Senior Lecturer in Education

Primary Education Studies (Non-QTS) - UH-000853

All applicants must provide evidence that they have passed the appropriate qualifications to undertake the course. The basic criterion will be a person's ability to benefit from the programme, so consideration will be given to holders of alternative recognised degrees or diplomas. Full time home applicants should meet the entry requirements stipulated by the University, and School.
Year one entry requirements or international equivalent
BBB at A Level or equivalent
120 UCAS tariff points from a combination of Level 3 qualifications
DDM in BTEC Level 3 Extended Diploma in a relevant area
Access to Higher Education Diploma with 45 Level 3 credits at Merit or above
120 UCAS tariff points from International Baccalaureate qualifications.
In addition, you must also:
<ul>
<li>have GCSE English Language, and either Maths or a Science subject at grade 4 or above</li>
<li>provide a Disclosure and Barring Service (DBS) check and health clearances</li>
<li>complete a satisfactory interview if required</li>
</ul>
If your first language is not English, you will need to meet the minimum requirements of an English Language qualification. The minimum of IELTS 7.0 overall with no element lower than 6.5, or equivalent will be considered acceptable.
Other suitable experience or qualifications will be considered. For further information please see the University's <a href="http://www.hud.ac.uk/undergraduate/howtoapply/entryrequirements/">minimum entry requirements.</a>
Consideration will be given to students in possession of up to 240 appropriate CATS points for Accreditation of Prior Learning, in accordance with the University admissions policy.
Candidates who are 21 or over may be considered for entry without meeting the University's general admissions requirements and must demonstrate during interview that they have sufficient general academic skills to be able to undertake the course, together with relevant experience.
International students
English language competence is required.  General entry criteria for this course are International English Language Test System (IELTS) 7.00 overall with no element lower than 6.5, or Test of English as a Foreign Language (TOEFL) 87.  The University’s normal entry criteria apply to all international students.  Details of country-specific entry requirements are available on the home country page of the university’s website.
<a href="http://www.hud.ac.uk/international/enquirer/whereareyoufrom/">http://www.hud.ac.uk/international/enquirer/whereareyoufrom/</a> ………. (Applicant’s home country)
Students who do not meet that requirement can enrol on a pre-sessional English programme of between 4-48 weeks, depending on their level of English.  Guidance is available on:
<a href="http://www.hud.ac.uk/international/enquirer/pre-sessionalenglishprogramme/">http://www.hud.ac.uk/international/enquirer/pre-sessionalenglishprogramme/</a>

As this programme is delivered using an accelerated 2-year model, students are required to successfully complete 180 credits (120 Foundation level, 60 Intermediate level) at the end of year 1 in order to progress to year 2. A student, who has passed a minimum of 120 credits, may elect to leave the course at the end of the first year and be awarded CertHE in Education, or request a transfer to other appropriate BA Hons provision at Intermediate level within SEPD UGF provision (subject to Course Leader approval).
Regulations are outlined in the University Regulations for Awards and Student Handbook of Regulations
<a href="http://www2.hud.ac.uk/registry/awards_regulations.php">http://www2.hud.ac.uk/registry/awards_regulations.php</a>
<a href="http://www2.hud.ac.uk/registry/students_handbook.php">http://www2.hud.ac.uk/registry/students_handbook.php</a>
 
Role of External Examiners
External Examiners are appointed by School Boards and approved by University Teaching and Learning Committee. An External Examiner is currently in place and is appointed to monitor academic achievements across the course.
The role of the External Examiner is to monitor and comment on:
<ul>
<li>the quality of student work</li>
<li>the appropriateness of approaches to teaching, learning and assessment as indicated by student performance</li>
<li>the relevance and currency of the curriculum and the adequacy of learning resources</li>
<li>the strengths and weaknesses of cohorts of students</li>
<li>the quality of assessment procedures</li>
<li>the conduct of examination boards</li>
</ul>

UH-000853 - Primary Education Studies (Non-QTS)

Intermediate Core

Intermediate Optional

Intermediate Level

Foundation Core

Foundation Compulsory

Foundation Level

Structure

Synthesise relevant data for a specific problem

Develop critical arguments for analysing primary/early years educational contexts and practices

Understand theories and factors influencing primary/early years education. 

Interpret and present relevant numerical information as part of data analysis

Plan and carry out a relevant investigative project 

Apply knowledge and understanding of theory to problem solving

Evaluate and critique theoretical frameworks that attempt to explain learning, education and schooling

Critically analyse information from a variety of sources, identifying strengths and weaknesses in arguments and opinions

Demonstrate sound knowledge of the policy and legislative context for primary and early years education

Work effectively as an individual and as part of a team, develop inter-personal and team work skills

Understand key concepts and theories associated with primary/early years education practice and contexts, including moral, sociological, psychological and philosophical underpinnings and issues of social justice 

Understand and accurately use the University referencing system and construct an accurate bibliography

Demonstrate sound knowledge of the prescribed subjects of the curriculum for the early years and primary education

Progressively develop practical teaching skills and personal professional values 

Apply theory to practice in primary/early years education contexts

Communicate effectively with a variety of audiences using speech, writing and technology 

Justify the choice of research methods and their application to a specific research problem

Understand key approaches, strategies and methodologies for conducting research, in line with ethical practice

Develop effective and supportive working relationships with colleagues, children, parents and the wider community

Understand the importance of ethical practices, including awareness of issues in relation to rights, diversity, equity and inclusion in primary/early years education contexts


Justify reliability, validity and ethical considerations in a planned research project

Formulate recommendations for overcoming a specific problem investigated by empirical research, including desk based research.

Understand key principles in the organisation and management of primary/early years education, including safeguarding and child protection issues, procedures and legislation

Systematically analyse relevant theories and their application to primary/early years education 

Understand essential stages in identifying, designing, delivering and evaluating primary/early years education

Critically analyse primary and secondary data relevant to own research

Mechanisms for review and evaluation:
<ul>
<li>Module evaluation by students</li>
<li>Course evaluation by students</li>
<li>Module Leader’s reports</li>
<li>Moderation events</li>
<li>Annual course evaluation prepared by the Course Leader, considered by the Course Committee, and then by the Annual Evaluation Committee</li>
<li>School Board</li>
<li>Annual staff appraisals</li>
<li>Peer observation of teaching</li>
<li>External Examiners’ reports</li>
<li>External Examiners’ report and responses from the course team are reported in the Course Annual Evaluation Report</li>
<li>School Teaching and Learning Committee</li>
<li>School Accreditation and Validation Panel approves amendments to the course, structure and module specifications</li>
<li>Subject review/revalidation</li>
</ul>
Committees with responsibility for monitoring and evaluating quality and standards:
<ul>
<li>Student Panel</li>
<li>Course Committee</li>
<li>School Board</li>
<li>School Teaching and Learning Committee</li>
<li>University Teaching and Learning Committee</li>
<li>Course Assessment Board</li>
<li>School Accreditation and Validation Panel</li>
<li>Annual Evaluation Committee</li>
</ul>
Mechanisms for gaining student feedback on the quality of teaching and their learning experience:
Feedback is obtained from students through module evaluations, and course evaluation at the end of each academic year. Student Panels provide another opportunity for student feedback. They are held twice during the academic year, and report to the Course Committee.
Staff Development:
Annual Staff Appraisals
Peer observation of teaching
Staff are required to attain appropriate higher degrees
Updating professional and (IT) computing developments
All staff must attain HE Academy membership
Research and scholarly activity

UH-000853

Please note:  This specification provides a concise summary of the main features of the Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook.  The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.
COURSE CONTEXT AND RATIONALE INCLUDING MARKET AND DEMAND
CONTEXT AND RATIONALE
This course has been developed to offer confident and able students a ‘fast-track’ route to a career in teaching in the primary/early years sector. The current undergraduate BA Hons Primary and Early Years Education with QTS programme consistently attracts close to 300 applicants per year and has the capacity to offer places to up to 30 successful candidates. Applicants who are offered a place on this course then must overcome the hurdles of achieving the appropriate GCSEs and required UCAS tariff points and passing the mandatory Skills Tests.
Unsuccessful candidates (at either the application or the Skills Test stage) are often made alternative offers for other undergraduate provision within the School of Education and Professional development, on three-year programmes which offer entry to post-graduate teacher training. However, this can be viewed as a less attractive option for students anxious to begin their NQT employment 3 years after leaving school or college. By offering a 2-year accelerated degree to those students able to manage such intense study, they can avoid the financial consequences of an additional post graduate year of study, and keep their career plans on track. Further, many mature applicants are deterred from this alternative as they cannot afford the consequences of a fourth year of study with no means of income, and do not find the provision of part time study coupled with employment as a viable route as this can mean up to 5 years of study before embarking on their career. Thus, we believe there is a market for this course comprising students already strongly interested in studying at the University of Huddersfield, and those who are interested in a quicker route to graduate employment. 
However, the course is a full BA Hons degree, delivered in two thirds the time allowed to other programmes, therefore requiring a student with sufficient motivation, stamina and self-discipline to cope with intense study. For this reason, the entry requirements have been set using similar UCAS tariff points as for the QTS programme, including a minimum of two of the same GCSE passes to facilitate a smooth progression to a QTS training programme on graduation. Likely applicants will be those who have not achieved the required Skills Test passes, those who for other reasons were unsuccessful in their QTS application, and those looking for a fast-track route in the first place. It will be made clear in all publicity materials and events that the course is aimed at high-achieving students and should not be seen as a quick and easy route to graduation. Applicants will be called for interview where considered appropriate, and their applications will be considered on the basis of their knowledge and understanding of the primary/early years education sector, their commitment to study and their capacity for self-management and independent study.

<ul>
<li>Throughout the programme students will be able to access advice from a range support available on correct forms of referencing using the University agreed system of referencing</li>
</ul>
 
<ul>
<li>All modules incorporate formative assessment enabling students to receive interim feedback on the quality of their work prior to formal submission. Module tutors provide academic advice and support to students on issues relating to the modules which they teach.</li>
</ul>
 
<ul>
<li>International students will start their time at the university with a ‘Welcome Week’ organised by the International Office <a href="https://www.hud.ac.uk/international/">https://www.hud.ac.uk/international/</a>. Students will be introduced to the town of Huddersfield, the university campus and facilities, and have opportunities to meet other students and share sports, leisure and social events.</li>
</ul>
 
<ul>
<li>The University of Huddersfield International Office provides year round support and guidance for students from over 130 countries, covering a wide range of issues, including immigration, enrolment, and finance and generally supporting transitions to life in the UK and University. The international office also supports a wide number of student societies and overseas events and festivals accessible to all students <a href="https://www.hud.ac.uk/international/">https://www.hud.ac.uk/international/</a></li>
</ul>
 
<ul>
<li>Attention will be paid to any specific academic needs of international students in order to assist their transition to UK academic assessment methods and requirements. This support and guidance will be provided by module tutors and the Academic Skills Tutor in the School in order to assist students to develop any new study skills that may be needed.</li>
</ul>
 
International students will be further supported by the School’s International Student Barometer Action Plan, which provides a comprehensive overview of the support available to international students within the School