About Us‎ > ‎

Programme Structure

Course Structure

The programme is structured around four distinct but inter-related modules. The various elements will enable trainees to meet all the standards for the award of Qualified Teacher Status (QTS). The four modules are:

  • Reflective Primary Teacher
  • Curriculum Studies
  • Critical Curriculum Studies
  • Educational Placements: Students will undertake two assessed placements in consortium schools in addition to their ongoing school-based experience.

The programme will enable trainees to develop knowledge and skills in:

  • Pedagogy in relation to the learning processes of children 
  • The role of play and creativity in children's learning
  • The holistic and integrated approach to learning
  • Theory and research: psycho-social perspectives on childhood development
  • Multi-agency working
  • Roles and responsibilities within early years and primary teams
  • The development and impact of national policies on early years and primary education
  • Appropriate observation techniques to inform planning and assessment
  • Reflective practice.

In addition, trainees will have opportunities for enhanced experiences that will enable them to make the best use of this distinctive, focused approach. These will include:

  • Observation of children  in a variety of settings
  • Access to the North Tyneside School Improvement Service Professional Development Programme
  • Observation of children in other Key Stages across a range of schools in the consortium and beyond.

A key strength of the programme is that the practical and taught elements are strongly linked. Each week trainees spend time in schools in addition to assessed block placements; this enables the taught elements of the course to be firmly grounded in classroom experience.


The programme has no formal examinations. Instead, trainees are assessed by written assignments and practical work in school. The final school placement represents a vital component of this assessment. The standards for Qualified Teacher Status require trainees to be successful in all areas, and from the outset each trainee is involved in auditing their own learning and setting targets for their own professional development.