BA (Hons) - Primary Education: (5-11 Years) Inclusion and SEND with QTS

How you will learn

Yes, you'll learn the theory, but placements in schools sit at the heart of our course. Placements enable you to acquire the knowledge and skills needed to achieve Qualified Teacher Status and prepare you for a fulfilling and successful career in teaching.

The Inclusion with Special Educational Needs or Disability (SEND) specialism is designed to provide a learning experience that is founded on a case study approach to pedagogy. You will be expected to engage in debate from the earliest stages, be aware of your own perceptions and how said perceptions can be influenced by a number of factors, specifically in the area of education and inclusion. This metacognitive approach will be adopted throughout the specialism in order to encourage active and independent thinkers, able to challenge, critique and debate matters pertaining to education, pedagogy and inclusion.

During the three year course, you will be encouraged to deepen your understanding of the inseparable links between classroom practice and the ethical, cultural and socio-political strands of inclusion. You will be given opportunities to reflect regularly, research in-depth and develop evidence-based practice.

There will be an opportunity for you to personalise the programme through an experiential placement in an educational setting of your choice and placements in mainstream, or specialist provision should you choose. This is all enhanced by a strong personal tutor system to support you throughout your time at the University of Cumbria. including if you choose.

How you will be assessed

Q3

Assessments take a number of forms, from written assignments and portfolios to placement reflections and class participation. Students complete short formative pieces of work, which prepares them for their summative pieces of work. The formative work may be peer-reviewed or shared in a round table discussion.

Assessments include essays, reports, lesson plans, medium-term plans, pieces of research about pupil’s individual needs, creating resources for use in the classroom, and reflections. Assessments are designed to become more open and possible to individualise in the final year and include a piece of small-scale research exploring an aspect of Education in which they are personally interested.

Q4 OR AS Q3 ABOVE

The teaching and learning strategy has been developed to be student-centred, flexible and modern whilst being challenging and stimulating. It supports learners’ needs at different stages of development to ensure equality and access to learning. Learning is promoted through the integration of:

• Academic study
• Practical activity
• Placement experiences

The programme modules utilise a full range of University of Cumbria digital resources and learning technology where suitable; for example, through the University’s virtual learning environment (Blackboard) and specialist resources. A variety of teaching and learning approaches will be used throughout the programme:

• Student-led seminars and presentations
• Debates
• Case studies
• Roleplay
• Evidence-based research (final year)

These are designed to match the learning outcomes and support your development to becoming an independent learner.

Modules use formative and summative assessment so that your progress can be evaluated in a structured and constructive way. During placement, you will be expected to be reflective and make meaningful links between theory and practice.

Placement

You will have school-based placement experiences in each year of the four-year course. During the course there will be opportunities for both Key Stage One and Key Stage Two teaching experience leading to Qualified Teacher Status (QTS) – Primary (5-11 years); these placements are sourced by the University. You will have 32 weeks of placement experience in total; including the option to undertake one placement in a special school or specialist setting.

Initially, you will learn by observing classroom teachers and through tutorials with school-based mentors known as University Partnership Tutors. You will gradually put your knowledge and skills into action by teaching small groups initially; followed by whole classes of children as you build your confidence and expertise in promoting good progress and outcomes for children.

Tuition Fees

The figures above don't include accommodation and living costs.

Tuition fees are set annually and are subject to review each year. The University may therefore raise tuition fees in the second or subsequent years of a course, in line with inflation and/or the maximum permitted by law or Government policy. Students will be notified of any changes as soon as possible.

International Finance

At the University of Cumbria, we offer affordable tuition fees for international and EU students looking to study at one of our main four campuses. No matter your choice of course or career path, our International Team is here to support you.

Funding

We have a wide range of scholarships, bursaries, grants and funds available to support you throughout your studies with us. This includes the Cumbria Bursary - a non-repayable bursary designed to support first-year students with a household income of less than £25,000.

Teachers Toolkit

Teachers Toolkit to bring to each session which includes felt tips, scissors, glue stick, post-its etc (£20-30). Begin to build up a collection of children’s picture books which will be an invaluable resource for you as both a student and a qualified teacher.

Additional Costs

There will be some additional costs. For example all students will need to purchase stationery and may wish to purchase some text books. Extra costs may also be applicable to cover field trips, membership fees etc. although such features are usually options within the course.

Books are reviewed annually and are therefore subject to change, course welcome information will provide you with an indicative list for the year.

Books and Journals

The University library holds copies of core texts (including some as ebooks accessible online). However, students may wish to purchase their own copies, in which case the following are recommended (although reviewed each year). Below are some suggested books that will help to get you thinking about your coming studies. You are not required to purchase any books for the course. Learning to Teach in the Primary School Abingdon: Routledge Beauchamp, G. (2016) Mathematics Explained for Primary Teachers (5th Ed) London: Sage Hansen, A.ed (2014) An Introduction to the Study of Education (4th Ed. ) London: Fulton Medwell et al (2014) Primary English: Knowledge and Understanding Achieving QTS. Exeter: Learning Matters Muijs, D., and Reynolds, D., (2011) Readings for Reflective Teaching in Schools (4th Ed) London: Continuum Thomas, G. (2013) Education: A Very Short Introduction (Very Short Introductions) Oxford: OUP Rix, J. (2015) Must Inclusion be Special London: Routledge Waugh, D. et al

Stationery

Students should budget for stationery and consumables for your own personal use. This should include notebooks, pens and pencils for taking notes in class and/or in the field. Students should also budget for the purchase of USB pen drives, as well as occasional printing and photocopying costs incurred in the preparation or submission of coursework. Whilst you will choose how much you need, expect to pay around £30 - £40 per year for these items.

Clothing and Equipment

You will need suitable clothing for PE sessions.

Field Trips

Students will need to fund their own transport to their placement. There is the possibility that a university arranged placement will require travelling time, and any expenses incurred are to be met by the student. Therefore, the student should budget for the outlay of travel costs. Students may be eligible to claim some assistance with the costs of travel and subsistence.