Title: PRIMARY EDUCATION PROGRESSION ROUTE PEPR
1PRIMARY EDUCATION PROGRESSION ROUTEPEPR
- BA(Hons) in Primary Education
2THE PROGRAMME
- The Primary Education (Part-Time Progression
Route) - PEPR - offers a two-year, part-time
route to Qualified Teacher Status (QTS) for those
working with children in an educational setting.
The principal pathway is derived from a
Foundation Degree in Childhood Studies. - BA(Hons) in Primary Education top up pathway.
This pathway enables candidates with a Foundation
degree or other equivalent qualification in a
relevant area to top up to an honours degree
whilst working towards QTS.
3DURATION AND START DATES
- This is a two year part-time programme
- Taught days are one day a week during term time
- Currently Wednesdays at the Medway campus.
4ENTRY REQUIREMENTS BOTH PATHWAYS
- To be able to reflect critically and analytically
on experience working with children in an
educational setting - Maths, English and science GCSE grade C or
equivalent or higher. (we can offer equivalency
tests) - At least 1 years experience working with
children in an educational setting - At least 2 days a week paid or voluntary
employment working with children in an
educational setting - To have the strong support of a senior manager in
the setting where you work, if employed in a
school/ educational setting.
5ADDITIONAL ENTRY REQUIREMENTS
- BA(hons) pathway
- A foundation degree or equivalent qualification
in a relevant area - To have passed the Literacy and Numeracy skills
tests.
6I HAVENT GOT MATHS OR SCIENCE GCSE CAN I STILL
JOIN THE PROGRAMME?
- The TDA require that you have GCSEs grade C or
equivalent in Maths, Science and English. - We offer an equivalency test in maths, science
and English which is recognised by the TDA for
teaching
7WHEN CAN I SIT THE EQUIVALENCY TEST?
- Once you have been interviewed and accepted onto
the programme you will be offered a place
conditional on the equivalency test. - Admissions will then arrange for you to sit the
test at the Canterbury Campus before the
programme begins. - A small fee is payable for administering the
test. - You should indicate on your application form if
you wish to sit any of the equivalency tests
8WHAT QUALIFICATION WILL I HAVE AT THE END OF THE
PROGRAMME?
- From the BA(Hons) pathway then
- This programme gives you 120 Level 6 credits
- Therefore, when added to your starting HE
credits, you will have an honours degree in
Primary Education and also recommendation for
Qualified Teacher Status (QTS) - You will also still have your Foundation Degree
or other starting qualification
9WHAT DOES RECOMMENDATION FOR QTS MEAN?
- All teacher training results in recommendation
for QTS as you must teach for a full year (or
equivalent if part-time) as a Newly Qualified
Teacher (NQT) before QTS is confirmed. - Confirmation of QTS is managed by your employing
school
10WHAT AGE RANGE WILL I BE QUALIFIED TO TEACH?
- You can choose to train for the 3-7 age range
(Foundation Stage and Key Stage One) - Or the 5-11 age range (Key Stages One and Two)
- Your professional placements will be in the Key
Stages for which you wish to train.
11PROFESSIONAL PLACEMENT
- You will spend time on professional placement
(teaching practice) - You will undertake a 4 week block in year 1 of
the course and a final 6 week block in year 2 of
the course. This placement will NOT normally be
in the setting where you work. - In addition to this, you will undertake a
placement which could be in your own school.
This placement will be tailored to meet your
individual needs and will reflect your experience
to date and your achievements on your first
professional placement.
12PROFESSIONAL PLACEMENT
- Placement in your own setting will probably be
between 4 and 8 weeks - Some of this placement time may be part-time.
For example you may do blocks of mornings only
one term followed by afternoons only the
following term. This could be tailored to fit
around your on-going work in school. - You will also be required to undertake ongoing
tasks such as completing a display in the
school participating in school trips visiting
other Key Stages observing in other classes
13I WORK IN AN INDEPENDENT/SPECIAL SCHOOL. CAN I
UNDERTAKE PLACEMENT IN MY OWN SCHOOL?
- Yes, but only if
- The school follows the National Curriculum
- The school caters for the appropriate Key Stage.
- You have a successful first placement (which MUST
be in an LEA primary school)
14I CURRENTLY WORK IN A MAINSTREAM SECONDARY SCHOOL
CAN I JOIN THIS PROGRAMME?
- Yes but all your placement time must be spent
in primary schools - QTS, when granted, is not age specific but the
training programme you will undertake is geared
towards teaching Foundation Stage and Key Stages
1 and 2 - Some secondary schools may consider employing you
to work with SEN children in Key Stage 3 if you
have primary training.
15I AM A TA IN THE SCHOOL WHAT WILL HAPPEN WHEN I
AM ON PROFESSIONAL PLACEMENT?
- You will have to be released from your usual role
for the duration of the professional placements
in terms 1 and 6. - You need to be sure that head teachers are clear
how this will be managed it is the schools
responsibility. - However, in terms 3,4 and 5 placements might,
where possible, be incorporated into your usual
work in schools for example, you could take on
a teaching role in lessons which you usually act
as a support teacher.
16I AM WORKING AS AN UNQUALIFIED TEACHER. WILL
THAT CAUSE ANY PROBLEMS?
- Not necessarily you will need to undertake some
professional placement in terms 1 and 6 in
another school. Your Head Teacher will need to be
clear that they can facilitate this. - In terms 3, 4 and 5 your placement could be in
the class you usually teach. Blocks of time
would be allocated as official placement time.
17FINDING A SCHOOL FOR PLACEMENT
- The university has a dedicated Partnership Office
which will find a suitable school for you. - We may ask you to suggest some schools where you
could be placed. - The Partnership Office makes every effort to
place you somewhere suitable but please note
that you may need to travel some distance. - Individual needs are considered when placing
students.
18PLACEMENT ABROAD OR IN OTHER SETTINGS
- It may be possible to spend a week abroad or in
an educational setting other than a school as
part of your placement in Term 5. - This would form the basis of your research
project. - We have links with France, Germany, Sweden,
Denmark, Norway, Finland, Spain and elsewhere in
the EU on a funded basis - There are also links with the US and elsewhere
which can be self-funded - Settings other than schools might include
pre-school playgroups, museums, libraries, places
of interest etc
19HOW MUCH TEACHING DO I HAVE TO DO WHEN I AM ON
PLACEMENT?
- You will start by observing the teacher and
working with small groups. - By the end of the first placement you will be
planning independently and teaching for about 50
of the time - For subsequent placements you will build up to an
80 timetable.
20DO I HAVE TO DO ALL THE PLANNING BY MYSELF?
- There is a gradual build up to independent
planning and this is supported by taught sessions
at the university. - You will start by using the teachers plans then
move on to planning with the teacher and finally
plan by yourself. - In your final placement you will be doing almost
all the planning by yourself.
21WHAT SUPPORT WILL I GET ON PLACEMENT?
- You will have a teacher in the school who acts as
your mentor. He or she will support you with
weekly meetings and by observing you teach. - You will be assigned a link tutor, who is a
university tutor, who will visit you during your
school placement and observe your teaching.
22HOW IS PROFESSIONAL PLACEMENT ASSESSED?
- Through the school experience file, which
contains a record of your placement, lesson
plans, assessment records etc. - Through observations of your teaching by school
mentors and link tutors - The mentor fills in a final report which tracks
your progress against the standards. - You need to demonstrate that you have met all the
standards by the end of the final placement.
23SKILLS TESTS
- In order to gain qualified teacher status you
need to pass the QTS skills tests in maths and
English - You need to pass these tests before you begin the
programme.
24WHAT ARE THE MONEY ISSUES?
- The most up-to-date information about fees and
funding is available from the university website.
25OTHER MONEY ISSUES
- If employed, whilst you are undertaking
professional placement your school may not pay
you as you will not be able to fulfil your usual
role. - Schools might not pay you for the day a week you
spend in university - You should discuss this with the head teacher
before starting the programme.
26TAUGHT SESSIONS
- Taught sessions are one day a week during term
time (except during periods of professional
placement) - Throughout the programme there is an emphasis on
a creative and cross-curricular approach to
primary education. This is reflected throughout
the taught sessions, which involve activities
outside the classroom and visits to other
contexts and settings.
27PROGRAMME CONTENT
- There are 6 modules covering areas such as
- Learning and teaching
- The wider curriculum
- A curriculum focus on core subjects
- Meeting diverse needs
- Reflective practice and a research project
- Professional placement
28ASSESSMENT
- The modules will be assessed through a variety of
different means which will include essays, oral
presentations, policy analysis and critique of
academic journal articles, a small-scale,
classroom-based enquiry (subject to validation).
29AWARD OF CREDIT
- 20 credits are awarded for each module
- From the BA(Hons) pathway, an average of your
grades on each module (apart from professional
placement) provides your degree classification.
30- Any other questions?
- Contact Zoe Connell or Frank Van-der-linden
Programme Administrators - primaryprogrammes_at_canterbury.ac.uk
- 01227 782207