportunity for debate and evaluate a breadth of knowledge independently from direct reading or shared resources. Methods of Assessment Group presentations are used to encourage students to pursue their own interest and develop their capacity to think independently. Assessment is by a variety of traditional and innovative methods including unseen written examinations, seminar papers, coursework, projects, individual and group presentations. Assessment can include group assessment, peer assessment or formal assessment. |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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Students will acquire a range of skills that are transferable to other areas of their endeavour. These include the ability to collate and process information from an array of sources including electronic sources. They all develop the ability to use their knowledge to present cogent arguments and to clarify complex issues and present ideas and arguments orally in formal and informal contexts and make coherent presentations. It is important that students will have the opportunity to work in teams to share ideas to respond to criticism constructively and to think coherently in a precise manner. |
Teaching/Learning Methods and Strategies A range of teaching and assessment methods employed throughout this degree will provide an array of assessments that will challenge students in their development of transferable skills. Methods of Assessment The programme will provide an array of different tasks to enable students to deal with materials both primary and secondary to synthesise lectures, to be involved in planning sessions to write essays, projects and dissertations by specific times and to prepare presentations both singly and in groups. Feedback will be provided both formatively and summatively. There will be peer and group assessment. |
Communicate adequately in speech and writing using some specialist vocabulary (Level 1). |
Teaching/Learning Methods and Strategies A range of teaching and assessment methods employed throughout this degree will provide an array of assessments that will challenge students in their development of transferable skills. Methods of Assessment The programme will provide an array of different tasks to enable students to deal with materials both primary and secondary to synthesise lectures, to be involved in planning sessions to write essays, projects and dissertations by specific times and to prepare presentations both singly and in groups. Feedback will be provided both formatively and summatively. There will be peer and group assessment. |
Have an ability to use ICT for personal study and in other appropriate situations (Level 1). |
Teaching/Learning Methods and Strategies A range of teaching and assessment methods employed throughout this degree will provide an array of assessments that will challenge students in their development of transferable skills. Methods of Assessment The programme will provide an array of different tasks to enable students to deal with materials both primary and secondary to synthesise lectures, to be involved in planning sessions to write essays, projects and dissertations by specific times and to prepare presentations both singly and in groups. Feedback will be provided both formatively and summatively. There will be peer and group assessment. |
Have an ability to interpret simple graphical and tabular presentation of data and to collect and present numerical |
Teaching/Learning Methods and Strategies A range of teaching and assessment methods employed throughout this degree will provide an array of assessments that will challenge students in their development of transferable skills. Methods of Assessment The programme will provide an array of different tasks to enable students to deal with materials both primary and secondary to synthesise lectures, to be involved in planning sessions to write essays, projects and dissertations by specific times and to prepare presentations both singly and in groups. Feedback will be provided both formatively and summatively. There will be peer and group assessment. |
Have a basic ability to collaborate as part of a team, to carry out roles allocated by the team and to keep to agreed responsibilities (Level 1). |
Teaching/Learning Methods and Strategies A range of teaching and assessment methods employed throughout this degree will provide an array of assessments that will challenge students in their development of transferable skills. Methods of Assessment The programme will provide an array of different tasks to enable students to deal with materials both primary and secondary to synthesise lectures, to be involved in planning sessions to write essays, projects and dissertations by specific times and to prepare presentations both singly and in groups. Feedback will be provided both formatively and summatively. There will be peer and group assessment. |
Have a basic understanding of their own preferred learning styles and strategies and be able to use this |
Teaching/Learning Methods and Strategies A range of teaching and assessment methods employed throughout this degree will provide an array of assessments that will challenge students in their development of transferable skills. Methods of Assessment The programme will provide an array of different tasks to enable students to deal with materials both primary and secondary to synthesise lectures, to be involved in planning sessions to write essays, projects and dissertations by specific times and to prepare presentations both singly and in groups. Feedback will be provided both formatively and summatively. There will be peer and group assessment. |
Have a basic ability to use relevant empirical and theoretical data in addressing tasks and formulating possible solutions (Level 1). |
Teaching/Learning Methods and Strategies A range of teaching and assessment methods employed throughout this degree will provide an array of assessments that will challenge students in their development of transferable skills. Methods of Assessment The programme will provide an array of different tasks to enable students to deal with materials both primary and secondary to synthesise lectures, to be involved in planning sessions to write essays, projects and dissertations by specific times and to prepare presentations both singly and in groups. Feedback will be provided both formatively and summatively. There will be peer and group assessment. |
Have the ability to organise and articulate opinions and arguments in speech and writing using relevant specialist |
Teaching/Learning Methods and Strategies A range of teaching and assessment methods employed throughout this degree will provide an array of assessments that will challenge students in their development of transferable skills. Methods of Assessment The programme will provide an array of different tasks to enable students to deal with materials both primary and secondary to synthesise lectures, to be involved in planning sessions to write essays, projects and dissertations by specific times and to prepare presentations both singly and in groups. Feedback will be provided both formatively and summatively. There will be peer and group assessment. |
Be competent users of ICT for personal study and in other appropriate situations (Level 2). |
Teaching/Learning Methods and Strategies A range of teaching and assessment methods employed throughout this degree will provide an array of assessments that will challenge students in their development of transferable skills. Methods of Assessment The programme will provide an array of different tasks to enable students to deal with materials both primary and secondary to synthesise lectures, to be involved in planning sessions to write essays, projects and dissertations by specific times and to prepare presentations both singly and in groups. Feedback will be provided both formatively and summatively. There will be peer and group assessment. |
Have a well-developed ability to interpret graphical and tabular presentation of data, and to collect, use and |
Teaching/Learning Methods and Strategies A range of teaching and assessment methods employed throughout this degree will provide an array of assessments that will challenge students in their development of transferable skills. Methods of Assessment The programme will provide an array of different tasks to enable students to deal with materials both primary and secondary to synthesise lectures, to be involved in planning sessions to write essays, projects and dissertations by specific times and to prepare presentations both singly and in groups. Feedback will be provided both formatively and summatively. There will be peer and group assessment. |
Have the ability to collaborate and plan as part of a team, to carry out roles allocated by the team and take the |
Teaching/Learning Methods and Strategies A range of teaching and assessment methods employed throughout this degree will provide an array of assessments that will challenge students in their development of transferable skills. Methods of Assessment The programme will provide an array of different tasks to enable students to deal with materials both primary and secondary to synthesise lectures, to be involved in planning sessions to write essays, projects and dissertations by specific times and to prepare presentations both singly and in groups. Feedback will be provided both formatively and summatively. There will be peer and group assessment. |
Have the ability to articulate their own preferred learning styles and strategies and to manage actively their |
Teaching/Learning Methods and Strategies A range of teaching and assessment methods employed throughout this degree will provide an array of assessments that will challenge students in their development of transferable skills. Methods of Assessment The programme will provide an array of different tasks to enable students to deal with materials both primary and secondary to synthesise lectures, to be involved in planning sessions to write essays, projects and dissertations by specific times and to prepare presentations both singly and in groups. Feedback will be provided both formatively and summatively. There will be peer and group assessment. |
Have the ability to process and synthesise empirical and theoretical data, to create new syntheses and to present and justify a chosen position, having drawn on relevant theoretical perspectives (Level 2). |
Teaching/Learning Methods and Strategies A range of teaching and assessment methods employed throughout this degree will provide an array of assessments that will challenge students in their development of transferable skills. Methods of Assessment The programme will provide an array of different tasks to enable students to deal with materials both primary and secondary to synthesise lectures, to be involved in planning sessions to write essays, projects and dissertations by specific times and to prepare presentations both singly and in groups. Feedback will be provided both formatively and summatively. There will be peer and group assessment. |
Have a practised ability to organise and articulate opinions and arguments in speech and writing in a diverse range of relevant contexts showing confident use of specialist vocabulary (Level 3). |
Teaching/Learning Methods and Strategies A range of teaching and assessment methods employed throughout this degree will provide an array of assessments that will challenge students in their development of transferable skills. Methods of Assessment The programme will provide an array of different tasks to enable students to deal with materials both primary and secondary to synthesise lectures, to be involved in planning sessions to write essays, projects and dissertations by specific times and to prepare presentations both singly and in groups. Feedback will be provided both formatively and summatively. There will be peer and group assessment. |
Be competent users of ICT for personal study and in other appropriate situations and be able to judge where the use of ICT is not appropriate (Level 3). |
Teaching/Learning Methods and Strategies A range of teaching and assessment methods employed throughout this degree will provide an array of assessments that will challenge students in their development of transferable skills. Methods of Assessment The programme will provide an array of different tasks to enable students to deal with materials both primary and secondary to synthesise lectures, to be involved in planning sessions to write essays, projects and dissertations by specific times and to prepare presentations both singly and in groups. Feedback will be provided both formatively and summatively. There will be peer and group assessment. |
MODULE INFORMATION
Stages and Modules
Module Title |
Module Code |
Level/ stage |
Credits |
Availability | Duration |
Pre-requisite |
Assessment | |||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
S1 | S2 | Core | Option | Coursework % | Practical % | Examination % | ||||||
Introduction to Education Studies | SES1005 | 1 | 20 | YES | YES | 2 weeks | N | YES | 100% | 0% | 0% | |
Literacy and Communication | SCS1009 | 1 | 10 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Mathematics and Numeracy 1 | SCS1010 | 1 | 10 | YES | YES | 24 weeks | N | YES | 0% | 0% | 100% | |
Curriculum Studies - Arts 1 | SCS1015 | 1 | 10 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Curriculum Studies - PE 1 | SCS1016 | 1 | 10 | YES | 12 weeks | N | YES | 0% | 0% | 100% | ||
Curriculum Studies - RE and PDMU 1 | SCS1017 | 1 | 10 | YES | 12 weeks | N | YES | 0% | 0% | 100% | ||
Curriculum Studies - WAU 1 | SCS1018 | 1 | 10 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Professional Studies and Placement 1 | SPS1005 | 1 | 10 | YES | YES | 24 weeks | N | YES | 20% | 80% | 0% | |
Area of Specialism 1 | SCS1019 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
ICT in the Primary Classroom | SCS1020 | 1 | 10 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Northern Ireland Culture and Education (Erasmus and International Students) | SEO2001 | 2 | 20 | YES | YES | 12 weeks | N | YES | 100% | 0% | 0% | |
Reading & Writing | SCS2009 | 2 | 20 | YES | 12 weeks | N | YES | 0% | 0% | 100% | ||
Mathematics & Numeracy 2 | SCS2008 | 2 | 20 | YES | 12 weeks | N | YES | 0% | 0% | 100% | ||
Learning & Assessment in Diverse Classrooms | SES2006 | 2 | 20 | YES | 12 weeks | N | YES | 40% | 0% | 60% | ||
Peacebuilding and Reconciliation | SEO2003 | 2 | 20 | YES | YES | 12 weeks | N | YES | 50% | 50% | 0% | |
Curriculum Studies - Arts 2 | SCS2010 | 2 | 10 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Curriculum Studies - PE 2 | SCS2011 | 2 | 10 | YES | YES | 24 weeks | N | YES | 0% | 0% | 100% | |
Curriculum Studies - RE and PDMU 2 | SCS2012 | 2 | 10 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Curriculum Studies - WAU 2 | SCS2013 | 2 | 10 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Professional Studies and Placement 2 | SPS2004 | 2 | 10 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Area of Specialism 2 | SCS2020 | 2 | 10 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Aspects of Northern Ireland Culture and Education | SEO2004 | 2 | 10 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Aspects of Peacebuilding and Reconciliation | SEO2008 | 2 | 10 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Local Studies | SCS3025 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Fundamental Movement Skills | SCS3053 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
International Mobility | SEO3001 | 3 | 60 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
European Outreach | SEO3082 | 3 | 60 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Language and Learning | SCS3012 | 3 | 20 | YES | YES | 24 weeks | N | YES | 50% | 0% | 50% | |
Children with Special and Additional Needs Primary | SES3009 | 3 | 20 | YES | 12 weeks | N | YES | 30% | 0% | 70% | ||
Mathematics and Numeracy 3 | SCS3013 | 3 | 20 | YES | YES | 24 weeks | N | YES | 50% | 0% | 50% | |
Professional Studies & Placement 3 | SPS3001 | 3 | 20 | YES | YES | 24 weeks | N | YES | 20% | 80% | 0% | |
The Arts - A practical approach | SCS3018 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Learning through a Play-based Curriculum in the Early Years | SES3062 | 3 | 20 | YES | YES | 12 weeks | N | YES | 50% | 50% | 0% | |
Aspects of Language and Learning | SCS3055 | 3 | 10 | YES | YES | 12 weeks | N | YES | 100% | 0% | 0% | |
Aspects of Mathematics and Numeracy 3 | SCS3056 | 3 | 10 | YES | YES | 12 weeks | N | YES | 0% | 0% | 100% | |
Professional Development - NI Culture and Education | SEO3002 | 3 | 50 | YES | YES | 10 weeks | N | YES | 0% | 100% | 0% | |
Education Research | SES3014 | 3 | 10 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Playful Approaches To Science across Foundation and Key Stage 1 | SCS3059 | 3 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Leadership in Learning and Teaching | SCS3019 | 3 | 10 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Factors Affecting Literacy Development | SES3081 | 3 | 20 | YES | YES | 12 weeks | N | YES | 100% | 0% | 0% | |
Local Studies | SCS3025 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Working with Disadvantaged Pupils/Children | SES3055 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Dissertation (Education Specialism) | SES3050 | 4 | 40 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Leadership in Diversity and Mutual Understanding | SES3068 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Fundamental Movement Skills | SCS3053 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Contemporary Approaches to the Teaching of Primary Languages | SCS3042 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Contemporary Issues in Pastoral Care | SES3041 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Working with Parents | SES3071 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
ASD and Sensory Issues | SES3072 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
The Arts - A practical approach | SCS3018 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Children's Literature | SCS3016 | 4 | 20 | YES | 12 weeks | N | YES | 50% | 0% | 50% | ||
Playful Approaches To Science across Foundation and Key Stage 1 | SCS3059 | 4 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Professional Studies and Placement 4 | SPS3005 | 4 | 40 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Factors Affecting Literacy Development | SES3081 | 4 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Writing, Popular Culture and the Child | SES3083 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Playful Learning and Teaching in Practice | SES3084 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% |
Notes
SPS2004 - prerequisite SPS1005.
SPS3001 - prerequisite SPS2004. SCS3059 - prerequisites SCS1018 and SCS2013.
SPS3005 - prerequisite SPS3001.