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Course details

Study options

Full-time: 4 years

UK/EU fee

£9,250 per year* (2020/21)

International fee

£14,045 per year (2020/21)

UCAS points

120 (September 2020 entry)

UCAS code

XX10

Course level

Undergraduate

Qualification

(MEdu)

Start date

September

Location

Kedleston Road, Derby Campus

Course description

You may also be interested in our three-year BEd (Hons) Primary Education with Qualified Teacher Status.

Top25for Education**The Guardian University Guide 2020
An outline of the Routes into Teaching at the University of Derby

What is an integrated masters?

Our new four-year Integrated Masters in Education (MEdu) (in curriculum enhancement) with Qualified Teacher Status combines undergraduate and masters level study, providing you with the opportunity to develop advanced research skills. It is an ideal way to fund postgraduate study, as student loan funding is available for all four years of your full-time study.

The first two years of the MEdu are taught alongside our BEd (Hons) Primary Education with Qualified Teacher Status. At the end of the second year, you can continue to progress on the MEdu route as long as you have achieved the necessary grades.

In your third and fourth year, you will study masters level modules that will develop your ability to address complex issues and hone your critical thinking skills. You will also be able to select a curriculum enhancement which will be named on your degree.

The ideal introduction to teaching and academic thinking

Our new MEdu with Qualified Teacher Status builds on the strong reputation of our BEd (Hons) Primary Education with Qualified Teacher Status. This course will prepare you for the practical demands of primary teaching, informed by critical awareness of current issues and underpinned by your own research. 

You will combine school-based and university-based training, supported by our partnership of quality assured primary, infant, junior, middle and special schools. Graduating with our MEdu with Qualified Teacher Status will put you in an attractive position for career development.

This course aims to:

Rich and varied placements

We’re passionate about preparing you for a rewarding career in teaching. You’ll undertake a placement in a different school during each year of the course. Throughout these placements, experienced teachers will provide ongoing mentor support.

To gain an understanding of the whole primary phase, you’ll build your skills working with different year groups. You will also have the opportunity to undertake a placement in a special educational needs setting to allow you to appreciate and respond to the diverse needs of children.

Our dedicated Placement Unit will help you to find the right settings and opportunities, drawing on our partnerships with around 400 schools across the region.

a female University of Derby student talking to a camera

View Nina Cross - teacher training placement video transcript

Curriculum enhancement

You’ll have the opportunity to tailor the course to your interests and career aspirations. At the beginning of your studies, you will gain a broad foundation of knowledge and as the course progress, you will be able to select a curriculum enhancement. Possible options may include English, Mathematics, Science and Computing, Humanities, Creative Arts, Primary Foreign Languages, SEND and Physical Activity. You will also conduct a masters level dissertation where you will research an area of your own interest in depth.

In the fourth year, the Curriculum Leadership and Management module builds on your stage three curriculum enhancement. You’ll develop your subject specialism further and focus on subject and curriculum leadership.

Learning beyond the classroom

Our students have undertaken fieldtrips to places as diverse as multi-faith centres, Elvaston Castle and the Thornton’s Factory, for example. You may also have the opportunity to visit schools in other countries.

Social justice lies at the heart of the course so we encourage our students to give something back to the local community. You’ll be able to take part in community projects working with children and staff in settings such as charities, galleries, museums and schools.

You can also get involved to our annual Charity Week, working with your fellow students to raise money for good causes. In 2016, we collected an impressive £9,500 for Barnardo’s.

A welcoming community

We pride ourselves on offering a friendly, welcoming learning environment where you will receive plenty of guidance and encouragement. Our approachable teaching team are dedicated and passionate about their subjects. You’ll be taught by influential researchers and published authors whose work is helping to shape the future of the teaching profession. Visiting specialists will also deliver thought-provoking guest lectures.

Teacher training student, Amy Hill

‘Brilliant’ teaching fully justifies university’s gold award, says Amy

Picking the right university is one of the most difficult decisions of a young person’s life. Our student Amy Hill’s choice was swayed by our Teaching Excellence Framework gold award.

Read Amy's storyRead Amy's story

What you will study

Year 1Year 1Year 2Year 2Year 3Year 3Year 4Year 4

Code: 4QT507

Child Development

This module seeks to develop your understanding of child development in a broad manner, yet systematically explores specific elements of Child Development in infancy and childhood from birth to 11 years. You will develop your knowledge and understanding of key changes which occur during this period.

The physical growth of children is explored alongside the developmental processes which can be observed in thinking and reasoning, social and emotional skills as well as the development of language and literacy.

Your school placement will give you the opportunity to observe and critically apply these theories and stages in a practical setting and allow you to reflect and consider their relevance for teaching in a primary school.
This module feeds into the Educational Settings (5QT511) and Research Methods for Teacher Inquiry (5QT512).

This module supports the University's research-oriented, research-based and research-informed typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
core
Coursework

Code: 4QT508

Mathematics and English: Starting Points for Learning and Teaching

You will begin to demonstrate the necessary knowledge and understanding required to secure children’s progress in mathematics and English throughout the Early Years and primary phase of education.

You will recognise that the aims and objectives of the Early Years and Primary curricula may be achieved in a creative and inspiring way, challenging the learning of all pupils. Supported by a series of audits and self-assessed tests, you will be expected to develop your personal, pedagogical and curricular subject knowledge. This module is a precursor to 5QT507 Mathematics and English: Progressing Learning and Teaching. You must pass this module in order to progress to Stage 2. 

Within the context of the principles of the current EYFS and National Curriculum, mathematics will focus on number and algebra. In particular, you will analyse and evaluate experiences of teaching aspects of early arithmetic as a vehicle for strengthening your sense of appropriate pedagogies within this area of learning. You will begin to explore key ideas underpinning effective approaches to learning and teaching mathematics.

Within this module, the teaching of reading, including the systematic teaching of synthetic phonics will be a particular focus. Your own reading and knowledge of a range of texts suitable for children will be of particular importance. The wider English primary and EYFS curriculum will be introduced, including reading, writing and spoken language as modes of communication alongside speech and language. The relationship between these three modes of reading, writing and spoken language will be explored and evaluated.

This module supports the University’s research oriented and research informed typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
core
Coursework

Code: 4QT509

Science and Computing: Starting Points for Teaching and Learning

Through this module, you will begin to demonstrate the necessary knowledge and understanding required to secure children’s progress in Science and Computing throughout the Early Years and primary phase of education. You will begin to recognise that the aims and objectives of the Early Years and Primary curricula may be achieved in a creative and inspiring way, through scenarios and challenges which require the application of Science and Computing knowledge.

Subject knowledge development will be student guided using a number of electronic resources to help you develop your understanding and show progress against primary curricular expectations. Within the context of the principles of the current EYFS and National Curriculum (working scientifically, scientific literacy and computational thinking), you will be challenged with relevant and current scenarios which will require creative problem solving and skills (scientific process skills and computational thinking) to master solutions.

Science within this module may focus on the development of your understanding of the process of scientific inquiry and explores good practice in pedagogy for effective science teaching. Scientific inquiry forms a skill base for science and using these skills you may also explore selected aspects of the science National Curriculum.

Through this module, the core strand of computer science is introduced. You will examine the principles of information and computation, how digital systems work and how to put this knowledge to use through computational thinking approaches. This will enable you to develop strong personal and pedagogical subject knowledge, skills and understanding of computer science within the context of the EYFS and National Curriculum.

The subject areas explored within this module may change according to the local/national/scientific and computing priorities. This module is a precursor to 5QT508 Science and Computing: progressing Learning and Teaching. You must pass this module to progress to Stage 2.

This module supports the university's research oriented and research informed typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
core
Coursework

Code: 4QT510

Wider Curriculum: Starting Points for Learning and Teaching

This module is designed to introduce you to the nature and value (what and why) of subjects within the Wider Curriculum. Throughout this module, you will begin to develop your personal and professional attitudes, knowledge, skills and understanding across the curriculum relating to national and local priorities in Key Stages One and Two.

You will also develop your understanding of how to promote children’s learning and development from the expectations of the Early Years Foundation Stage (EYFS). You will begin to understand the nature and value of these areas of learning/wider curriculum subjects within the EYFS and the primary National Curriculum and explore how they can enrich children's learning and development. This module is a precursor to 5QT509 Wider Curriculum: Progressing Learning and Teaching. You must pass this module in order to progress to Stage 2.

This module supports the University's research oriented and research informed typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
core
Practical

Code: 4QT511

Educational Theory, Policy and Practice

This module seeks to analyse and evaluate current educational policy through a rigorous exploration of factors that influence and shape the education system. An interrogation of educational systems will lead you to appreciate the complex and sometimes problematic nature of educational theory, policy and practice.

Cultural, political and historical contexts impacting upon formal education will be examined as agents of change and effects upon stakeholders will be discussed through a multiple lens approach. A systematic analysis of micro/macro organisational structures and the underlying values underpinning these, will afford you opportunities to debate the complicated interaction between contexts that span across learning communities at both a local and global level. This module will afford you opportunity to reflect on your own experiences of compulsory schooling and compare those with the expectations of current educational legislation, policy and practice.

This module builds into 5QT511 Educational Settings and 5QT510 Diversity Matters.

This module supports the University's research oriented, research based and research informed typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
core
Practical
Coursework

Code: 4QT512

Keeping Safe

This safeguarding module will equip you with an in-depth and up-to-date knowledge, understanding and critical awareness of the legal, ethical, and practical issues which underpin current safeguarding practices.

Through a consideration of historical policy development you will explore the origins of safeguarding and the social construction of abuse. You will develop a theoretical understanding of why abuse occurs; the power relationships between children, families, professionals and the state and how to identify signs/symptoms of abuse and the impact of abuse/neglect upon children’s wellbeing.

This module will prepare you with a secure understanding of the intra and inter-professional agency approach to safeguarding, identifying potential barriers and challenges to multi-disciplinary working. Throughout the module you will reflect on the importance of working together being expected to work in groups to research and present upon a safeguarding topic.

This module will allow you to critically analyse wider safeguarding agendas with an emphasis on applying theory and learning in order to enhance professional practice.

This module supports the University's research oriented, research based and research informed typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
core
Practical

Code: 4QT513

Professional Practice 1

The interplay between university-based and school-based learning is designed to prepare you for your assessed placement. Continuous formative assessment through key assessment points during the placement will support your journey towards Qualified Teacher Status (QTS). This module will be the first of three assessed placements. It will feed into Professional Practice 2 (5QT513). You must pass this module in order to progress to Stage 2.

By responding to the key formative assessment points throughout this module, you will demonstrate competency against the Teachers' Standards parts 1 and 2 as appropriate for Stage 1 of the degree.

You will transfer theoretical knowledge gained from university sessions and independent study to develop practical skills within the placement setting and through this demonstrate a positive impact on pupil outcomes.

The hours for this module are housed across all other modules through the placement allocation.

This module supports the research informed typology as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
0 Credits
core
Practical

Code: 5QT507

Mathematics and English: Progressing Learning and Teaching

With the aim of you becoming an increasingly effective teacher of mathematics and English, this module will enable you to develop the ability to respond to the diverse need of pupils. You will be expected to demonstrate an ability to implement the demands of the EYFS, and primary National Curriculum as well as to secure pupils' progress in the primary phase of education. You will recognise that the aims and objectives of the curriculum may be achieved in a creative and inspiring way, challenging the learning of all pupils.

The module will emphasise that language and literacy development is not linear, but holistic and recursive. Additionally, it will consolidate and build upon your prior knowledge and understanding of key mathematical concepts and principles that underpin pedagogical competence and confidence in the teaching of mathematics. You will be encouraged to appreciate the benefits to learning of applying knowledge and skills across the curriculum.

You will demonstrate a developing ability to plan for, assess and set targets to progress children’s learning. Through a series of audits and self-assessed tests, you will be expected to demonstrate a constructive and proactive attitude to the development of your personal, pedagogical and curricular subject knowledge in mathematics and English.

This module is a precursor to 6QT548 English, Maths and Science: Enhancement of learning and teaching and Subject Enhancement modules. You must pass this module to progress to Stage 3.

This module supports the University's research oriented, research informed and research led typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
core
Practical

Code: 5QT508

Science and Computing: Progressing Learning and Teaching

With the aim of you becoming an increasingly effective teacher of Science and Computing, this module will enable you to enhance your understanding of the role of Science and Computing and also the relationship between the two key disciplines. The module provides you with an opportunity to consolidate and build on your prior knowledge and understanding of key scientific and computing concepts and principles that underpin pedagogical competence and confidence in the teaching of science and computing.

This module builds on from 4QT509 Science and Computing: Starting Points for Learning and is a precursor for 6QT548 English Mathematics and Science: Enhancement of Learning and Teaching as well as 6QT554 Curriculum Enhancement: Science and Computing. You must pass this module in order to progress to Stage 3.
This module supports the university's research oriented and research informed typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
core
Coursework

Code: 5QT509

Wider Curriculum: Progressing Learning and Teaching

This module is designed to extend your knowledge and understanding of the principles of pedagogy and practice (how and when) in relation to the Wider Curriculum subjects in the Primary National Curriculum (2014) and areas of learning in the Early Years and Foundation Statutory Framework (2016). It builds upon the Stage One module in which your knowledge and understanding of the nature and value of Wider Curriculum was developed.

This module builds on 4QT510 Wider Curriculum: Starting points for Learning and Teaching and is a precursor to 6QT549 Curriculum Design as well as the full range of Curriculum Enhancement modules in Stage 3. You must pass this module to progress to Stage 3.

This module supports the University's research oriented and research informed typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
core
Practical

Code: 5QT510

Diversity Matters

This module will support your development during your school placement as well heighten your understanding of diversity in the classroom on a practical and theoretical level. You will examine key terminology such as disability, inclusion and equal opportunities and the associated policy and legal frameworks which govern these terms.

You will develop your understanding of the concept of an inclusive classroom and think critically about this concept in response to a range of scenarios which are regularly faced by teachers. You will also be introduced to the idea of the inclusive curriculum and what is meant by making reasonable adjustments. You will gain a developing sense of inclusion as a term which has different interpretations depending on associated variables.

You will also be introduced to the nature of partnership working and the impact of this on outcomes for learners. The module develops, in more general terms, aspects which have been introduced in 4QT512 Keeping Safe in education. Studying this module will provide you with a more general knowledge base to complement 5QT511 Educational Settings and build a foundation for 6QT559 Inclusion: Making a Difference and 6QT550 Curriculum Enhancement: SEND.

This module supports the University's research-oriented and research-informed, research-led typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
core
Practical
Coursework

Code: 5QT511

Educational Settings

This module provides you with an opportunity to enhance your understanding of children’s development through exploring different educational settings beyond mainstream schools. You will explore educational provision and its impact on the development of children through the lenses of Special Educational Needs and Disability, Global Educational Perspectives and different Educational Philosophies.

In developing your understanding, you will be able to reflect upon relevant theoretical perspectives, provision and pedagogies specific to these fields of study. You will choose to spend a non-assessed placement in a setting which you arrange yourself. This will enhance your experiences on 4QT513 Professional Practice 1 and 5QT513 Professional Practice 2.

Within your chosen setting you will explore in detail a focus of your choice. You will reflect upon how theory informs practice. This will provide a strong link to the nature of knowledge strand through the 4QT507 Child Development and 6QT560 Educational Inquiry in Stage Three.

This module supports the University's research oriented research based and research informed typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
core
Coursework

Code: 5QT512

Research Methods for Teacher Inquiry

This module will help you to prepare for your Level 6 Independent Study or alternative module if studying the four year course. Drawing on approaches to teacher research and inquiry, this module will enable you to examine and critique the theoretical and practical process of educational research design within a pseudo practical context.

Skills will include developing an understanding of both qualitative and quantitative research methods, considering issues of reliability and validity, and a brief introduction to research ethics. Additionally, you will be introduced to a selection of research methods for data collection and mechanism for analysis.

This module supports the University's research oriented and research informed typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
core
Practical

Code: 5QT513

Professional Practice 2

The interplay between university-based and school-based learning is designed to prepare you for your assessed placement. Continuous formative assessment through key assessment points during the placement will support your journey towards Qualified Teacher Status (QTS).

At the end of the placement, a summative assessment of pass/fail will be awarded. You can only progress onto Stage 3 with a pass. A refer opportunity may be offered to students who failed their placement. This module will naturally build on 4QT513 Professional Practice 1 and is a precursor to the final placement module 6QT561 Professional Practice 3, where successful students will be awarded ‘Qualified Teacher Status’. By responding to the key formative assessment points throughout this module, you will develop teaching skills.

You will transfer theoretical knowledge gained from university sessions and independent study to develop practical skills within the placement setting and through this demonstrate a positive impact on pupil outcomes.

Taught sessions on the module content will support a successful placement. Personal Tutorials will ensure success on the Programme.

Taught hours for this module are incorporated into the teaching and guided independent study hours in Research Methods for Teacher Inquiry.

The hours for this module are housed across all other modules through the placement allocation.

This module supports the research informed typology as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
0 Credits
core
Practical

Code: 6QT548

English, Mathematics and Science: Enhancement of Learning and Teaching

The module will emphasise government priorities in each of the subjects: for example, the teaching of reading, mastery approaches to learning and teaching in mathematics and engagement with scientific thinking in the primary years.

Progressing from year two modules in English, mathematics and science, you will complete this last curriculum studies module as you prepare for life as a qualified teacher. The emphasis will be on supporting and challenging you to achieve a high level of subject pedagogical knowledge in the respective subjects.

This will be combined with a professional and academic consideration of the issues in each of the disciplines. Ultimately, the challenge will be to support you in understanding outstanding practice in each of the subject areas which impacts on children’s learning and how they might achieve this.

This module supports the University's research oriented and research informed typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
core
Practical

Code: 6QT549

Curriculum Design

This module aims to develop your understanding of the principles and practice of curriculum design. Aspects of learning developed in Stage 2 will be returned to and further explored in the context of schools’ philosophy of learning and teaching, offering the chance to synthesise professional strands such as curriculum personalisation and holistic learning.

Enhancement of personal, subject and curricular knowledge, covering the Early Years Statutory Framework (2016) and the Primary National Curriculum (2014), will be a feature of this module. You will also develop a deepening understanding of inclusive teaching and assessment for learning within the wider curriculum.

This module supports the University's research oriented, research informed and research based typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
core
Coursework

Code: 6QT558

Conditions for Learning

This option module extends knowledge and understanding gained through themes encountered at Stages 1 and 2 in areas such as child development, educational philosophies, diversity and difference. Effective learning is subject to many influences both within and beyond the learning environment.

Drawing on both historic and current practices in schools in addition to perspectives from educational research, this module explores these influences and their differential impact on school age learners.

Choosing this option module provides you with the opportunity to deepen your understanding of the role of teachers and school communities in developing effective learning provision.

This module supports the University's research oriented and research informed typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
core
Practical

Code: 6QT560

Educational Inquiry

The educational inquiry module is an in-depth study which explores key issues and perspectives around a question of your choice. You will engage with scholarly debate and theoretical perspectives within your relevant chosen field of investigation.

The final piece of undergraduate work is an intellectual and academic experience and is the culmination of a longer term investigative project. You will assess the impact of your educational experience with ethical perspectives and critical thinking skills. You will reflect on and evaluate your personal and professional growth throughout the project, the benefits of the knowledge gained and evaluate the strategy employed, as well as reflect on the impact of these elements on your future. The skills developed and enhanced during your project will provide a sense of accomplishment and ‘graduateness’ as well as promote employability.

Completing the dissertation enables you to both join the ranks of other researchers contributing scholarly data in their field of study and contribute to your self-development as teacher inquirers.

This module supports the University's research oriented, research informed and research based typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
40 Credits
core
Coursework

Code: 6QT561

Professional Practice 3

The interplay between university-based and school-based learning is designed to prepare you for you assessed placement. Continuous formative assessment through key assessment points during the placement will support your journey towards Qualified Teacher Status (QTS). At the end of the placement, a summative assessment of Grade 1 – 4 will be awarded in line with grading expectations of Ofsted. 1 is Outstanding; 2 is Good; 3 is Requires improvement; 4 is Unsatisfactory. Students will be graded in all 8 areas of the Teachers’ Standards. You cannot achieve QTS if you have a Grade 4 in any area. By responding to the key formative assessment points throughout this module, and the 2 prior Professional Practice Modules, you will be awarded QTS.

You will transfer theoretical knowledge gained from university sessions and independent study to develop practical skills within the placement setting and through this demonstrate a positive impact on pupil outcomes. Transition to NQT will also be supported within this module. Applications for jobs and mock interviews will form part of this module in order to prepare you for employment.

Taught sessions on the module will support a successful placement. Personal Tutorials to ensure success on the Programme.

The hours for this module are housed across all other modules through the placement allocation.

This module supports research informed typology as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
0 Credits
core
Practical

Code: 6QT562

Professional Accountability

This module provides an opportunity for you to reflect on and to assess your experience and professional understanding of the role of the teacher within school communities. This includes an understanding of the legal and professional guidance and the wider responsibilities of teachers.

You will explore notions of professional accountability, professional autonomy, professional knowledge and their correlation to professional responsibility. You will be encouraged to consider your own identity through developing your vision, values, philosophy of learning and teaching and analyse how these relate to your responsibilities as a teacher.

This module supports the University's research oriented and research informed typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
core
Coursework

Code: 6QT550

Curriculum Enhancement in SEND

This module builds on the principles associated with Special Educational Needs and Disability (SEND) introduced in 5QT511 Educational Settings. It also serves as a precursor to the Curriculum Leadership and Management: SEND module for those studying for the four year Integrated Master’s degree. The module is contextualised in both mainstream and special school settings.

The foundations of inclusive education will be explored at a greater depth than in Year 2 and you will engage on a deeper, more critical level with the relevant policy and legal frameworks surrounding SEND.

The focus will be on understanding learners with Special Needs and being able to define, explore, appreciate the characteristics and prevalence of needs which are both high and low incidence conditions or disabilities.

You will also explore ‘at risk’ groups and consider the attributes and planning for children who are more exceptional learners. Different pedagogical approaches which promote access to the curriculum will be explored and evaluated and assessment practices for pupils with SEND will be examined.

This module supports the University's research oriented, research informed and research based typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
optional
Coursework

Code: 6QT551

Curriculum Enhancement: Creative Arts

This module builds on the principles associated with the Wider Curriculum modules in Stages 1 and 2. It also serves as a precursor to the Specialist Practitioner: Creative Arts module for those studying for the four year Integrated Master’s degree.

It aims to consolidate and build upon previous knowledge and understanding of Creative Arts concepts and principles, supporting pedagogical competence and confidence in the teaching of the Creative Arts in the statutory primary curriculum, including Art, Music, Dance and Drama. Critical analysis and evaluation of literature, in addition to pedagogical practice, will enable you to enhance your academic and professional development as a teacher of the Creative Arts. You will be encouraged to reflect on and analyse a wide range of materials, including case studies, surrounding the current learning and teaching of Art, Music, Dance and Drama. 

Throughout the module, you will draw upon existing and newly acquired knowledge of pedagogical approaches to identify effective methods which will enable you to facilitate progress for all learners across the subjects in the Creative Arts. This module will provide an array of opportunities for you to develop your ability to identify, explore and critically analyse the complexities of learning and teaching across the subject areas in Creative Arts in the primary phase. Through studying this module, you will further develop your knowledge of the Creative Arts in the primary phase and beyond (including an awareness of Key Stage 3 expectations).

This module supports the University's research oriented, research informed and research based typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
optional
Practical

Code: 6QT552

Curriculum Enhancement in English

This module builds on the principles associated with the English and mathematics modules in Stages 1 and 2. It also serves as a precursor to the Curriculum Leadership and Management: English module for those studying for the four year Integrated Master’s degree.

It aims to consolidate and build upon previous knowledge and understanding of English concepts and principles, supporting pedagogical competence and confidence in the teaching of English in the EYFS and primary curriculum.
Critical analysis and evaluation of literature, in addition to pedagogical practice, will enable you to enhance your academic and professional development as a teacher of English. You will be encouraged to reflect on and analyse a wide range of materials, including case studies, surrounding the current learning and teaching of English.

Throughout the module, you will draw upon existing and newly acquired knowledge of pedagogical approaches to identify effective methods which will enable you to facilitate progress for all learners in English. This module will provide an array of opportunities for you to develop your ability to identify, explore and critically analyse the complexities of learning and teaching English in the primary phase. Through studying this module, you will further develop your knowledge of English in the primary phase and beyond (including an awareness of Key Stage 3 expectations).

This module supports the University's research oriented, research informed and research based typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
optional
Practical

Code: 6QT553

Curriculum Enhancement in Mathematics

This module builds on the principles associated with the Mathematics and English modules in stages 1 and 2. It also serves as a precursor to the Curriculum Leadership and Management: Mathematics module for those studying for the four year Integrated Master’s degree.

It aims to consolidate and build upon previous knowledge and understanding of mathematical concepts and principles, supporting pedagogical competence and confidence in the teaching of mathematics in the statutory primary curriculum. Critical analysis and evaluation of literature as well as of pedagogical practice will form the bedrock for your academic and professional development as a teacher of mathematics. In particular, it will aim to strengthen your ability to use, apply and teach the subject as well as to think logically and generalise effectively.

This will, within the context of inclusive models for learning and teaching, enable you to facilitate and progress pupils’ mathematical learning, in particular by developing your ability to identify, critically analyse and respond to common errors and misconceptions. The module will provide opportunities for you to explore and critically evaluate the nature of effective exposition as a vehicle for probing and strengthening children’s understanding of mathematics. It will also enable you to generate an important appreciation of the curricular and conceptual progression in mathematics within your chosen phase pathway and beyond (including Key Stage 3).

This module supports the University's research oriented, research informed and research based typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
optional
Practical

Code: 6QT554

Curriculum Enhancement in Science and Computing

This module builds on the principles associated with the Science and Computing modules in Stages 1 and 2. It also serves as a precursor to the Curriculum Leadership and Management: Science and Computing module for those studying for the four year Integrated Master’s degree.

Through this module you will be challenged to engage critically with the complexities of learning and teaching within the Science and Computing curricula. Within the context of the Teachers’ Standards, you will build scientific knowledge and computational thinking skills which will enhance your development as professional and reflective primary school practitioners. 

You will be challenged to engage critically with models of learning and teaching within Science and Computing, This module aims to strengthen your ability to teach Science and Computing from a perspective of knowledge and skill development, challenging you to gain an enhanced appreciation of the complexities and uncertainties of learning and teaching within your chosen field. The module will also explore how the diverse needs of learners might successfully be addressed within Science and Computing. This module supports the University's research oriented and research informed typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
optional
Practical

Code: 6QT555

Curriculum Enhancement in Primary Foreign Languages

This module builds on the principles associated with the Wider Curriculum modules in Stages 1 and 2. It also serves as a precursor to the Curriculum Leadership and Management Module: Primary Foreign Languages strand for those studying for the four year Integrated Master’s degree. It aims to consolidate and build upon previous knowledge and understanding of concepts and principles, supporting pedagogical competence and confidence in the teaching of Foreign Languages.

Throughout the module, you will be challenged to identify, explore and critically analyse key issues related to learning and teaching Foreign Languages in the primary school. This will help to deepen both your theoretical and pedagogical understanding and thereby enhance your academic and professional development as teachers of Foreign Languages.

You will engage with a range of academic texts in order to strengthen your critical appreciation of key concepts, current debates and language learning theories. You will be helped to develop your skills in selecting, adapting and refining the use of practical resources and pedagogical strategies and thereby facilitate progress in Foreign Languages for learners within the primary phase and into Key Stage 3.

This module supports the University's research oriented and research informed typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
optional
Practical

Code: 6QT556

Curriculum Enhancement in Physical Activity

This module builds on the principles associated with the Physical Activity modules in stages 1 and 2. It also serves as a precursor to the Curriculum Leadership and Management: Physical Activity module for those studying for the four year Integrated Master's degree.

It aims to build upon previous knowledge and understanding of Physical Activity concepts, debates and principles, supporting pedagogical competence and confidence in the teaching of Physical Activity in the statutory primary curriculum.

Critical analysis and evaluation of literature will enable you to enhance your academic and professional development as a teacher of Physical Activity. You will be encouraged to reflect on and analyse a wide range of materials covering an array of learning and teaching and subject specific issues and debates in Physical Activity.

Throughout you will draw upon existing and newly acquired knowledge of pedagogical approaches to identify effective methods which will enable you to facilitate progress for all learners in Physical Activity. There will be opportunities for you to develop your ability to identify, explore and critically analyse the complexities of learning and teaching Physical Activity in the primary phase and beyond, including an awareness of Key Stage 3 expectations.

This module supports the University's research oriented, research informed and research based typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
optional
Practical
Coursework

Code: 6QT557

Curriculum Enhancement in Humanities

This module builds on the principles associated with the Wider Curriculum modules in Stages 1 and 2. It also serves as a precursor to the Curriculum Leadership and Management: Humanities module for those studying for the four year Integrated Master’s degree. It aims to consolidate and build upon previous knowledge and understanding of concepts and principles, supporting pedagogical competence and confidence in the teaching of humanities (Geography, History and Religious Education).

Critical analysis and evaluation of literature as well as of pedagogical practice will form the bedrock for your academic and professional development as a teacher of humanities. In particular, it will aim to strengthen your ability to use, apply and teach the subject as well as to think logically and generalise effectively.

This will, within the context of inclusive models for learning and teaching, enable you to facilitate and progress pupils’ learning in humanities, in particular by developing your ability to identify, critically analyse and respond to common errors and misconceptions. The module will provide opportunities for you to explore and critically evaluate the nature of effective exposition as a vehicle for probing and strengthening children’s understanding of the humanities subjects. It will also enable you to generate an important appreciation of the curricular and conceptual progression within your chosen phase pathway and beyond (including Key Stage 3).

This module supports the University's research oriented, research informed and research based typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
optional
Practical

Code: 6QT558

Conditions for Learning

This option module extends knowledge and understanding gained through themes encountered at Stages 1 and 2 in areas such as child development, educational philosophies, diversity and difference. Effective learning is subject to many influences both within and beyond the learning environment.

Drawing on both historic and current practices in schools in addition to perspectives from educational research, this module explores these influences and their differential impact on school age learners.

Choosing this option module provides you with the opportunity to deepen your understanding of the role of teachers and school communities in developing effective learning provision.

This module supports the University's research oriented and research informed typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
optional
Practical

Code: 6QT559

Inclusion: Making a Difference

This module builds on the principles and pedagogies introduced in 5QT510 Diversity Matters and also explores some of the associated concepts of 5QT511 Educational Settings at a deeper level. The focus is primarily on the inclusion agenda and educational achievement. You will consider the relationship between diversity, educational achievement and underachievement.

Models of inclusive practice will be explored and critiqued along with contextual factors associated with different primary school settings. You will consider the concept of identity and its importance in exploring inclusion, diversity, equality and achievement.

There are natural links between this module and 6QT550 Curriculum Enhancement in SEND but the focus of 6QT559 Inclusion: Making a Difference is much wider than SEND and considers the concept of inclusion through a broader theoretical lens.

This module supports the University's research oriented and research informed typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
optional
Coursework

Code: 6QT571

Educational Debates

The nature of formal education dictates, by virtue of its inherent dynamism, informs the need for stakeholders to continually assess its role as an agent of change in modern society. This module will ask you to analyse a number of contemporary educational issues facing practitioners in primary education.

You will become aware of the controversial debates surrounding these issues, and feel able to contribute to them through engagement with a range of sources that will enable you to extend your understanding. The pedagogy employed within the module will aim to challenge and enhance your understanding of national and international perspectives in relation to the area of debate. You will be expected to reflect upon your own journey as a primary practitioner and share your experiences in relation to issues being examined.

Within this module, there will be significant opportunities to work in collaboration with peers.

This module supports the University's research oriented and research informed typologies as outlined in the Research Pillar of the Learning and Teaching Strategy.

More information
20 Credits
optional
Practical
Coursework

Code: 6QT506

Reflective Teaching 4: Professional Identities of the Reflective Teacher

This module builds on Reflective Teaching 3/4 by further strengthening your academic skills at L6 and extending your critical, reflective practice through exploration of the professional identities of the teacher. Throughout the module you are challenged to articulate and justify your educational philosophies and pedagogies through robust defence of their practice.

In a direct way, this module is related to your PDP and to the Teaching Standards for Qualified Teacher Status (QTS).

Experiences in school enable you to confirm and enhance your attainment of QTS by demonstrating both your understanding of the professional identities of the teacher and evidencing your own professional accountability. Continuous formative assessment and key assessment points throughout the placement will support your progress towards QTS. This is finalised through a summative assessment of attainment against the Teaching Standards for Qualified Teacher Status.

The current context in relation to effective practice, including local, national and international educational priorities will form an important part of university-based learning and independent study. The module also informs your journey into employment in relation to job applications and induction into the profession.

The university- based learning will be supported by both formative and summative assessments during Semesters 1 and 2.

More information
20 Credits
core
Practical
Coursework

Code: 6QT507

Enriching the Curriculum

Overall, this module helps to develop your appreciation and understanding of the curriculum. One focus of the module is to maintain engagement with subjects not included in the chosen subject pathway. This engagement will centre on best practice within subject pedagogies and the development and evaluation of resources aimed at supporting these principles, including the use of ICT to enhance learning and teaching.

A second focus of the module is the further development of understanding of how breadth and balance is established within and between subjects. This leads to considerations of sequences of learning within and across all National Curriculum subjects and appropriate use of a range of learning and teaching strategies.

The final focus of the module is a curriculum evaluation project in which you evaluate planning for learning across the whole curriculum. This is undertaken in collaboration with peers, mirroring the process common in primary schools.

More information
40 Credits
core
Practical
Coursework

Code: 6QT508

Subject Enhancement

The module builds on the firm foundation of specialist knowledge, understanding and skills developed at Stage 3 in the Subject Pathway module. It will focus on how leadership strategies may be employed to support specialist knowledge, to enhance learning and teaching in the classroom and to raise standards.

You will continue to follow the pathway chosen at Stage 3. The choice of available pathways will be determined annually by current national priorities in education and levels of interest. Indicative pathway choices include: English, mathematics, science, creative and performing arts, humanities.

Through your chosen field of study and within the context of the Teachers’ Standards, you will examine some of the issues in relation to the development of reflective primary school practitioners.

More information
20 Credits
core
Practical
Coursework

Code: 6QT509

Wider Role of the Teacher

Located in the final year of the four-year programme, this module aims to develop your understanding of the ways in which the role of the teacher extends beyond the school and into the wider community, including understanding of the roles and responsibilities of external agencies, reflecting the increasing importance of teachers working within professional teams to ensure positive outcomes for children.

Current issues and ongoing challenges facing the primary education system will be explored and responses by schools and their communities considered. You will reflect on the skills, knowledge and attitudes required to support effective contributions to professional teams beyond the school.

A key feature of the learning will be engagement in Problem-based Learning scenarios based on realistic and challenging case studies or similar which would otherwise be likely to fall outside your experiences within professional placements. These could include intra-professional and inter-professional working depending on the scope and focus of scenarios chosen. A key element of study at this level is the emphasis on independent research skills in selecting and reviewing relevant academic and professional literature.

More information
20 Credits
optional
Practical
Coursework

Code: 6QT510

Understanding the Learning Community

Through this module you will be challenged to reflect on different educational settings as learning communities. You will consider the specific barriers and facilitators to learning in and out of the educational setting. You will further develop your engagement, understanding and application of the principles and practices of teaching required by the Teachers’ Standards.

Critically, you will be asked to reflect on your developing identify as a professional and the philosophies and values which drive your development. Assessment will be provided through a number of formative tasks such as presentations, discussions and seminars leading to a summative written submission which will provide a critical account of one learning community.

More information
20 Credits
optional
Coursework

Code: 7QT500

Wider Role of the Teacher

Located in the final year of the four-year programme, this module introduces you to learning at level 7. The module aims to develop your understanding of the ways in which the role of the teacher extends beyond the school and into the wider community, including understanding of the roles and responsibilities of external agencies, reflecting the increasing importance of teachers working within professional teams to ensure positive outcomes for children.

Current issues and ongoing challenges facing the primary education system will be explored and responses by schools and their communities considered. You will reflect on the skills, knowledge and attitudes required to support effective contributions to professional teams beyond the school.

A key feature of the learning will be engagement in Problem-based Learning scenarios based on realistic and challenging case studies or similar which would otherwise be likely to fall outside your experiences within professional placements. These could include intra-professional and inter-professional working depending on the scope and focus of scenarios chosen. A key element of study at this level is the emphasis on independent research skills in selecting and reviewing relevant academic and professional literature.

More information
20 Credits
optional
Practical
Coursework

Code: 7QT501

Understanding the Learning Community

Through this module you will be challenged to reflect on different educational settings as learning communities. You will consider the specific barriers and facilitators to learning in and out of the educational setting. You will further develop your engagement, understanding and application of the principles and practices of teaching required by the Teachers’ Standards.

Critically, you will be asked to reflect on your developing identify as a professional and the philosophies and values which drive your development. Assessment will be provided through a number of formative tasks such as presentations, discussions and seminars leading to a summative written submission which will provide a critical account of one learning community.

More information
20 Credits
optional
Coursework

Please note that our modules are subject to change - we review the content of our courses regularly, making changes where necessary to improve your experience and graduate prospects.

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Open Days

Register your interest for a future Open Day and we'll be in touch as soon as we are able to welcome you on campus.

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How you will learn

You’ll learn through lectures, workshops, seminars, tutorials, guest speakers, and creative partners. School placements are a vital part of your development, and you’ll also have the opportunity to broaden your experiences through museum visits, overseas school visits, and visits to special educational needs settings, early years and Key Stage 3 settings.

Work placements

During the course, you'll spend approximately 36 weeks on placement in a number of different schools. This will include a mixture of placements from EYFS (Early Years Foundation Stage) through to the end of Key Stage 2. You will also complete a placement in a special educational needs setting to help build your skills when working with diverse groups. 

How you're assessed

There are no exams, so you’ll be assessed through essays, personal reflections, presentations, posters, reports, tests, and audits. During the first three years of the course, you will undertake an assessed placement. In your final year, your placement will not be assessed.

MEdy Primary Education student Vanti Rabidia

Since joining the course, we have been presented with so many amazing opportunities like trips, societies and clubs and my placements have been an amazing opportunity to get a feel for my future lifestyle.

Vanti Rabidia
MEdu Primary Education student
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Outdoor Learning Space

Learn how to apply education in an outdoor setting, using nature to improve the personal, social and technical skills of children.

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Personal academic tutoring

Your personal academic tutor will work with you to help you get the most out of your time at university. Having someone to talk to about your academic progress, your university experience and your professional aspirations is hugely valuable. We want you to feel challenged in your studies, stretched but confident to achieve your academic and professional goals.

Find out more about personal academic tutoring

Who will teach you

Programme leader

Duncan Anderson

Entry requirements

September 2020 typical entry requirements

RequirementWhat we're looking for
UCAS points120 (up to 16 from AS-levels)
Specific requirements at A-levelN/A
Specific requirements at GCSE

Five GCSEs at Grade C (or Grade 4) or above, including Maths, English Language and a Science (there are currently a range of equivalences which can be accepted. Please contact our Admissions team if you need clarification).

IELTS7.0 (with 6.5 in each skills area)
Interview / AuditionYes - see interview details
PortfolioN/A

Alternative entry qualifications

Only 24 points will be taken from A-level General Studies if this is used as the third A-level qualification. A good application/performance will be taken into account if you do not meet the criteria/offer conditions.

Additional requirements

A Prohibition List check will automatically be carried our after we have received a Firm acceptance of an offer.

An Occupational Health Assessment and Clearance by the University is required for this course. We will contact you with information on how to complete this when required.

An Enhanced Disclosure & Barring Service certificate cleared by the University is required for this course. We will contact you with information on how to complete this once you have applied. More information.

Our entry requirements for this course should be read together with the University's general entry requirements, which details subjects we accept, alternative qualifications and what we're looking for at Derby.

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Academic Achievement Scholarship

We’re offering eligible students a £1,000 scholarship to celebrate your hard work and success.

Learn more about the Academic Achievement ScholarshipLearn more about the Academic Achievement Scholarship

Fees and funding

2020/21 Fees

 Full-timePart-time
UK/EU

£9,250 per year*

N/A

International

£14,045 per year

N/A

* The fees stated above are for the 2019/20 academic year; fees for 2020/21 have not yet been confirmed by the UK government. We will update this information as soon as it is available.

Further information about our fees and support you may be entitled to.

Additional costs and optional extras

How to apply

UK/EU students

Full-time students applying to start in September should apply for this course through UCAS or you can apply directly to the University for an undergraduate course if you’re not applying to any other UK university in the same year.

Apply through UCASApply directly to the University

Guidance for EU students post-Brexit

International students

Full-time students applying to start in September should apply for this course through UCAS or you can apply directly to the University for an undergraduate course if you’re not applying to any other UK university in the same year.

Apply through UCASApply directly to the University

Guidance for international applicants applying for an undergraduate degree

 If you wish to register your interest in our Partners for Progress pathway, please complete our short form.

Careers

When you graduate, you'll be ready to teach in a primary school. As a newly qualified teacher (NQT) with an integrated masters degree, you will be prepared for future leadership roles - the insights into curriculum management gained on the course will position you to take responsibility for subject areas early in your career.

Our NQTs are highly regarded in the education sector and many of our graduates go on to secure jobs in schools where they undertook their placements.

You will also benefit from our continued support as you begin your career. We offer our NQTs a range of resources, subject updates, events, conferences and development opportunities to aid your transition into professional practice.

You may also wish to continue your studies on our Doctor of Education.

Contact us

If you need any more information from us, eg on courses, accommodation, applying, car parking, fees or funding, please contact us and we will do everything we can to help you.

Contact us Contact us

Additional information about your studies

Download programme specification

Teaching hours

Like most universities, we operate extended teaching hours at the University of Derby, so contact time with your lecturers and tutors could be anytime between 9am and 9pm. Your timetable will usually be available on the website 24 hours after enrolment on to your course.

Additional costs and optional extras

We’re committed to providing you with an outstanding learning experience. Our expert teaching, excellent facilities and great employability prepare you for your future career. As part of our commitment to you we aim to keep any additional study costs to a minimum. However, there are occasions where students may incur some additional costs.

Included in your fees

Mandatory costs not included in your fees

Optional costs not included in your fees

Please note: Our courses are refreshed and updated on a regular basis. If you are thinking about transferring onto this course (into the second year for example), you should contact the programme leader for the relevant course information as modules may vary from those shown on this page.

Discover Uni

This is a new course so the data displayed via Discover Uni is for students studying in another subject area.

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