Early Years - Primary Education (3-7) with QTS - Teacher Education BA (Hons)
Program start date | Application deadline |
2023-04-24 | 2023-02-10 |
2023-09-19 | 2023-01-27 |
2024-01-03 | 2023-11-25 |
2024-09-01 | - |
2025-09-01 | - |
Program Overview
This three-year program prepares students to become qualified teachers in Early Years and Primary Education. It offers extensive school-based experience, including an enrichment placement in the UK or abroad. Graduates gain Qualified Teacher Status and are equipped with the skills and knowledge to make a significant contribution to the education of children. The program also provides a foundation for further study in related fields.
Program Outline
Degree Overview:
At the heart of this course is a vision of transforming you into a teacher, ready to enter the profession with confidence as a skilled professional and equipped to make a significant contribution to the education of children now and in the future. Our most recent Ofsted inspections have rated our Early Years – Primary Education provision as outstanding. Our Enrichment Placement, available in Year 2, provides you with the opportunity for doing a placement in the UK or overseas. Our course offers you:
- Qualified Teacher Status
- Experience in Early Years Foundation Stage and Key Stage 1, with enhancement in age-phases either side (e.g. 0-3 and Key Stage 2)
- Extensive experience in schools with at least 24 weeks in at least four schools or settings
- Excellent coverage of primary curriculum subject areas and Early Years Foundation Stage Areas of Learning and Development for Early Years, enhances your skills, your confidence and your potential employment prospects
- The opportunity to develop an area of personal, professional significance interest
- Guidance and support from a team of highly skilled and dedicated tutors in University and in schools/settings.
Outline:
- Year 1
- Reflective and Professional Practice (Compulsory): This module is a combination of university-based learning and school-based learning.
- Common strands explored within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.
- Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.
- There are additional focuses on the importance of developing relationships; child development; study of education (e.g. history, sociology, politics and legislation), curriculum construction and learning and teaching for the inclusion of all along with relevant theory, policy and research. Developing resilience and 'managing self' is a core theme that runs through all professional studies-related modules.
- Throughout, Associate Teachers (ATs) will be encouraged to pursue active enquiries and to practice the tools of ethical enquiry introduced in the module. This will enable them to develop a critical and interactive engagement between theory and practice, forming a pragmatic understanding of which approaches are most useful, inclusive and workable in different contexts.
- Attachment weeks in school will enable students to reflect on and relate aspects of the taught programme to classroom practice with weeks focusing particularly on observing the following: developing positive classroom relationships; classroom environment and children's engagement in and motivation for learning; the wider life of the school; how material is broken down and prior knowledge is used in class; the use and impact of systematic synthetic phonics; inclusive practice and the diversity of needs; curriculum design and how classroom activities, sequences of lessons and homework fit into broader curriculum frameworks; planning; and assessment practices including questioning.
- The block placement will enable students to build on what they have learnt during the attachment weeks and develop their planning and teaching skills, working with small groups and the whole class.
- ATs will also observe and reflect on colleagues’ collaborating with each other, the nature of the professional dialogue, including with parents and carers particularly in relation to how colleagues illicit the support of others, including parents and carers, to help who are in danger of underachievement or exclusion.
- ATs will be supported to manage their own workload and make sure that activities are undertaken promptly and to secure a productive work/life balance.
- The module will include an initiation to a range of concepts for undertaking research and enquiry (reflectivity; reflexivity; validity; reliability; ethical considerations) and be an introduction to notions of what constitutes a claim to knowledge.
- The module will introduce the ATs to the Core Content Framework and encourage them to make connections between that and their learning in this module.
- Introduction to Research and Study Skills (Compulsory): The module will focus on a range of academic skills, including: auditing academic skills and identifying individual needs; locating research, policies and other information (paper-based and electronic); making judgements on the validity and reliability of data; the conventions of academic text and writing; speaking and listening to learn in seminar groups and tutorials; collaborative learning; interrogating texts; writing accurately and using references and citations appropriately.
- The module will also explore some of the complexities involved in making interpretations of theory and practice and enables ATs to challenge overly simplistic translations of 'theory into practice'.
- Opportunities to demonstrate and practise the skills learnt in this module, alongside further application and development of skills, will be explicitly available in PR4820, as well as in other level 4 modules.
- Developing Early Readers (Compulsory): Common strands explored within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all. With these embedded principles, this module introduces Associate Teachers (ATs) to the importance of reading to enable all children to access knowledge, social and cultural capital.
- ATs will understand place of reading within EYFS and KS1 and 2 statutory documentation; the importance of reading, the 'simple view' of reading, and reading for pleasure.
- It will introduce ATs to ways in which all children can learn to read including teaching word reading and the role of Systematic Synthetic Phonics (SSP) in early reading (EYFS and KS1).
- The module will also introduce the teaching of reading comprehension in KS1 and 2 and ensure ATs understand the importance of developing the teacher's own knowledge of high quality children's literature.
- Teaching the Core Curriculum (Compulsory): Common strands explored within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.
- Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.
- This module will introduce Associate Teachers to statutory documentation including the National Curriculum and the Early Years Foundation Stage Framework (EYFS).
- The focus of this module will be the core subjects of English, mathematics and science.
- These will be studied in the context of both the EYFS (as communication, language and literacy; mathematics; and understanding the world) and the National Curriculum (the Programmes of Study in Key Stage 1 and 2).
- As well as this there will be an introduction to learning theories, pedagogical and curriculum concepts applicable to the core subjects and opportunities to explore experiences and attitudes towards learning in the core subjects.
- The module will also support ATs' own substantive content, pedagogical and professional knowledge development based on selected foci from the EYFS framework and KS1 and 2 Programmes of Study and there will be an introduction to effective and inclusive lesson planning in the core subjects that promotes engagement and participation from all learners.
- ATs will be invited to reflect on harmonies and dissonances between practices recommended in this module and those evident in placement settings.
- In this way, they will engage in productive and professional dialogue in the spirit of the skills developed in PR4821 to develop critical insights into theory and practice.
- Teaching the Foundation Subjects (Compulsory): Common strands explored within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.
- Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.
- This module focuses in addition on developing ATs’ domain-specific subject, curriculum and pedagogical knowledge for effective teaching in the Foundation subjects at Key stages 1 and 2 and related areas of learning in the Early Years Foundation stage (EYFS).
- Tools for subject knowledge auditing will enable ATs to initiate independent research to address gaps in their knowledge.
- The module focuses ATs' attention on curriculum overview and mapping across several subjects and ATs will be given opportunities to articulate key theoretical concepts related to classroom practice and curriculum design and be able to relate them to Foundation subjects and relevant areas of learning in the EYFS.
- ATs will be invited to make connections between different foundation subjects and how these may affect decision-making about teaching and curricular design.
- Year 2
- Developing Practice in Primary and Early Years Settings (Compulsory): Common strands running throughout the degree and developed within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.
- Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.
- The module prepares ATs for and encompasses their second period of school-based learning and their enrichment placement.
- ATs will undertake a range of activities in a school or educational setting over a period of approximately 40 days.
- There is a continuing emphasis throughout the degree and in particular at level 5 on supporting the needs of all children and how pedagogy and curriculum planning can be inclusive - as such ATs' lesson planning to include those with a diverse range of needs will be a particular focus.
- The module will also constitute an opportunity to observe, plan, co-teach, and individually teach a variety of different subjects at KS1 or 2 and/or different areas of learning in the EYFS.
- ATs will be making pedagogical and curriculum choices on the basis of developing subject knowledge expertise in Core and Foundation subjects and/or in areas of learning.
- ATs will have opportunities to develop techniques designed to improve literacy, reading, writing and oracy and will reflect on enactments of important curricular and pedagogical concepts (e.g. scaffolding; dialogue; questioning; meaning-making; working memory; long-term memory; cognitive load; engagement; identity transformation; sequencing; interleaving; knowledge-rich; coherence; cumulativity; cultural capital; connectivity).
- ATs will also have opportunities to develop their own management of classrooms and pupil behaviour, and be able to seek support of other colleagues and, where appropriate and with guidance, parents and carers to help pupils learn.
- ATs will follow advice and feedback from a variety of sources, including from colleagues, tutors, mentors and from pupils to inform their lesson planning and will have opportunities to break knowledge down, scaffold, practice and present it in learnable ways connecting it to other content.
- ATs will also participate in the delivery of sequenced and balanced curriculum and reflect on how their own lesson planning and homework setting fits into broader curricular frameworks.
- ATs will develop strategies for motivating children of all kinds to learn and become more autonomous and will have opportunities to exercise judgement in the use of assessment so that it is purposeful and not overly burdensome.
- ATs will be invited to participate in professional conversations with colleagues that enable collaboration, teamwork and shared, mutual learning.
- ATs will also be challenged to manage their own workload and to use techniques for ensuring a productive work-life balance.
- The enrichment placement provides additional opportunities for ATs to work with other adults and professionals in the wider children’s workforce and in educational contexts that do not necessarily constitute formal school settings. This could be education in environments other than mainstream UK schools or education systems and practices in other countries.
- ATs will explore student learning experiences within these other educational contexts; and reflect upon similarity and difference in relation to educational environments, practices and systems.
- Professional Studies: Managing the needs of diverse learners (Compulsory): Common strands developed within the context of this module include safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.
- Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.
- The module has a core focus on inclusion in all its forms.
- It will explore specific areas of special educational needs and disability (SEND); more able learners; social disadvantage; looked after children; cultural diversity; adverse childhood experiences and English as an additional language.
- ATs will develop the principles of responsive teaching as part of a commitment to inclusivity and the implications this may have for practitioners, planning and curricular design.
- This will involve taking an increasingly critical perspective to approaches which either have no clear effect or worse exacerbate gaps and underachievement especially for those pupils who are in danger of being left behind by such practices.
- The module covers the importance of the relationships children have with each other, and between teachers and pupils and how groupings affect and result from them.
- It includes the impact teaching can have on developing positive relationships, motivation, well-being, and attainment especially of those from disadvantaged backgrounds and how this affects child development.
- ATs will also develop their repertoire and understanding of approaches to dealing with disruption in classes.
- The centrality of the curriculum and important concepts of curriculum design (e.g. sequencing; interleaving; knowledge-rich; coherence; cumulativity; cultural capital; connectivity).
- The module also builds on earlier work in level 4 on theories of learning and teaching, and what this may mean for developing critical insights into policy, research and the history, sociology, and politics of education.
- ATs will also be given opportunities to develop their techniques for managing themselves in terms of developing professional relationships with colleagues, including additional adults in classrooms, based on collaboration and mutuality; conducting professional dialogues at appropriate times with colleagues and, with guidance, with parents and carers where appropriate; leading their own professional development and managing their own well-being and workload.
- Developing resilience and 'managing self' is a core theme of all professional studies-related modules.
- Throughout, ATs will be expected to develop their ability to challenge the relevance and validity of emerging theoretical and practical perspectives.
- The placement module(PR5820) will enable students to relate aspects of the taught programme to classroom practice.
- The module's assessment enables students to reflect on their own inclusive practice and identify targets for their final placement.
- Supporting and Developing Children’s Health and Well-being (Compulsory): Common strands explored within the context of this module include commitments to inclusivity in all its forms; safeguarding of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.
- Alongside this and in common with other modules, Associate Teachers (ATs) will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.
- This module in addition considers the teacher’s role in developing both the health and well-being of pupils.
- Key content includes enabling ATs to deliver Personal, Social, Health and Economic(PSHE) education in the Primary and Early-Years Phases including 'Relationship and Health Education' (RHE) (DfE, 2019).
- The module will also allow ATs to develop their confidence and subject knowledge in the teaching of related elements of Physical Education(PE) including outdoor and adventurous education (OAE) as well as learning outside the classroom (LOTC) and Forest schools.
- The importance of healthy emotional development including children’s emotional regulation, self-esteem and resilience is explored as part of the teacher’s role in recognising and supporting mental health needs.
- Cross curricular links and how key themes within health and wellbeing will be integrated across subjects.
- Through examination of policy and drawing on a range of theoretical ideas, the module illustrates how teachers, parents and professionals all bear a responsibility to work together to support and protect children’s health and wellbeing.
- The module will integrate certificated qualifications where possible (for example: Forest school level 1 award, certificate of Professional Development in PSHE Education) and offer options for ATs to gain further qualifications within their allocated independent learning hours for the module (for example; paediatric first aid, mental health first aid). This will enhance AT employability as well as their preparedness for their NQT year.
- Teaching core and foundation subjects in KS1 (Early Years-Primary) (Compulsory): Common strands developed within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.
- Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.
- The module will also cover elements common to all subjects, for example; curriculum design considerations in the planning and delivery of core and foundation subjects in Key Stage 1 and transition; inclusive practice in the core and foundation subjects; further curriculum, pedagogical and professional subject knowledge development in the core and foundation subjects (linked with selected foci from the Key Stage 1 programmes of study); planning for inclusion and progression through sequences of lessons.
- Planning for learning in the Early Years Foundation stage (Early Years-Primary) (Compulsory): This module will build on knowledge of key pedagogues, pedagogies and overarching themes that underpin teaching and learning in the EYFS.
- There will be a focus on how progression in the Prime and Specific areas in the EYFS relate to child development.
- Key to this will be developing ATs’ knowledge and understanding of the characteristics of effective learning, the importance of enabling environments, the unique child, developing positive relationships with children, and the observation, planning, and assessment cycle.
- ATs will develop good subject and pedagogical knowledge so that they can be confident, enthusiastic teachers in the Prime and Specific areas, alongside developing an appreciation of the importance of a positive indoor and outdoor environment for promoting learning and development.
- ATs will develop their understanding of how the Prime and Specific areas of learning and development interconnect and complement each other in an inclusive EYFS setting.
- Common strands explored within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive environment conducive to engagement and respecting diversity; and building curricula and sequences of learning experiences designed to ensure the progression of all.
- Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.
- Individual Study (Optional): Through research, students may consider:
- Children’s Rights and legal entitlements;
- Basic needs to ensure health and well-being;
- The nature of physical social and emotional health and well-being for children and young people;
- Factors contributing to poor health and well-being and the impact this has on children and young people’s development;
- Transitions and stages in social, emotional, physical, and intellectual development;
- The roles of adults, children and young people as health educators;
- Common forms of illness and disease in childhood and adolescence;
- Health inequalities – causes, effects and strategies to reduce these;
- Strategies to develop health promotion.
- Year 3
- Building Knowledge for Teaching (Compulsory): This module enables Associate Teachers on ITE programmes, and their tutors, to establish, track and develop their fundamental knowledge for teaching in English, Maths and (for Primary and Early Years ATs only) in Science.
- Extending Practice in Primary and Early Years Settings (Compulsory): Common strands continue to underpin this module and include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.
- Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.
- The module encompasses ATs' final period of school-based professional training to support them in meeting the Teachers’ Standards consistently and confidently.
- ATs will further develop the planning of sequences of lessons in different subjects which take an inclusive approach and ensure the progress of all children, noting key assessment for learning information.
- ATs will also have opportunities to address areas for development identified in PR6821 concerning assessment practices and be able to practice and apply these during the 2-week intensive placement focused on assessment practices in the Autumn Term and the final placement in Spring.
- ATs will exercise judgement in drawing inferences from a range of assessment data in order to determine and adjust the next steps in children's learning.
- ATs will have an opportunity to initiate collaboration, on-going enquiry, professional dialogue with colleagues, including, where appropriate, with parents and carers, and to lead one’s own professional development activities which includes engagement in practitioner research.
- They will also have opportunities to contribute to the wider life of the school or setting where they are placed.
- ATs will manage an increasingly intense workload while making sure that activities are undertaken promptly and to secure a productive work/life balance.
- Associate Teachers will take responsibility for the learning and teaching of the whole class and groups of children (in their base class and other classes as appropriate).
- The School-based Learning will enable Associate Teachers to undertake activities which will enhance their understanding of the Teachers’ Standards and prepare them for the induction period. This includes use of the Early Career Framework (DFE, 2019).
- Professional Studies: Critically examining professional practice (Compulsory): Common strands underpinning this module continue to include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.
- Alongside this and in common with other modules, ATs will continue to be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.
- This level 6 module is also designed to develop a range of ideas and themes related to education and teaching in primary and early years settings that were introduced in PR4820 and PR5821.
- Targets that had been set in PR5821 to enable ATs to develop their inclusive practice will be revisited and revised and ATs will be increasingly expected to make informed justifications of their approaches and actions to ensure all learners can make progress.
- This module also has a principle focus on assessment in practice and how it can be used more effectively and efficiently to diagnose pupils' needs. This ties in closely with a fortnight-long focused placement in the autumn term.
- The module will give opportunities to challenge and take an increasingly critical perspective to assessment practice on the basis of research and policy.
- Narrow, reductive, burdensome and repetitive assessment practices will come under the microscope particularly and connections to this will be made within specific subjects and areas of learning in PR6823, PR6824, PR6825 and PR6826.
- ATs will be increasingly invited to justify their assessment practices from an informed perspective, making good use of research and accumulated experience on placement.
- They will reflect on the implications this has for curricular design and pedagogy and further develop their understanding of key curricular and pedagogical concepts.
- In this way ATs will be developing their own perspectives, philosophy and convictions about teaching, learning and assessment, drawing from recent and earlier experiences from Levels 4 and 5.
- There are additional opportunities in this module to develop understanding of classroom management and how to encourage a classroom environment conducive to learning, motivation, high aspiration and the building of positive relationships.
- ATs will be advised about the expectation to and how best to initiate collaboration, on-going enquiry, professional dialogue with colleagues, and if opportunities occur, how they should engage with parents and carers to elicit support for children's learning.
- ATs will be given opportunities to develop techniques for managing increasing workload demands and how they can organise their schedules to include space for them to reflect, lead their own professional development and contribute to widening the life of a placement school.
- ATs will be supported to make job applications and to consider their approaches to interviews in different schools and institutions with differing priorities.
- ATs will also be prepared for their Early Career first teaching year (NQT year in Wales), knowing the areas they need to prioritise in order to develop their practice within the specific support offered by the Early Career Framework.
- Developing resilience and 'managing self' is a core theme of all professional studies-related modules.
- Dissertation (Compulsory): Common strands explored within the context of this module include commitments to safeguarding, ethical enquiry and well-being of children.
- Alongside this and in common with other modules, ATs will be supported to manage their initiation into professional communities of practice and enquiry.
- This module provides opportunities for ATs to undertake school-focused educational research based on an authentic school issue. It will include: key issues in school or setting-focused research; issues surrounding supporting all learners in an educational setting; research methods and methodologies for educational contexts; the ethics of educational enquiry; identifying a line of enquiry to negotiate, plan, design, implement and evaluate a small scale educational research project; academic skills relating to the reporting of research and key findings.
- Associate Teachers will be guided to design research projects within their scope and capable of yielding results which will be of value to the Associate Teacher, the participants and a broader audience.
- It will also equip Associate Teachers to review and reflect on their reading critically and to present results appropriately.
- Teaching core and foundation subjects in KS1 (Early Years-Primary) (Compulsory): This module develops further what was covered in PR5825 and reviews the ATs' understanding of inclusive approaches to teaching core and foundation subjects.
- In line with common strands throughout the programme, this module will also be underpinned by a commitment to the safeguarding and well-being of children; promoting learning environments that respect diversity and dignity of all children and building curricula and lesson sequences designed to ensure the progress of all.
- The module will also enable ATs to engage with research informed approaches to teaching and learning in the core and foundation subjects and areas of learning.
- There is a focus in this module on assessment practices and ATs will be increasingly expected to take a critical look at recommended assessment practices from policy and research.
- ATs' own knowledge development continues to be an important focus of the module along with how this can help ATs identify misconceptions in pupils' responses to stimuli and how curricula can be designed to address common misconceptions pupils are liable to develop.
- This requires assessment to be woven coherently into curricular and lesson design and ATs will be supported to use data and feedback from a wide variety of sources in order to respond to pupils' needs.
- Planning for learning in the Early Years Foundation Stage (Early Years-Primary) (Compulsory): This module will further develop ATs' knowledge of the overarching themes that underpin teaching and learning in the EYFS, and will reaffirm the importance of inclusive approaches to teaching and curriculum planning and sequencing; the safeguarding and well-being of children; and promoting a positive learning environment conducive to engagement and respecting diversity.
- ATs will enhance their understanding of the importance of providing a positive indoor and outdoor environment that promotes development in all areas of learning and development in the EYFS.
- Alongside this, ATs will consider issues related to child development and how this can impact on attainment.
- ATs will consolidate, enhance and apply knowledge and understanding of the characteristics of effective learning, in relation to the observation, planning, and assessment cycle.
- ATs will develop good pedagogical knowledge, alongside developing a critical understanding of assessment and curriculum in the EYFS so that they can be confident, enthusiastic teachers in all areas of development within the EYFS.
- ATs will consider leadership and management in the Early Years.
- Individual Study (Optional): Associate Teachers will focus on a specific contemporary issue relevant to the wider education agenda, such as multi professional working, educational initiatives, cultural differences, the role of familiesetc. exploring the impact of this on children in schools.
- Associate Teachers will receive tutorial support to identify an area of study, to develop and carry out an individual study in the chosen area.
Assessment:
You will be assessed through coursework and classroom observations.
Teaching:
You will learn through school-based learning. There may be some online learning activities.
Careers:
- With key and transferrable skills, graduates may directly enter various professional roles including Teaching Assistant, Early Years Educator, Children and Families Support Worker, policing or charity work.
- The course also provides a foundation for further study for entry into other professions, such as teaching, children’s nursing, social work or psychotherapy.
Other:
- Our Enrichment Placement module in Year 2 offers a unique opportunity to participate in a short-term placement in the UK or abroad.
- On this course, you’ll spend time out on placement where you’ll apply what you have learnt to real scenarios in the workplace, giving you genuine experience and insight that will prepare you for your future career.
- Our commitment goes beyond your undergraduate studies. Subject to achieving a 2:1 in your undergraduate degree, you will benefit from a guaranteed interview on one of our postgraduate teacher training programmes and a range of other programmes that will allow you to specialise in areas such as special educational needs, leadership and creativity, as well as pursuing research interests.
- We use a wide range of formal and informal formative assessment strategies. These can include essays, small group assessment, semi-structured discussions, presentations and peer assessment. There are observations of your teaching and professional practice.
Tuition Fees and Payment Information:
Home Students
Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study. The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals. Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.
International/EU Students
The tuition fees for international students studying Undergraduate programmes in 2024/25 are £13,950. This fee is set for each year of study. All undergraduate students are eligible for international and merit-based scholarships which are applicable to each year of study. For more information, go to our International Fees, Scholarship and Finance section. Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes.
Additional Costs
Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees. If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.
Bursaries and Funding
The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships. Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.