BA Hons Applied Education Studies

Students on the part-time BA Applied Education Studies course are already working or volunteering in an educational setting. As the degree makes explicit links between theory and practice, the degree studies further develop the students’ knowledge and understanding of teaching and learning and this supports their continued professional development. In their final year, students have the opportunity to undertake a research project where they explore, in-depth, an aspect of teaching and learning of particular interest to them. To successfully complete the project students will utilise the knowledge and skills they have gained during their course, providing a sense of responsibility and achievement on the completion of the project.

BA Hons Primary Education (with QTS)

For final year student teachers, who have an interest in Special Educational Needs and Disabilities (SEND), there is the opportunity of engaging in a 'broadening experience' placement within a local Special School or an Alternative Provision School (temporarily excluded pupils). Student teachers are invited to attend Continuing Professional Development (CPD) events these partnership schools run; which is a fabulous opportunity for working alongside professionals who are working with some of the most vulnerable children within our community.

For final year student teachers, who have an interest in Special Educational Needs and Disabilities (SEND), there is the opportunity of engaging in a 'broadening experience' placement within a local Special School or an Alternative Provision School (temporarily excluded pupils). Student teachers are invited to attend Continuing Professional Development (CPD) events these partnership schools run; which is a fabulous opportunity for working alongside professionals who are working with some of the most vulnerable children within our community.

Final year students also have the opportunity to undertake a research project where they explore, in-depth, an aspect of teaching and learning of particular interest to them. To successfully complete the project students will utilise the knowledge and skills they have gained during their course, providing a sense of responsibility and achievement on the completion of the project. The research project is an opportunity for the students to align their theoretical knowledge alongside their practical experiences to provide an in-depth perspective on an area of their own interest and passion. This enables them to develop a greater understanding in an area that enables them to interact with expert colleagues and theorists to further enhance and develop their own practice. The research project is often an indicator as to the area within education the student may wish to specialise in the future and the groundwork they undertake ensures a solid foundation of knowledge.

PGCE Secondary English

Secondary teachers now have to be extremely informed about the curriculum in order to be employed by secondary schools in England. Being able to write a curriculum is one thing, but being able to write an evidence-informed curriculum is another. If any teacher wants to become the next level up, a Chartered College of Teaching badged teacher with CTEACH as a post-nominal, then they have to undertake an evidence-informed investigation as part of their work. Students on the PG Secondary course here at the University of Bedfordshire undertake a Masters level investigation as part of the unit titled: the evidence-informed curriculum specialist. This unit not only enables them to undertake ethically robust investigations, not only enables their curriculum to be informed by world-leading literature, but it then also ensures that when they go to become a Chartered Teacher they can complete the course with aplomb.

PGCE Secondary Physical Education

Underpinning the course design is a commitment to research-informed and evidence-based teaching. These principles are embedded in all aspects of the course and the teaching and assessment strategies provide continuous development of the knowledge and skills required. Throughout the course, students are encouraged to adopt an attitude of critical analysis, and in their final year, complete a dissertation following the action research process. The process of evaluating the impact of theory in the context of their final teaching placement will utilise the knowledge and skills learnt during the degree and inform future teaching.

PGCE Primary Education (3-7 and 5-11)
and
PGCE Primary with Mathematics

Student teachers on the PGCE Primary courses (3-7, 5-11, and 'with maths') undertake a unit on Evidence-Informed Practice. This unit enables students to delve deeply into an area of teaching and learning they wish to improve, exploring this initially through the literature, then through undertaking their own piece of research in the classroom context. This supports students to adapt and change throughout their careers through a greater understanding of rigorous evidence gathering and evaluation and a critically reflective approach to teaching and learning.