Primary Education with Recommendation of Qualified Teacher Status (3 years)
BEd (Hons)/MEd (Hons) Primary Education aims to produce critically reflective practitioners able to understand the complexities and tensions in providing education for the twenty-first century, whilst ensuring compliance with the latest requirements of the Department for Education.
The breadth of the programme covering the core curriculum subjects, full range of foundation subjects and specialist subject study, ensures that the programme is demanding but thorough and meets the needs of primary schools.
In Year 2, Semester 2, students have the opportunity to select a three or four year route. They will be supported in their decisions at this stage. This allows students time to experience both the taught programme and teaching in schools before selection, and addresses personal preferences for both academic and professional development opportunities.
The four year route is also available to students who wish to enhance and enrich their professional practice and achieve QTS in Year 4. The fourth year is an opportunity to gain up to 120 Level 7 Masters Credits, which if achieved, qualifies students for the award of MEd before taking up employment in a first teaching post. If students select the four year route, the Honours classification of their award will be determined by their achievements in the final two years.
The programme aims are addressed through three key interdisciplinary themes, chosen for their relevance to the graduate primary teacher:
- Identity
- Perspectives
- Relationships
The three inter-related themes provide a unifying structure, to a professional educational programme, which combines the development of effective and skilled practice with analytical awareness. The programme's approach is underpinned by consideration of the United Nations Convention on the Rights of the Child. Students are nurtured to reflect on their educational values as they develop into enthusiastic, creative and respectful educators, equipped to engage with wider aspects of schooling such as citizenship and sustainability.
Students are prepared to teach primary school children. They follow a core programme that includes both theoretical and practical issues relating to teaching in primary schools.
- Professional Studies encourages students to consider theoretical underpinnings of education and how they impact on children's learning and teachers' practice.
- Curriculum Studies explores the range of subjects taught in primary schools and the discrete and interrelated aspects of a broad and balanced curriculum.
- School-based Experiences include a variety of placements organised by the University which are supported through University and school-based staff to ensure the growth and development of skilled practitioners. The University has an ever-widening partnership of schools, which give students excellent opportunities to undertake school experiences within and beyond the region. Placements are developmental and progressive ranging from short visits to sustained placements in educational settings. Students are also encouraged to arrange additional self-directed placements in settings such as museums, galleries and residential centres to augment their range of experience - overseas placements are possible. This ability to personalise a professional portfolio in both breadth and depth enables students to meet their own needs and follow areas of particular interest.
Specialist Subject Studies
Specialist Subjects allow study of a chosen area in greater depth and enables future contributions to the development of the subject either as a member of teaching staff or as a subject leader within an early years setting or primary school. This programme offers a wide choice of specialisms; the indicative range includes: art, Early Years, English, French, geography, history, ICT, mathematics, music, Physical Education, Religious Education, science and Special Educational Needs. Students who follow the Early Years specialism engage in modules that explore the development of young children (3-7 years).
You can also study (if you want to choose one of these study programs inform about that Kastu applicants before you will send application form):
Reikalaujamas išsilavinimas
Stojant į šį universitetą dėmesys yra kreipiamas į pažymius ir Brandos atestato vidurkį, kuris turi būti ne žemesnis kaip 8.
Pažymių išrašas - jei dar nesi baigęs mokyklos, būtina prisegti pažymių išrašą. Smulkesnę informaciją kaip pildyti išrašą ir kada jis reikalingas, rasi čia.*
Brandos atestatas – jei jau esi baigęs mokyklą, išrašo nereikia, užtenka prie Kastu stojimo anketos prisegti savo Brandos atestatą.
Svarbu, jog anglų kalbos testo rezultatai universitetą pasiektų iki Liepos 31d.
Anglų kalbos žinias gali patvirtinti vienu iš šių būdų:
IELTS - 6.0
TOEFL – 80
Initial Teacher Education graduates have a high employment rate; generally well over 90 per cent and above the average for the sector (2011 UoW 91%, Sector 85%; 2012 UoW 93%, Sector 90%). Many local Headteachers and Deputy Headteachers are Winchester graduates. Headteachers who employ Winchester students confirm that students are highly committed, professional, reflective, and respond readily to advice. Many students obtain jobs in partnership schools (65% in 2013). Most students pursue their career in teaching, although the programme provides a range of transferable skills.
The Destinations of Leavers from Higher Education (DLHE) record collects information about what those completing university go on to do six months after graduation. The Careers Service undertakes DLHE on an annual basis through surveys and a data collection process. DLHE is designed and strictly controlled by HESA.
While DLHE provides accurate information about first destinations, this data needs to be viewed with some degree of care. Six months after leaving university is often a time of much uncertainty and change for leavers; many will be unsure of their long-term career plans and may take a temporary job or time out. The destinations of graduates only six months out of university do not necessarily reflect longer term career success and are therefore a crude measure of employability. Therefore, DLHE data should be viewed as merely a 'snapshot' of one particular year's experiences at a specific point in time.
