Your Course Handbook is where you can find vital information about submitting assignments, mitigation and a range of other important issues.
Course Handbooks for the 2020/21 academic year will be published on this page in due course. If your Course Handbook is not published yet, please check back soon. All Course Handbooks will be published prior to the course induction.
Bachelor of Arts with Honours Primary Education (5-11) with recommendation for Qualified Teacher Status, Level 5, 2020/21 - Course Handbook
Welcome to the Course
Welcome to the Primary Education (5-11) course for the coming academic year. Whether you are a beginning trainee-teacher or an already established student, the year ahead represents an important step towards becoming an outstanding and inspiring teacher. At the heart of all that we do is a desire to provide the highest quality of learning experiences for all of the children in our care, in order to give them the best life opportunities in the years ahead. Each 2019/20 Undergraduate Course Handbook 4 phase on the course has its distinctive features, whether it be developing an appreciation of how children learn, how we can create an inclusive classroom culture to serve individual needs or building subject knowledge and pedagogy to underpin our vibrant and exciting work across the curriculum. Wherever you are on the journey to becoming that outstanding and inspiring teacher, we trust that you will make the most of all the opportunities afforded on the course here at University, in our partner schools and in the other diverse settings that are included in your work. This handbook provides you with information that you will need on your course. You should find it helpful when you first start, when you are preparing for assessment and at any time that you need help or advice in connection with your studies here. You will also receive a Module Handbook for each module you study on your course. The course team is looking forward to working with you this year and we hope that your time studying with us at Leeds Beckett University is both enjoyable and successful. On behalf of our University and the whole course team I would like to wish you well in your studies
Colleagues, welcome to the Carnegie School of Education at Leeds Beckett. By studying with us, you’re joining an academic community with a proud heritage of education dating back to 1907. Then as now, we’re committed to making a real difference in the lives of children and young people, bringing together the best of practice with the best of research and making sure our students enjoy an outstanding educational experience. Being part of a community also means that you will help to shape what we do, helping us to create knowledge and inform our curriculum to make sure we remain at the cutting edge of professional practice.
As well as helping you to develop academically, we’re also committed to raising your employability, giving you the skills and experiences to make sure you can progress in the career of choice. From dedicated careers advice to work-based assignments, from researching professional environments to creating your own enterprise, we provide support throughout your studies tailored to your ambitions. This personalisation continues in our approach to teaching, learning and assessment, as well as the support of our Pastoral Team and our personal tutoring system, all of which mean that our results get better year after year.
We hope you enjoy your time with us and continue our proud tradition of making a real difference.
Professor Damien Page, Dean of School
Welcome to Leeds Beckett Students’ Union!
Here in the SU we’re here to support, connect and represent you! Whether it’s gathering feedback on how you’re finding Uni, running in an election to become a full-time officer or joining a society, the SU’s got your back! Below you can find information on a few of our services including the advice service, student voice and how to be a course rep. If you’ve any questions on what the SU is, how it can support you or want to share feedback and have a rant, please feel free to message us. You can follow us on social media by searching LeedsBeckettSU on Facebook, Instagram and Twitter for the most up to date information.
My role as your Education officer is to support and represent you. If you have feedback you’d like to pass on, want to chat about a campaign idea or about the many things on Disney+, then you’ve found your one stop shop gal! I’m a student just like you and study Speech and Language Therapy, for a fun fact, drop me a message, you can find me on Facebook by searching ‘Sherry Iqbal’
I’m really looking forward to meeting you (virtually!) and wish you the best! See you around.
Sherry Iqbal, Education Officer, LBSU
This Handbook contains important information about Leeds Beckett University’s planned approach to course delivery and assessment in 2020/21. You should read this web page carefully so that you are aware of any changes that affect your course.
The University is informed by Government and Public Health England (PHE) Covid-19 advice and guidance for maintaining a Covid-secure learning and working environment. We have made arrangements to continue to provide a high-quality educational experience in a way that protects the safety and wellbeing of both students and staff. We are engaging closely with Leeds Beckett Students’ Union to inform the arrangements and will also be informed by feedback provided by our individual students.
Government and Public Health England advice and guidance continues to evolve, so the arrangements for delivery of your course and use of the campus may need to change during the academic year to continue to protect students and staff.
The taught content advertised at each level of study, or its equivalent, will be delivered across the academic year 2020/21. We have identified an appropriate mix of blended learning – a mix of face-to-face, on-campus, online and digital content and teaching and learning for each subject, reflecting what will maximise learning as well as supporting more vulnerable learners and enabling the university as a whole to minimise transmission risk.
Covid-19 social distancing measures will be implemented during 2020/21 for teaching, learning, assessment and student support.
In the event of further government lockdowns, either local or national, we will prioritise digital and online learning and support to enable students to continue with their studies.
If there is an easing of Covid-19 restrictions, we will continue to provide blended delivery for teaching block 1 or semester 1 in 2020/21. We will keep teaching blocks 2 and 3 or semester 2 under review, informed by Public Health England advice. We may revert to different proportions of on-campus learning and online learning delivery later in the academic calendar year or a later teaching block. Learning will remain accessible for students who are unable to attend on campus sessions.
How we will communicate with you
We have sent information to new and continuing students on the plans for delivery of your course in 2020/21, the academic calendar (teaching block delivery or alternative) applicable for your course and the options available to you, to enable you to make informed choices.
As the situation evolves, further information on local course delivery arrangements will be provided to you in emails and on the University’s Covid-19 microsite.
In addition to the course specific information set out in this Handbook and the above communications, the University’s Covid-19 microsite contains information for students and applicants, including information relating to University accommodation and University facilities and services. The Covid-19 microsite is regularly reviewed and updated as the situation, advice and planning evolve.
Key terms and conditions
Further important information for applicants and students is available on our Information for Applicants and Students website. This includes information about the student contract, fees and funding, your rights of cancellation, the student protection plan and the University complaints process. It is essential that you read the information on this webpage carefully as it sets out the rights and obligations that form the contract between you and the University and information about how to make a complaint.
Location of delivery
In academic year 2020/21, it is planned that your course will be delivered via a blend of online and digital learning and on-campus teaching and learning, with the necessary Covid-19 social distancing and other measures in place on campus informed by the Government and Public Health England advice and guidance.
Information on how blended teaching and learning will be delivered and the location of any on-campus delivery is provided in subsequent sections of this Handbook entitled ‘Location(s) of Delivery’ and ‘Teaching and Learning Activities’.
Information on the delivery of placements and other off-campus learning opportunities is provided in subsequent sections of this Handbook entitled ‘In-Year Work Placement Information’ and (if applicable to your course), ‘Sandwich Placement Information’.
Course fees and additional course costs are confirmed in your offer letter. Course fees are presented to you annually through the online enrolment process. Other additional costs remain as published on our original Online Prospectus information in addition to the areas of costs outlined below and in the updated 2020/21 Course Specification for your course.
The course will be delivered via a blended approach that includes online teaching and learning, digital learning and on campus sessions. If a further lockdown is necessary then delivery will be continued and supported via online and digital learning. Students are advised that they will need a personal digital device for this purpose. The University’s wide range of student support services available for students also includes a laptop loans scheme. Students may wish to bring an existing personal device or purchase or lease a laptop or similar device for their personal use which would be an additional cost. The costs of this would vary depending on your individual requirements but can be in the region of £400-800 depending on the device.
The University has developed a means-tested Covid-19 Financial Assistance Package to support students to acquire a laptop should this be needed. Students may also apply for a living expenses fund for unexpected personal hardship as a result of the Covid-19 Crisis.
Students will need to follow the Public Health England advice and any specific national requirements for maintaining personal safety and hygiene to protect themselves and others from the Covid-19 risks. These personal safety measures such as the wearing of face coverings will be an additional cost that students need to consider.
Where PPE is an essential requirement for the nature of the course you are undertaking this will be detailed below.
Policies, Standards and Regulations
Covid-19 social distancing measures will be in place for teaching, learning, assessment and student support in 2020/21. This means that there will be operational requirements and protocols in place for the way in which your course is delivered and the way in which University activities, facilities, and spaces operate which students and staff will need to follow.
In the event of further government lockdowns either local or national in response to Covid-19, we will prioritise digital and online learning and support to enable students to continue with their studies. We may need to implement approved emergency Covid-19 pandemic academic regulations to take account of the impact of Covid-19 general extenuating circumstances.
Details of the policies and regulations which are relevant to you are available in the ‘Policies, Standards and Regulations’ section of this Handbook.
Sandwich Placements, Other Placements and Other Off-Campus Learning Opportunities
Covid-19 response measures are likely to impact on the arrangements for placements, field trips, volunteering and other off-campus activities. If available, these are likely to operate with appropriate social distancing arrangements. Employers may reduce the availability of placement or volunteering opportunities due to the impact of Covid-19 on their operations.
The availability or type of placements with employers, study abroad or volunteering opportunities, may be restricted. The University follows the UK Government‘s Foreign and Commonwealth travel advice and is also informed by any specific in-country international travel restrictions or requirements.
The University’s current position is that we will not facilitate outward (from UK) international/overseas placements, study abroad or volunteering activity in 2020/21. This is to protect students and minimise the risk of you being stranded abroad in the event of a lockdown and the introduction of national/local travel restrictions. We will only consider international placements for students whose domicile address is in the country of their placement.
Inward Erasmus study (from other EU countries to the UK under this scheme) will be supported where these align with the teaching blocks academic calendar delivery dates. There may be other national or international travel restrictions or quarantine measures or specific work-place Covid-19 measures that impact on these opportunities.
Should the Covid-19 response and alert level be amended any activity may also be subject to Covid-19 employer, local or in-country requirements applicable at the time of the placement/activity. We will keep the position under review for teaching blocks 2 and 3 or semester 2, informed by Public Health England and the UK Government‘s Foreign and Commonwealth travel advice.
Students will have access to advice and support from the University careers and employability team during their studies via the online resources and support.
Further information on placements or other off-campus learning opportunities applicable to your course is provided in the ‘In-Year Work Placement Information’ and (where relevant) ‘Sandwich Placement Information’ sections below.
Professional Accreditation or Recognition Associated with the Course
We will prioritise face-to-face teaching and practical teaching to meet any requirements of relevant professional, statutory and regulatory bodies (PSRB) if your course includes these elements. This will ensure that your course retains its full professional status.
Where applicable, specific information on applicable professional statutory or regulatory body recognition or requirements for your course is summarised in the ‘Professional Accreditation or Recognition Associated with the Course’ section below.
Teaching and Learning Activities
The way we will deliver this course and teaching, learning and assessment activities in 2020/21 will be informed by Public Health England advice and guidance on Covid-19 secure requirements and the need for social distancing for the protection of students and staff.
You will experience a blended approach to learning for 2020/21; this is a mix of face-to-face, on campus online, and digital content, teaching and learning.
We are working within the government 2 metre social distancing measures for Teaching Block 1 so we are not planning to deliver large-group teaching on campus throughout 2020/2021. This will ensure that maximum space will be available for small-group teaching.
In most cases, the taught content will also be available online so you can still access it if you are not able to attend campus due to the pandemic (for example, due to self-isolation, shielding or travel restrictions). There will be digital content and recorded lectures available online to support students who may be unable to travel to campus. In some circumstances, other formal taught sessions may also be recorded.
In the event of a further government lockdown in response to Covid-19, we will prioritise digital and online learning and support to enable students to continue with their studies and study towards achieving any specified professional statutory and regulatory body accreditation requirements where this applies.
If there is an easing of Covid-19 restrictions, we will continue to provide blended delivery for teaching block 1 or semester 1 in 2020/21. We will keep teaching blocks 2 and 3 or semester 2 under review, informed by Public Health England advice (see Introduction section above).
Further information on local course delivery arrangements will continue to be available from your School.
Our approach to delivering student support in 2020/21
Given the planned social distancing measures in place on campus for 2020/21 to ensure safe delivery of services for students and staff, some of the arrangements for student support will be accessible online.
We are committed to ensuring you continue to have opportunities to access the learning and wellbeing support that you need over the forthcoming year. General learning spaces, including access to libraries, will be available to be booked online; and where specialist space is needed, this will either be provided: as normal; created in newly adapted spaces; or replicated as part of an enhanced suite of online resources.
We want to provide a safe environment for students and staff, so on-campus delivery of student support services will be limited. This may mean that campus-based school offices will operate within defined core office hours. However, full access to advice, learning support and specialist services will be delivered via telephone, email, video calls and online live chat. The Students' Union will also be implementing social distancing arrangements for student advice services.
Access to Library support in 2020/21
The Library offers access to thousands of resources via MyBeckett or theLibrary website which also provides full details of all our services.
In response to Covid-19, and the need for social distancing for the protection of students and staff, the libraries will be available via a booking system in 2020/21 for students to study, access PCs and laptops, printer/ copiers, and other equipment, and to use the books and journals.
Further information on Library support is available in the ‘Library and IT Support’ section of this Handbook.
Range of Support Services Available
There is a range of support for disabled or vulnerable students. Any student with a disability, who may or may not have declared this to the University and wishes to discuss their learning support for the year ahead or their status as a Covid-19 extremely vulnerable person, should contact their Disability Adviser for their School who is based in Student Services to discuss their support needs in the first instance. The service contact details are email@example.com or telephone 0113 812 5831. Students who are classed at Covid-19 Extremely Vulnerable (i.e. you have received a Shielding Letter from the NHS) but who do not regard themselves as disabled, and have not registered with the Disability Team, should discuss any support arrangements they may need, directly with their Course Director and if resident in halls, their Residential Life Team.
Further information is available in the ‘Support for Disabled Students’ section of this Handbook.
Information on the support available from your School and other Services is available in the ‘Key Contacts’ and ‘Learning Support’ sections of this Handbook.
In order to provide you with information on student services support in 2020/21 in response to the changing Covid-19 position, updated information will be provided on our University Covid-19 microsite.
Key Contacts & Keeping in Touch
You will be allocated your Academic Advisor during induction week. You will receive more information about this in September.
Julie McMahon Tel 0113 8127617 firstname.lastname@example.org
Course Representatives are student volunteers who represent your views at course-level, in course forums and in meetings with academic and support staff. Details about being a Course Representative are available at www.leedsbeckett.ac.uk/studenthub/courserepresentatives.htm. The Students’ Union oversees Course Representatives and more information is available at https://www.leedsbeckettsu.co.uk/studentvoice/coursereps
You will find out who your Course Reps are in October.
The Academic Librarians for this course are Kirsty Bower, Maria Kulas and Laurence Morris.
Please contact them at: email@example.com Or complete their online Get Help form for help with academic and research skills.
The contact details of other key services, such as the Student Advice Hub, Disability Support, Library, Money, Careers, Students' Union Advice Service and Students' Union Student Voice Team can be found on the Students web page.
Academic and administrative staff at our University use your student email address to contact you. It is important that you check this account regularly. You can forward emails from your student email address to a preferred personal email address, however, quarantine and spam filters needed by our University mean that emails sent from external email addresses may be delayed, blocked or deleted. It is therefore important that your student email address is the only email address that you use to contact University staff. Information on how to access your student email address can be found on the Library Student IT Support page (http://libguides.leedsbeckett.ac.uk/it_support/office365/outlook)
Please make sure that you inform your Course Administration team whenever you change your address and contact details. It is important that you also update your records yourself. You can do this via the My Account/Update my Data tab on MyBeckett. This will ensure we can always contact you in an emergency, and that you receive any important University communications that we may need to send you.
We will inform you of class activities and course notifications, including any cancellations. We will aim to do this either via MyBeckett, your student email address or via a text to the mobile phone numbers on our contact records. For each module, the Module Handbook will include the preferred method of communicating general information about that module to you.
Skype for Business is a communication tool for staff and students:
- Make calls using audio, video and instant messages across the University community.
- Create and participate in group online meetings to support project assignments.
- Available across University devices and personal mobiles via a free downloadable app.
- Fully integrated with the Office 365 suite already used by staff and students.
Further information is available on the Library's Skype for Business web page for students.
MS Teams is part of the Office 365 suite used by staff and students for communication and collaboration:
- Access via MyBeckett on University devices and personal mobiles via a free downloadable app.
- Participate in online meetings and video conferencing in groups or one-to-one.
- Work on shared content, ideas, projects and online learning.
Further information is available on the Library's MS Teams FAQ web page.
Your course team will advise how Skype for Business will be used on your course and make guidance available as required.
This course will be scheduled using a teaching block or semester-based delivery. The 2020/21 academic calendar and term dates are available on our Academic Calendars web page.
Taught sessions will normally be scheduled and included in your timetable. This will include on-campus sessions that you should attend. In 2020/21, depending on your course, this may also include scheduled online teaching and learning sessions where student engagement is required at a specified time and tutor pre-recorded lectures and scheduled discussion sessions. Module information will be made available online by the school for enrolled students.
Timetables will be made available to students during induction week via:
1. The Student Portal (MyBeckett)
2. The Leeds Beckett app
You should discuss any difficulties relating to your engagement with timetabled sessions with your Course Administrator.
The School Forums, where students raise feedback on their academic experience, are scheduled into all students’ timetables. Any student can attend but only Course Reps are expected to be in attendance.
The course aims to develop reflexive primary practitioners, capable of reflecting upon and adapting their own practice to meet the needs of individual children in a variety of situations in an increasingly diverse society.
It is targeted at a wide range of individuals that aspire to become primary teachers in the age-range 5-11.
The course is compliant with Department for Education (DfE) requirements as laid out in Statutory Guidance (Initial Teacher Training Criteria: 2015) by the National College for Teaching and Learning (NCTL). It fulfils requirements at all stages of teacher development from recruitment to the content of the course, to experience gained in schools and other education settings over a minimum of 120 days and on to the demonstration of the Teachers’ Standards whilst on Placements in at least two different schools. Such teacher development is undertaken in the context of a strong partnership between the University and partner-schools / settings.
The course will develop critical, analytical teachers capable of understanding the complex learning needs of children and making provision for such needs through the deployment of extensive teaching skills and subject knowledge.
This course is designed to have a strong course identity which will build on the high levels of vocational commitment and the passion for supporting children’s learning that are displayed by successful candidates through rigorous selection processes at the point of entry. The course identity maximises trainees’ emerging identity as primary teachers by maintaining a high level of relevance to practice in schools (including knowledge and understanding of the statutory duties of teachers) combined with the intellectual challenge of developing a critical, analytical approach to learning theory, ideological positions on education and the philosophical underpinning of both content and pedagogy in relation to the school curriculum.
While this is a stand-alone course, it is designed in the context of wider provision in the School of Education and Childhood. In particular, the course is intended to run in conjunction with some aspects of the BA (Hons) Primary Education (Early Years, 3-7) with recommendation for Qualified Teacher Status which operates in the same school, on the same campus and with some of the same members of staff. This includes sharing both practical resources such as lecture theatres and other classrooms, and services such as administration, timetabling and school placement procedures. Both courses place trainees in many of the same school-partner settings.
The course aims to develop, in trainees, a thorough understanding and practical capability in the 5-11 age range, as outlined in the sections below. It is, however, important that trainees also develop a basic understanding of the development of children at a younger age as well as having some appreciation of the EYFS curriculum and the operation of Early Years settings.
This is critical in several ways:
- Trainees are better positioned to fully understand the needs of the primary-aged learner if they have a grasp of early child development;
- Trainees are better placed to be proficient in primary school assessment methods if they have some grasp of Baseline Assessment (statutory in Reception classes from 2016);
- As future subject co-ordinators (re; Subject Specialism modules at Levels 5 and 6) they will need to be confident that they can operate and even advise Early Years and Foundation colleagues with some basic sense of understanding and integrity;
- Trainees are better placed to undertake an informative, holistic placement in a ‘lower key stage’ (ie. EYFS) which is required at Level 4.
In the context of the Subject Specialism, cited in point (iii), the previous degree course brought together trainees from both the Primary Education (5-11) and the Primary Education (Early Years, 3-7) course for the reasons outlined above. It became clear that students not only benefitted from conversations between age-range groups but actually became part of the resource of both courses. This new degree will embrace this element of peer group learning alongside tutor led instruction by bringing together both courses for aspects those modules that are pertinent to these aims.
This will include:
- some aspects of Teaching and Learning modules at all Levels
- some CPD and employability matters at all Levels
- Subject Specialism modules at Levels 5 and 6
- Some lead lectures for the Core Subject module and the Foundation Subjects module, at Level 5
- the Action Research Project module at Level 6
The degree remains solidly a course to develop teachers for the 5-11 age-range, though now with the added strength of preparing trainees a) to understand their own age-range more deeply because of this broader vision of the primary child, and b) to operate with greater confidence and integrity in primary schools that encompass EYFS and Reception settings, Children’s Centres and/or which have close cluster, family or transition arrangements with early years settings.
This develop this strong sense of identity the course is simple, dynamic and relevant.
Through simplicity of structure, cohesion will be strengthened enabling trainees to appreciate the dynamic relationship, both vertically (across years) and horizontally (within a year) between modules and also between school-based and University-based learning. This in turn will make more transparent the relevance of all learning to their future professional roles.
This is achieved by aligning the degree to University’s Course Development Principles (2014).
- Key or ‘threshold’ concepts are embraced in both module titles and content that focus on key themes in primary education, using professional terminology that will be understood by trainees by being consistent in both University and school environments. This approach supports the idea of simplicity in design and relevance to the professional application of learning.
- This approach is taken across the whole degree to enable high levels of both horizontal and vertical cohesion. This, in turn, underpins a dynamic interaction between modules so that the course becomes an holistic experience rather than one made up of separate elements that trainees fail to connect.
- The course is practical in many respects and is underpinned by the dynamic interaction between University-based and school-based learning and application of skills. To prepare trainees to successfully support children’s learning, their own learning is based on undertaking challenging and authentic child/school-related tasks.
- This approach to teaching, along with a course level assessment strategy that further supports cohesion through using a variety of assessment methods along a ‘fitness for purpose’ model, enables high levels of feedback to students and, in turn, enables depth of learning to take place.
- The course prepares trainees to work with children in the context of a diverse society. The course itself, therefore, creates an inclusive environment for all trainees, staff and partners. In this way, the course not only embraces the University’s own principles and its legislative duties (through the Equality Act 2010, for example) but also models the type of environment that the trainees themselves must create in their own teaching settings now and in the future.
Level 5 deepens trainees’ understanding of children, learning and schools by focussing on individual learning, behavioural and social needs and on the requirement for inclusive practice in a diverse society.
Vertical cohesion is gained by furthering understanding of themes addressed at Level 4. An emphasis on the critical analysis of education policies and practices, of pedagogical approaches and of curriculum matters, ensures that work is consistent with Level 5 requirements on a vocational honours degree. The academic skills, developed at Level 4, are further advanced through an increasing emphasis on the critical analysis of theory, policy and practice.
‘Teaching and Learning’ and the ‘School Experience, CPD and Employability’ modules take a lead through lectures, seminars and CPD conferences in addressing matters of serving children’s individual needs. Trainees undertake extensive training in catering for Special Educational Needs and Disabilities (including High Achieving children), children for whom English is an Additional Language and other aspects of inclusive practice such as ethnicity, faith matters and gender. These themes also run across all other modules at Level 5. Trainees develop the skills to cater for diverse needs in classroom situations through an emphasis on planning, assessing, differentiating learning provision and working with other adults and other support structures in schools.
Subject knowledge and pedagogy is extended and deepened in all Core and Foundation National Curriculum subjects with an emphasis (though not exclusivity) on Key Stage 2. Furthermore, trainees also critically consider the structure of curriculum itself by exploring ideologies that drive curricula structures here and overseas, now and in the past. The National Curriculum subjects at Level 5 appear in two 40 credit modules entitled ‘Core Subjects’ and ‘Foundation Subjects’. This requires trainees to not only address subject knowledge and pedagogy in individual subjects per se, but to also consider the function of grouping subjects under Core and Foundation headings in the context of a broad and balanced curriculum and in the development of the primary-aged child.
Work in ‘Teaching and Learning’ and ‘Core Subjects’ modules incorporates an introduction to research methods and practitioner enquiry. Assessments in these areas are placed after School Placement and require trainees to critically reflect on their own practice in the contexts of key concepts explored in the modules. This strengthens course (vertical) cohesion by providing a foundation for work on a major ‘Practitioner Enquiry’ module at Level 6.
Trainees begin their work in a Subject Specialism area, working (over levels 5 and 6) towards a significantly deeper levels of subject knowledge and pedagogical understanding of one subject. The range of subjects offered to trainees are governed by the NCTL’s requirements which may change year on year. Trainees are allocated to subjects by a process of negotiation with academic staff to ensure that they are capable of operating at a higher level. This is not, therefore, a simple ‘opt-in’ electives structure. The ultimate purpose of studying a Subject Specialism is to prepare trainees to be able to play a role as subject co-ordinator in the future.
Trainees continue to work with children on the University campus and in schools through Aspiration and Inclusion days.
There are two School Placements at Level 5:
- A full teaching placement, through which trainees demonstrate teaching competencies, measured against the full range of Teachers’ Standards. A pass is required to progress to Level 6.
- An ‘holistic placement’ (non-assessed) in a higher key-stage setting (ie. Secondary). This is to deepen understanding about children’s learning, the curriculum and schools after the 5-11 age-range. It raises trainees’ awareness of the critical role of primary education in preparing children for further study as well as deepening their understanding of transition processes.
Assessment & Feedback
Level 4 is assessed by coursework predominately, with some practical assessments.
Level 5 is assessed by coursework predominately, with some practical assessments.
Level 6 is assessed by coursework predominately, with some practical assessments.
Please note the assessment periods in the academic calendar and make sure that you are available during those periods. Coursework submission deadlines can normally be found on MyBeckett, on course noticeboards or in individual Module Handbooks/other module guides.
Disabled students requiring adjustments to assessments and/or examinations should contact Disability Advice at the earliest possible opportunity to discuss their support requirements. In order for adjustments to be identified and implemented in a timely fashion we urge all students to register with us as soon as possible, as we cannot provide adjustments at short notice.
For further information visit Disability Advice or email us at firstname.lastname@example.org or call us on 0113 812 5831. Please also see Disability Advice on the ‘Support’ tab in MyBeckett for further information.
It is important for your progression and achievement that you submit all work for all assignments in a timely manner. It is also important that you keep copies of all work submitted until after you have graduated. You should also keep any receipts confirming the submission of assignments. In the event of your submitted work being lost you may be required to produce a copy of the work and submission receipt. If you are unable to do so, your work will not be marked.
It is important to note that submitting all assignments is a requirement of your course. Should you experience extenuating circumstances which prevent you from submitting on time please make yourself aware of the Mitigation and Extenuating Circumstances process. Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. Full details of the penalties for late submission of course work are available in section 3.11 of the Academic Regulations. Please check the penalties that apply to this course as some Professional, Statutory and Regulatory Body requirements may mean that different penalties apply.
If you have been recommended ‘flexibility around deadlines’ as a reasonable adjustment in a Reasonable Adjustment Plan, your Course Administrator will be able to advise you of the process.
You may be required to submit your written work via Turnitin; further information on Turnitin is available.
Assessed work will normally be returned with appropriate feedback within four weeks of your submission. Each Module Handbook will provide you with specific guidelines on how and when you will receive feedback on your assessments.
Results from module assessments and decisions on progression to the next level of study (e.g., from Level 4 to Level 5 of an undergraduate degree) or awards (if you are in the final level) are available on the Results Online system.
Results will appear within Results Online five working days after the date of the Progression and Award Board meeting (the meeting where your end of level outcome will be decided) or the Module Board meeting (the meeting where modular outcomes are decided).
If you are unsure about when you might receive your results or have queries relating to your results, you should contact your Course Administrator.
The University recognises that, from time to time, students may encounter issues which may prevent them from being able to submit or take assessment. Where this is the case, students may be able to submit their 'extenuating circumstances' for consideration. Please see the Mitigation and Extenuating Circumstances web page for further information.
If you have not passed a module at the first attempt you will be eligible for re-assessment. See your Module Handbook for details of the relevant re-assessment process (e.g., whether it is coursework, an examination, a presentation or other form of assessment/when it will take place/what the deadline is). You will be advised via Results Online of your options for re-assessment. You are advised to contact your Course Director, Course Administrator or Academic Advisor for any necessary clarification.
Details about our Appeals process can be found on the Appeals web page.
Academic integrity means intellectual honesty and is part of good academic practice. Further information can be found on our Academic Integrity web page.
Teaching & Learning
Modules will be delivered through lectures, seminar groups, tutorials and school-based sessions. As discussed above, the dominant mode of delivery will be seminar groups.
Lectures will regularly involve practicing teachers and other colleagues drawn from the University – School Partnership, enabling trainees to appreciate the contemporary and relevant nature of the Course.
Seminars in Teaching and Learning and all National Curriculum subjects represent a developing in trainees a balance between acquiring extensive subject knowledge (suitable to the level of advanced Year 6 / Year 7 pupils in schools) and pedagogical approaches associated with a) each subject and b) each age group in the 5-11 range. New to this degree (in light of recent developments in schools) is the inclusion of strategies for structuring ‘Continuous Provision’ in Year 1 classes. This long-standing Early Years practice is now mainstream in most primary school Year 1 classes and even, sometimes, Year 2. Its inclusion in the Course emphasises the advantages of integration between some aspects of the Primary 5-11 and Primary Education (Early Years, 3-7) courses mentioned in an earlier section.
Seminars operate on the basis that trainees, in part, undertake activities that they will subsequently lead children in. As mentioned in an earlier section, some modules embed school visits to illustrate, in situ, specific topics such as phonics (English at all Levels), lesson planning (Teaching and Learning at Levels 4 and 5), behaviour management (Teaching and Learning / Holistic Placement) at Level 4 and science (Level 5). Other modules, including Subject Specialism modules at Levels 5 and 6 also use this approach.
The CPD element of the ‘School Experience, CPD and Employability’ modules (Levels 4-6) regularly utilises a one-day Conference model through which trainees experience a programme of guest speakers in a school-INSET format. This is not only high impact (resulting in very high student evaluations) but exposes trainees to the very best of up-to-date information and prepares them for the professional training practices and protocols that they will meet in their future careers. This module includes raising awareness of the University’s own NQT support and training programmes which can be seen as an extension of the approach, introduced to them during their initial training.
The nature of the activities across the programme will use a range of approaches and resources in order to take account of individual needs. Where students have individual requirements, the course will be flexible and, for example, enable students to access materials online. These will include the use of the VLE as a repository for module related resources as well as the identification of relevant websites, databases, journal articles and digital readings. Students will be inducted into the use of the VLE and related resources at the beginning of the course and during modules as appropriate.
Where trainees have specific teaching practice requirements relating to disability, culture, religious beliefs, personal circumstances or gender, the Partnership Coordinator will place students accordingly. Through a recent partnership conference focussing upon disabled students, the Partnership Coordinator has been able to provide schools with supportive strategies and identify schools where disabled students will flourish.
Appropriate information about trainees with disabilities is shared between relevant members of the course team and relevant actions are taken (e.g. dyslexic students are given print outs of PPTs). The course team is also proactive in identifying learning needs through setting year 1 trainees a written task and the beginning of semester 1 and providing feedback with four weeks.
The percentage of trainees with Declared Disabilities (across ITT Courses in the Faculty) has increased four-fold in the past four years. Whilst such students were, four years ago, half as likely to attain a Grade 1 on Placement, they are now equally likely (57% of DD trainees Grade 1 / 55% of non-DD Grade 1 in 2015). This reflects the increasingly inclusive culture of Carnegie ITT courses and that practices and resources are tailored to suit individual need.
Level 4 Core Modules
Teaching & Learning: Learning, Behaviour & Assessment
English: Phonics & Children's Language Development
The Teaching & Learning of Mathematics
The Creative Arts
Science & Physical Education
School Experience, Continuing Professional Development (CPD) & Employability 1
Level 5 Core Modules
Teaching & Learning: Special Educational Needs & Disabilities, English as an Additional Language & Inclusive Practice
The Primary Core Subjects
The Primary Foundation Subjects
An Introduction to Subject Specialism
School Experience, CPD & Employability 2
Level 6 Core Modules
Teaching & Learning: Professional Roles & Responsibilities
Becoming a Subject Co-ordinator
Action Research Project
School Experience, CPD & Employability
A standard module equates to 200 notional learning hours, which may be comprised of teaching, learning and assessment, placement activities and independent study. Sandwich placement years spent out of the University are not be included in the calculation unless they are credit bearing and attributed to a level of the course. Modules may have more than 1 component of assessment.
Teaching, Learning and Assessment
Details of School academic staff can be found on the Carnegie School of Education Website.
Attendance & Absence
The University expects you to attend and fully contribute to all mandatory sessions on your timetable as set out in your student contract. Engagement in your lectures, seminars and practicals is an important part of your learning - contributing both to the University community and the learning experience of your fellow students on the course.
We monitor your engagement at the University as regular attendance and academic achievement are closely linked. Moreover, by monitoring your engagement and attendance we can identify students who may need our guidance or support at an early stage to help them progress in their studies. This is part of our commitment to ensuring an excellent education and experience and supporting your success at Leeds Beckett.
The University does understand that from time to time there is good reason why you cannot attend a class, and in this instance you must contact your School office to let them know.
Please note that any attendance reports can be shared with you and your Course team. You might be asked to contact your School office so that appropriate academic or pastoral support can be offered, should your attendance record give cause for concern.
Our most important aim is to support your studies, but we are also required to report attendance to various external bodies such as the Student Loan Company and the Home Office. There are measures in place for students who seek to falsely register either their own or fellow students’ attendance.
Our Attendance Policy is available under ‘Student Contract’ on the Student Regulations web page.
Please note that if your course carries professional accreditation or recognition, there may be additional course-specific attendance requirements detailed elsewhere in this handbook.
You must notify your Course Administrator if you are absent for more than one day (for example for an interview, emergency unforeseen circumstances, or for compassionate leave). If you are going to apply for mitigation you will need to provide written evidence of the reason for your absence.
Please note that if your course carries professional accreditation or recognition, there may be additional course-specific absence reporting requirements detailed elsewhere in this handbook.
If you are unable to study due to Covid-19 (coronavirus) symptoms, please see the guidance available on our Covid-19 web page.
If you are unable to study because of another illness for more than 14 consecutive days (including weekends), you must provide us with a Fit Note.
You can send a digital copy of your Fit Note to your Course Administrator, and then send the original by post.
If you are absent through illness on the day of an examination or assignment deadline and you intend to apply for mitigation, you must also provide us with details as possible. Your submission for mitigation may be made online and the circumstances surrounding it may be self-certified unless your period of absence is prolonged. Generally, all absences of 2 weeks or more will require the submission of verifiable documentary evidence. For more information on ‘fit to sit’ and mitigation please visit our Mitigation web page.
Please note that if your course carries professional accreditation or recognition, there may be additional course-specific absence reporting requirements detailed elsewhere in this handbook.
Campus-based students who suspect they may have, or have been diagnosed as having a serious infectious disease such as Mumps, TB, measles, meningitis or chicken pox should not attend campus and notify their Course Director or Course Administrator as soon as possible giving information regarding which groups of students (and/or colleagues and clients on placements) you have been in contact with and when. For diseases such as Mumps, TB or meningitis, your doctor will notify the West Yorkshire Public Health Protection Team who may also wish to speak to you (or your family) to determine if others require screening or medication. You should follow advice given by the hospital or your GP about when it is safe to return to University. Further information is available on the Student Wellbeing web page.
For guidance on what to do if you have symptoms of Covid-19 (coronavirus), please visit our Covid-19 web page.
If you are thinking about changing course or withdrawing from your course, further information can be found on our Student web pages
Please be aware that our university fully complies with University Kingdom Visas and Immigration (UKVI) policy at all times. There are legal reporting requirements for all students in the UK on a Student visa, and full attendance is mandatory for all students on a Student Visa. Failure to meet UKVI attendance requirements could lead to your academic sponsorship being withdrawn and your visa being revoked. Students on a Student Visa need to be aware of their responsibilities whilst in the UK, please see www.ukcisa.org.uk or our Student Immigration Advice and Compliance web page for full information.
For up to date information about visas, immigration issues and other matters relating to international students, please visit the International Students’ web pages on the Students website (www.leedsbeckett.ac.uk/studenthub/) or contact the International Student Advice Centre on email@example.com
Professional Accreditation or Recognition Associated with the Course
This course is accredited by the Teaching Regulation Agency (formerly the National College for Teaching and Leadership (NCTL))
In addition to the undergraduate degree, to obtain accreditation students over the course of their studies they must complete 130 days placement in school; have successfully competed placements in all Key Stages that the award they are taking covers; have experience of at least 2 different schools; have an Upper and Lower Key Stage experience in the years before and after that which the award covers.
'In Year' Work Placement Information
Leeds Beckett is dedicated to improving the employability of our students and one of the ways in which we do this is to support our students to gain valuable work experience through work-based placements. Our placement teams have developed strong links with companies, many of whom repeatedly recruit our students into excellent placement roles and the teams are dedicated to supporting students through every stage of the placement process. More information about the many benefits of undertaking a work placement, along with details about how to contact our placement teams may be found here.
130 days in school over three years: 45 days at level 4, 45 days at level 5 and 40 days at level 6
In schools / settings that are part of the Leeds Beckett Partnership, largely in the local region within 60-90 minutes commute from the University. In special circumstances, some trainees can arrange to self-arrange Placements near to their home location. This is subject to such Placements being approved by the University in order to ensure that such Placements would be compliant with DfE regulations for the training of teachers.
Skills, Employability & Graduate Opportunities
- Communication and interpersonal skills
- Academic writing and presentation skills
- Critical / evaluative thinking and analytical skills
- IT skillls
- Leadership and project management
- Logical thinking and reasoning.
- Organisational skills (e.g. working independently, taking initiative, time-management)
- Problem solving
- Project management
- Report writing
- Research skills
- Teamwork and taking on responsibility
You will have opportunities to gain recognition during your time at Leeds Beckett University for the extra activities you do in addition to your studies, including volunteering, student societies, playing in our University sports teams and being a Course Representative.
This attribute is a course learning outcome and a key concept which filters through to level learning outcomes and module learning outcomes in three principal ways.
- Through Teaching and Learning modules, through Core and Foundation Subject modules, and through the Subject Specialism modules the course empowers students to become enterprising and creative in their use of pedagogies in order to engage and challenge pupils and ensure progress in their learning.
- The CPD strand of the non-credit bearing module, ‘School Experience, CPD and Employability’ requires trainees to apply their understanding and knowledge of both the curriculum and of children to ‘showcase’ teaching situations involving teachers and children from partner schools (on the University campus, in schools or in other settings such as outdoor environments).
- The Practitioner Enquiry module positions the trainee as an active, deep and independent learner who is able to respond creatively and enterprisingly to academic research and to critically apply this to a practitioner enquiry project in real life situations.
This attribute is explicit in some course and level learning outcomes and implicit in the remainder. Digital literacy has a strong focus within the course in five key ways.
- Trainees are taught how to use ICT as an effective pedagogy in the primary classroom through all subject-based modules at all levels in the course; this forms part of their professional development planning with an audit of competence being taken at the beginning of the course. This ensures that all students are proficient in the use of ICT for pedagogical interaction with pupils.
- Some modules (see mapping:- eg. ‘English: Text Types’), require trainees to develop and demonstrate their computer literacy and media literacy skills through the collaborative production of multi-modal academic posters.
- In both ‘Teaching and Learning’ and the ‘School Experience, CPD and Employability’ modules, trainees develop digital scholarship. This sees them become proficient in using databases to search for online journal articles and in using information literacy skills to identify relevant texts. Students are taught the conventions of academic writing for the production of texts that feed their written assignments and that feed into their ‘My Teacher CV’ and their ‘Teachers’ Standards’ file, both of which cite evidence against the DfE Teachers’ Standards.
- Trainees are guided in the production of multi-media techniques to support work with children in modules including the Creative Arts, Humanities and English.
- Through English modules (eg: ‘Text Types’ and ‘Children’s Language Development’), trainees take a wider view of their pupils’ literacy practices by incorporating multi modal and multi-media texts in their teaching and learning activities. This represents an example of the dynamic relationship between University and school experience and reflects common practice in many schools. It also represents an element of horizontal and vertical course cohesion by raising questions in ‘Teaching and Learning’ and ‘School Experience, CPD and Employability’ modules about perceived gaps between a) pupils’ home literacy practices and the more traditional print-based school literacy practices in some communities and, conversely, b) ways in which schools support home-based digital experiences in some less affluent communities where home-based computers are not the norm.
This attribute is a course learning outcome and key concept which filters through to level learning outcomes and module learning outcomes. It represents a key concept in training teachers to work in a diverse society and to support children’s learning by embracing matters of ethnicity, culture, faith, disability and gender.
- Throughout the course, there is a focus on diversity and inclusion. Modules at all levels promote an awareness, understanding and celebration of cultural, religious and ethnic difference.
- At level 5, this includes a focus upon effective pedagogies for teaching pupils for whom English is an additional language (EAL).
- Modules at all three levels bring a global dimension into students’ understanding and delivery of the National Curriculum. In the English modules, for example, this includes an appreciation of literature from different cultures.
- At levels 5 and 6 there is an emphasis upon analysing global perspectives on education (global relevance) in order that trainees begin to problematise their practitioner identities. This increasingly underpins their criticality in assessments and, in particular, is evident in their Level 6 ‘Practitioner Enquiry’ module.
The National College (NCTL) stipulates that students on a three year undergraduate teacher training programme spend at least 130 days in school. This is staggered over their three years of study in order to ensure that students experience teaching both Key Stage 1 and Key Stage 2 pupils in a range of contexts.
The School Experience, CPD and Employability modules are non-credit bearing to maintain an appropriate distinction between those aspects of teacher training that are governed by University standards (ie. Representing criticality, academic qualities and reflexivity) and aspects which are driven by the national agenda (DfE and NCTL) and which are related to Teachers’ Standards. Although the truly reflexive teacher operates across both academic and practical arenas, such a distinction is appropriate as it allows the Course to remain responsive to DfE driven changes in teaching requirements without unduly impacting on the academic aspects of the Course resulting in a potentially regular requirement to re-visit the Course to implement Course modifications.
Additionally, the non-credit bearing nature of these modules will facilitate the progression of students who no longer wish to pursue qualified teacher status but may be interested in transferring internally to other University courses.
Having made a distinction between the two principal aspects of the Course (above), however, the development of reflexive teachers does require strong interaction between all elements. To this end, some module assignments require trainees to draw upon practical time in schools. Other modules include teaching experience of children in schools or on the University campus as part of the trainee learning experience. Related to this, and including planning time, each trainee will spend 400 hours a year in placement related activity. This time has been equally divided across modules under the heading of ‘Work Based Learning’ at each level of study.
As well as this, the National College requires trainee teachers to have knowledge and understanding of the Key Stages below and above those which they are trained to teach. Accordingly, students will undertake a Foundation Stage placement at the end of level 4 and a Higher Key Stage placement at the end of level 5.
Placement or Work-Related Activity Level:
130 days in school over 3 years of study.
Level 4 = 45 days in school
Level 5 = 45 days in school
Level 6 = 40 days in school
Placement or Work-Related Activity Length in Weeks:
Level 4 = 9 weeks in school
Level 5 = 9 weeks in school
Level 6 = 8 weeks in school
Type of Placement or Work-Related Activity:
If you have a question or a problem relating to your course, your Course Administrator is there to help you. Course Administrators work closely with academic staff and can make referrals to teaching staff or to specialist professional services as appropriate. They can give you a confirmation of attendance letter, and a transcript. You may also like to contact your Course Rep or the Students’ Union Advice team for additional support with course-related questions.
Your Academic Advisor will be an academic member of staff who teaches you on your course. Your Course Director will make sure that you are given the contact details of your Academic Advisor at the beginning of each year, usually in your course induction. Further details on the role of your Academic Advisor are available on the Academic Advisor web page.
The Student Advice Hub Team can support with a number of practical elements of University life. When you first arrive at University, they produce your first Student ID card and any replacements you require during your studies. When you commence your studies, they can provide you with bank letters, so that you are able to open and maintain student bank accounts, and Confirmation of Enrolment letters that you might need for a range of purposes. Current students and graduates can also request transcripts from the Student Advice Hub.
As you progress with university life, the Student Advice Hub Team are able to provide information in relation to any element you might need help with. If you have a question and you’re not sure who to ask, please get in touch. If the team aren’t able to answer your query directly, they will ensure you can access the most appropriate team to offer help.
If you need help with more complex queries or concerns, their trained advisers also support students with 1-1 appointments, providing a safe, confidential and non-judgmental space to talk about your circumstances and identifying support that you can access within and outside of the University. You can book an appointment with an Adviser on MyHub.
Ordinarily, members of the Student Advice Hub in the Student Hubs on the ground floor of the Rose Bowl and Leslie Silver at City Campus and in Campus Central at Headingley. However, due to Covid-19, and in the interests of the health and safety of our students and staff, for a period of time this service will support you digitally via live chat, email, video calls and online resources. Their telephone number is 0113 812 3000 and you can contact them via e-mail on firstname.lastname@example.org. Appointments can be booked via the Student Advice Hub Team web page, all of which will be delivered virtually.
Within MyBeckett you will see two tabs (Support and Opportunities) where you can find online information and resources for yourselves. The ‘Support’ tab gives you access to details of services available to give you academic and personal support. These include Library Services, the Students’ Union, Money advice, Disability advice and support, Wellbeing, International Student Services and Accommodation. There is also an A-Z of Support Services, and access to online appointments/registration.
The ‘Opportunities’ tab is the place to explore the options you have for jobs, work placements, volunteering, and a wide range of other opportunities. For example, you can find out here how to get help with your CV, prepare for an interview, get a part-time job or voluntary role, take part in an international project, or join societies closer to home.
Support for disabled students is available from our Disability Advice team. Support is available for students with a range of disabilities including:
• epilepsy, diabetes and IBS
• depression, anxiety and eating disorders
• dyslexia, dyspraxia, and AD(H)D
• Autism Spectrum Conditions
• Mobility difficulties
• Sensory impairments
Support is individually tailored depending on the nature of your disability and the demands of your course. We would encourage you to contact us as early as possible to enable us to implement any adjustments you may need. If you have a disability and have not previously declared it, please fill in the registration form (which is also available via the Disability Advice web page) or contact the Disability Advice team on 0113 8125831 or email email@example.com
More information on disability advice is available under the Academic and Personal Support sections of the ‘Support’ tab in MyBeckett, and on the Disability Advice web page.
Disabled students can also access the Disability Resource Areas in each library and the support provided by the Library Learning Support Officer. More information is available on the Library website.
The Library offers 24/7 support for your studies. You can access thousands of resources via MyBeckett or the Library website which also provides full details of all our services.
Library Academic Support
The Library Academic Support Team can help you develop your academic skills such as critical thinking, academic writing and analysing data, and research skills such as how to find, use and evaluate information for your studies. The team liaises with your lecturers to provide the information resources you need for your subject and to arrange academic skills sessions to support you in your studies.
The team maintains a number of websites to support your learning:
- In your Subject guide, you'll find a variety of information resources which have been selected as a good starting point for research in that area. These are available on the Skills and Subject Support web page or via the Course or Support tabs in My Beckett.
- On the Skills for Learning website, you’ll find online resources covering topics such as essay writing, research and time management, plus information to help you reference and avoid plagiarism, alongside details of online workshops that are designed to help you succeed in your assessments. The Skills for Learning website can be found on the Library website or via the Library or Support tabs in My Beckett.
Library and Student IT Advice Service
The Library and Student IT Advice Service team can answer your queries on borrowing, finding information, passwords, Office 365, online meetings, saving your work, MyBeckett and more:
- online (including 24/7 chat) via the Contact Us web page
- by phone - 0113 812 1000 (24/7 IT support)
They also have a wide range of short tutorials available on the Library’s YouTube channel.
Wi-Fi on the University campus is provided by eduroam, a secure wireless network, which also allows you Wi-Fi access if you visit other universities. To connect:
1. Select eduroam from available Wi-Fi
2. Your login details are:
Username: e.g., firstname.lastname@example.org
Password: your normal university password
*Android Users: Select under Phase 2 Authentication – MS-CHAPv2
Help is available on the Library’s Wi-Fi web page.
Microsoft Office 365
You are provided with free access to Office 365 and the latest version of Office can be downloaded from the IT tab in MyBeckett or from office.com. All students who are registered for a qualification at Leeds Beckett University are eligible and you can use the subscription for the duration of your course. For instructions and more information, please see the Office 365 support page.
OneDrive Leeds Beckett is your individual file storage with 1TB of storage space. With OneDrive you can access and share your files across your devices. This is accessible on University PCs and off-campus through Office 365 portal. See the Saving your Work pages on the Library website for more information.
Leeds Beckett RemoteApp
The Leeds Beckett RemoteApp gives you access to a range of specialist software for your course on your personal devices. See the RemoteApp page on the Library website for more information.
Media Equipment – free loans
You can borrow high-end Media Equipment for free. Browse, reserve and collect equipment ranging from GoPros to Remote Presenters from the ground floor of the Shelia Silver and Headingley Libraries. Further information is available on the Media Equipment web page.
The Students’ Union Advice Service offers free, independent, non-judgemental advice and guidance to all Leeds Beckett Students. This can include advice on any problems you might have whilst on your course including all the Academic Regulations (Mitigation, Extensions, Complaints, Appeals, Disciplinary procedures and Academic Integrity). We can also give advice on any issues you may have with your housing including disrepair, contract checking and issues with deposits. We can also advise on student funding and debt.
We will listen to your problem and outline what options are available to you, so you can make an informed decision on what to do.
Hopefully you will never need us but just remember we are here for you if you do.
Tel: 0113 812 8400
The Students’ Union Student Voice & Insight Team works together with the Education Officer to effectively represent students’ academic interests.
We provide support, training and ongoing development to c.1000 Course Representatives, who are elected by you to represent you whilst you study at Leeds Beckett, and facilitate the School Forums where any student can raise feedback about their academic experience at Leeds Beckett and discuss changes that have occurred as a result of student feedback with University staff.
Unsure who your Course Rep is? Maybe you’re interested in becoming a Course Rep or have feedback about your academic experience? Drop us a message on the details below:
Tel: 0113 812 8400
MyBeckett, the portal and virtual learning environment provides:
• access to your modules and timetables;
• your reading lists and email account;
• your personal storage area on our University IT servers;
• information on where to look for academic or personal support (Support tab);
• information on opportunities such as jobs, careers, part-time work, placements and volunteering (Opportunities tab)
• access to Library and student IT advice
Further information and support for using MyBeckett can be found on the MyBeckett Support Pages.
The resources for each module of study can be found inside each module handbook.
We are committed to working in partnership with you and the Students’ Union to provide you with an inclusive, safe and engaging learning environment which is conducive to study for all our students and our staff. An important element of your time studying with us is your engagement in developing your learning. Your engagement and attendance on your course enables you to further your learning and supports your achievement, course completion and aspirations for the future. There is an expectation that students will attend, engage in their learning and submit for assessment. We provide support for you to maximise your time studying with us and to develop your learning, skills and abilities to support you in your chosen career path.
We seek active participation by all our students in the continuous enhancement of our courses and through our monitoring, annual review and enhancement processes. These are formal processes used by our University for assuring the academic standards and quality of your course and its continuous improvement. These processes utilise your feedback, External Examiners’ reports, feedback from staff and others, data relating to student outcomes on the course and student surveys to reflect on areas of good practice and areas for further enhancement. We invite all students to participate in a range of opportunities to provide us with feedback on your course and modules. This may include discussions with staff, focus groups, and meetings (e.g. with Course Representatives or with staff) and formalised student surveys e.g. mid module reviews, end of module evaluations and specific course or other surveys such as the Student Barometer, National Student Survey and Destination of Leavers in Higher Education Survey. We utilise the outcomes of these surveys to benchmark our courses nationally and to inform annual course enhancements.
Informal feedback is also welcome at any time either via your Academic Advisor or module tutor or via your Course Representative. Our partnership with you enables us together to make the most of your learning experience with us and to enhance the quality and reputation of your course. You can find out what actions have been taken in response to your feedback through your Course Representative, the Students’ Union, your tutors or through the Library.
Course Representatives are student volunteers who represent your views at course level, in formal and informal meetings with academic and support staff online and follow up on actions that have occurred as a result of student feedback at School Forums. Details about being a Course Representative are available on the Students web pages. The Students’ Union oversees Course Representatives and more information is available on the Students’ Union website.
You have the opportunity to become an elected Course Representative working in a voluntary capacity with students, the Students’ Union, the Course Director and members of the course team and our University. The Course Director, working in partnership with our Students’ Union, enables the process for election and appointment of Course Representatives. The Students’ Union provides training and development for Course Reps and supports their engagement in enhancement activities. Being a Course Representative provides an opportunity for you to enhance your own learning and the development of relevant professional and employability skills in parallel with your studies.
As a Course Representative you would play an important role in:
• acting as a point of contact and advocate for students on your course and in supporting their active engagement;
• gathering feedback from students on your course to inform further enhancements to the quality of your course and the student experience;
• enabling dialogue and good communication between students and staff on the course;
• working with the Course Director, members of the course team and the Students’ Union to enhance your course;
• facilitating and engaging in meetings about your course; and
• being an ambassador for your course.
Further details about Course Representatives are available on the web pages above and in our University’s Academic Regulations.
We invite all students to participate in a range of opportunities to provide us with feedback on your course and modules. This may include discussions with staff, focus groups, and meetings (e.g. with Course Representatives or with staff) and formalised student surveys e.g. mid module reviews, end of module evaluations and specific course or other surveys such as the Student Barometer, National Student Survey and Destination of Leavers in Higher Education Survey.
We are committed to providing a high quality experience for all our students. We welcome comments and compliments from students, and find them valuable for on-going improvements to our provision. Comments and compliments about your course can be raised with your Course Representative or directly with your Course Director or Academic Advisor.
If you have a specific complaint about an act or omission of our University, you may be able to make a complaint under the Student Complaints Procedure. In the first instance, you should raise the matter as soon as possible with the member of staff most directly concerned, or with the person who can best resolve it. If this does not resolve the matter, or if the complaint is too serious to be addressed in this way, then you should make a formal complaint in writing. Information about how to make a complaint, including the student complaints procedure and a complaints form, is available on the Students web pages
Bachelor of Arts (with Honours) Primary Education (5-11)
Bachelor of Arts Primary Education (5-11)
Diploma of Higher Education Primary Education (5-11)
Certificate of Higher Education Primary Education (5-11)
Leeds Beckett University
Level 6 of the Framework for Higher Education Qualifications, with 120 credit points at each of Levels 4, 5 and 6 of the UK Credit Framework for Higher Education (360 credits in total)
Part-time delivery is usually at half the intensity of the FT equivalent course, although there may be flexibility to increase your pace of study to shorten the overall course duration. Some modules may be delivered in a different sequence to that defined within this information set, but the modules offered within each level are consistent.
Headingley Campus, Leeds (plus location of work placement, if applicable)
Course fees and additional course costs are confirmed in your offer letter. Course fees are presented to you annually through the online enrolment process. If you have any queries about your tuition fees, please visit our Course/Tuition Fees Payment web page or contact Fees@leedsbeckett.ac.uk. Ongoing queries relating to additional course costs may be discussed with your Course Administrator.
Policies, Standards & Regulations
Key University regulations and policies can be accessed on the following web pages:
• Academic Regulations (including assessment regulations) are available on our Academic Regulations web page
• The Student Contract is available on our Student Regulations web page
• The Student Charter is available on our Academic Regulations web page (Section 20)
Other Student regulations and University policies, including Safety, Health and Wellbeing policies, are available on our Student Regulations web page
You should also familiarise yourself with our Zero Tolerance Report and Support web page regarding sexual harassment and assault, and also the Report & Support web page regarding racial harassment.
There are no additional or non-standard regulations which relate to your course
The External Examiner assures that you are assessed fairly in relation to other students on the same course and also that the standard of your own award is comparable to similar courses taken by students in other higher education institutions within the UK. The External Examiner(s) provide an annual report for your course. External Examiner reports are available on our External Examiner Reports web page, which is accessible via the Course Information link on the Students home page.
Mrs Victoria Brown
Plymouth Marjon University.
Dr Charlotte Garbutt
The Course Administrator can provide you with the module information for your course, or tell you where to locate the details. This includes a description of module content, how the module will be taught and how you will be assessed.. In most cases, you will be provided with a module handbook at the start of the module or one will be made available to you In My Beckett