Achieve your ambitions on one of the country’s top teacher training courses. We’ll work with you to ensure you become the best teacher you can be.
Join a degree which has won national recognition for quality: we’ve received an ‘outstanding’ Ofsted rating
Boost your career prospects: for the past three years, 100% of our BEd (Hons) Primary Education graduates have gone on to work or further study within six months of completing their degree
Enjoy exciting school placements where you can develop your professional skills and enhance your employability
Personalise your degree to match your interests by choosing from our range of curriculum enhancement pathways
Learn from an experienced, lively and caring teaching team who are committed to your success: in the latest Newly Qualified Teacher Survey, our students rated their training as among the best in the country.
Top25for Education**The Guardian University Guide 2020
If you already know you’d like to become a primary teacher, this course is an excellent choice. It combines a highly regarded honours degree with the recommendation of the award of Qualified Teacher Status (QTS) – so you’ll be able to go straight into your first teaching position when you graduate.
This course enjoys a strong reputation locally, nationally and internationally. Supported by a large partnership of quality assured primary, infant, junior, middle and special schools, you will undertake school-based as well as university-based training as stipulated by the National College (NCTL).
Our BEd (Hons) Primary Education with QTS degree aims to:
Develop outstanding teachers within the primary age phase who are resilient, critical, and reflective classroom practitioners, and who have the confidence to challenge policy, practice and ways of teaching
Equip you with advanced teaching and academic skills to support professional and transformative practice that is inclusive and sensitive to the learning needs of children to ensure good outcomes for all
Foster an inquiry based approach to the understanding of methods of teaching, subject knowledge and skills
Develop an understanding of inspirational and innovative classroom practice to motivate, challenge and empower learners
Establish your personal and professional philosophy of education which will underpin practice
Harness knowledge, skills and understanding to effectively lead, manage and work collaboratively with other professionals, agencies and the wider community to ensure the wellbeing and holistic development of all learners
Exciting and varied placements
We’re passionate about making sure you’re ready for your new career in teaching. You’ll undertake a placement in a different school at each stage of the course. Throughout your placements you’ll receive ongoing mentor support from experienced teachers.
You’ll build your skills working with children in different year groups so that you can understand the whole primary phase. The course also includes experience in a special educational needs setting, so that you can appreciate and respond to the diverse needs of children.
We have a dedicated Placement Unit who will help you find the right opportunities and settings, drawing on our partnerships with around 400 schools across the region.
To enhance your placement experience, you’ll have access to an array of classroom resources made available through Derby Library Services for a small fee per item. Our students have enriched their teaching by borrowing everything from story boxes to a full suit of armour and a Chinese dragon.
A degree tailored to your interests
There are opportunities to personalise your degree to reflect your professional interests and career ambitions. At the start of your studies, you’ll gain a broad foundation of knowledge so that you can make more informed choices about the kind of teacher you want to become.
As the course progresses, you can then select curriculum enhancement pathways – possible choices may include English, Mathematics, Science and Computing, Humanities, SEND, Physical Activity and Creative Arts – and enjoy placements in alternative educational settings. In addition, you will conduct an Independent Study where you can research an area of your own interest in depth.
Experiences to inspire you
We provide you with rich and varied learning experiences 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. There may even be the opportunity for overseas school visits.
Social justice lies at the heart of our course and all our students are encouraged to give something back to the local community. You’ll take part in community projects working with children and staff in settings such as schools, charities, museums and galleries.
You can also contribute to our annual Charity Week, coming up with imaginative ways to raise money for good causes.
A vibrant community
We pride ourselves on offering a friendly, welcoming learning environment where you will receive plenty of encouragement and guidance. The course attracts students from all ages and backgrounds, which makes for a dynamic and lively atmosphere.
Our tutors are approachable, 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. You’ll also hear from visiting specialists who deliver thought-provoking guest lectures.
FAQs
If you have any questions, please see our FAQs page or feel free to get in touch.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
You’ll learn through lectures, workshops, seminars, tutorials, guest speakers, and creative partners in our primary education facilities. Your studies will consist of both university-based and school-based education. 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 26 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. There is an assessed school placement every year.
Outdoor Learning Space
Learn how to apply education in an outdoor setting, using nature to improve the personal, social and technical skills of children.
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).
Access to HE Diploma 60 credits: 45 at level 3 with a minimum of Dist: 15 Merit: 24 Pass: 6
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 automaticially 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.
Fees and funding
2020/21 Fees
Full-time
Part-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.
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.
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.
If you wish to register your interest in our Partners for Progress pathway, please complete our short form.
Careers
Our newly qualified teachers are highly regarded within the education sector and our employability statistics speak for themselves. For the last three years, 100% of our Primary Education graduates have progressed to work or further study within six months of completing the course. Many go on to secure jobs at schools where they undertook their placements.
When you graduate, you could choose to continue studying with us by taking our MA Education course, which will help you to explore the wider impact of education and increase your confidence as a practitioner. The MA Education is especially valuable if you have set your sights on more senior roles such as head teacher or deputy head teacher.
As a newly qualified teacher, you can also benefit from the University’s continuing support as you take your career forward. We offer a range of resources, subject updates, events, conferences and development opportunities to ease your transition into professional practice.
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.
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
Print credit for 200 black and white copies on a pro-rata basis dependent on student status i.e. whether full-time/part-time students; this is reviewed annually
Interview preparation/ supporting job applications - Local Head teachers and the unions
BEd/Med U Stage 1 – Level 2 Safeguarding qualification
In to Film - Film and technology sessions
£100 book voucher provided centrally by the University
Initial DBS check
BEd students have a range of placement opportunities with a trained mentor and School Link Tutor
BEd students have a number of placements, in different schools with different age groups: Year 1 Placement - 8 week placement; Year 2 Placement - 8 week placement; Year 2 SEN placement; Year 2 alternative setting placement; Year 3 Placement – 9 week
Year 4 curriculum placement for those completing the MEdu – 4-6 week placement
Reimbursement of travel costs, for all assessed placements, over the first £5, per day, of travel to placement
Range of activities planned off site dependent on modules being studied e.g. Forest School input, visit to local faith centre
Range of in class visiting/expert speakers to enhance module content e.g. Homophobic bullying input; Traveller children session; Resilience and Self-efficacy; Children’s book illustrator; PREVENT training
Mandatory costs not included in your fees
You may choose to buy textbooks, journals, data sticks, stationery texts
Replacement DBS if lost approx. cost £50
Students who are not in receipt of a bursary are asked to pay up to the first £5 per day of their travel to placement.
All travel costs to and from placement for those students in receipt of a bursary
Travel costs up to the first £5 per day for students not in receipt of a bursary for assessed placements • All travel costs to non-assessed placements
Travel to/parking at settings hosting activities
Optional costs not included in your fees
NQT module forming part of MA. Students receive a 10% discount
Students may choose to participate in a range of optional activities/courses organised by the programme team e.g. Introduction to British Sign Language Course, approx. cost £20
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.
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