Primary Education: Inclusion with SEND with QTS (5-11 Years)
University of Cumbria
UCAS Code: X126 | Bachelor of Arts (with Honours) - BA (Hons)
University of Cumbria
UCAS Code: X126 | Bachelor of Arts (with Honours) - BA (Hons)
Entry requirements
A level
Access to HE Diploma
60 credits, 45 graded at level 3
GCSE/National 4/National 5
GCSE English Language, Maths and Science at C/4 or above
Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
Scottish Higher
T Level
UCAS Tariff
You may also need to…
Attend an interview
About this course
Do you have a passion for enabling all children, whatever their background, to have full access to education? Motivated to help children overcome any barriers to learning that they may face? This unique and innovative course will equip you to become a confident and inspiring teacher with high expectations for all children. And, because the programme has QTS (Qualified Teacher Status) built-in, you can apply for a position as a teacher the minute you graduate.
The University of Warwick provides accreditation for the QTS element of this University of Cumbria programme*
*Accreditation may revert to the University of Cumbria for students commencing programme from September 2025 onwards.
**COURSE OVERVIEW**
Develop expertise in teaching children who face barriers to education with this unique specialism. One of the few QTS courses in the country to offer this area as a significant focus, the programme ensures that you develop the skills and knowledge to support the learning and development of all children, including those with Special Educational Needs and Disabilities. Put your passion for social justice into practice by uplifting the achievement and opportunity of traditionally disadvantaged children, training to become a life-changing SEND/Inclusion specialist teacher.
**ON THIS COURSE YOU WILL...**
- Spend at least 24 weeks in school placements, including specialist provision if you choose.
- Develop confidence and expertise based on a comprehensive understanding of the latest developments in inclusive education.
- Be supported by committed and friendly tutors.
- Benefit from small group sizes.
- Have the encouragement of a personal tutor, who will enable you to make the most of your time at university, and help you to overcome any challenges you may meet.
**WHAT YOU WILL LEARN**
This course covers all aspects of inclusion and social justice, but the main focus is on teaching those with Special Educational Needs and Disabilities (SEND). It will prepare you to be a reflective, effective teacher, able to meet the learning needs of pupils in the Primary age range, including those who experience barriers.
Our graduates are highly valued by teaching employers. You will learn specialist skills that make you an ideal candidate for any teaching post, not only in the UK, but across the world. Your degree will open-up options in special schools, further and higher education and related professions.
Modules
This course is structured to equip you to become an inspiring and dynamic teacher, delivering modules that lead you through curriculum teaching, key theoretical work and placement work.
Over the three years you will undertake a range of module, including:
- Inclusive Teaching and Learning modules
- Teaching and Learning in English modules
- Teaching and Learning in Maths modules
- Teaching and Learning in Phonics and early reading modules
- Teaching and Learning in Foundation Subjects
- Teaching and Leaning in SEND and Inclusion
The specialism includes modules that introduce key issues in SEND and Inclusion. You will study modules on the philosophy of SEND/Inclusion, barriers to learning, SEND policy and practice, inclusive teaching, and contextualised learning.
You will develop your knowledge and understanding of the above each year.
In your final year you will undertake a small-scale research project.
Assessment methods
Q3
Assessments take a number of forms, from written assignments and portfolios to placement reflections and class participation. Students complete short formative pieces of work, which prepares them for their summative pieces of work. The formative work may be peer-reviewed or shared in a round table discussion.
Assessments include essays, reports, lesson plans, medium-term plans, pieces of research about pupil’s individual needs, creating resources for use in the classroom, and reflections. Assessments are designed to become more open and possible to individualise in the final year and include a piece of small-scale research exploring an aspect of Education in which they are personally interested.
Q4 OR AS Q3 ABOVE
The teaching and learning strategy has been developed to be student-centred, flexible and modern whilst being challenging and stimulating. It supports learners’ needs at different stages of development to ensure equality and access to learning. Learning is promoted through the integration of:
- Academic study
- Practical activity
- Placement experiences
The programme modules utilise a full range of University of Cumbria digital resources and learning technology where suitable; for example, through the University’s virtual learning environment (Blackboard) and specialist resources. A variety of teaching and learning approaches will be used throughout the programme:
- Student-led seminars and presentations
- Debates
- Case studies
- Roleplay
- Evidence-based research (final year)
These are designed to match the learning outcomes and support your development to becoming an independent learner.
Modules use formative and summative assessment so that your progress can be evaluated in a structured and constructive way. During placement, you will be expected to be reflective and make meaningful links between theory and practice.
Placement
You will have school-based placement experiences in each year of the four-year course. During the course there will be opportunities for both Key Stage One and Key Stage Two teaching experience leading to Qualified Teacher Status (QTS) – Primary (5-11 years); these placements are sourced by the University. You will have 32 weeks of placement experience in total; including the option to undertake one placement in a special school or specialist setting.
Initially, you will learn by observing classroom teachers and through tutorials with school-based mentors known as University Partnership Tutors. You will gradually put your knowledge and skills into action by teaching small groups initially; followed by whole classes of children as you build your confidence and expertise in promoting good progress and outcomes for children.
Tuition fees
Select where you currently live to see what you'll pay:
What students say
We've crunched the numbers to see if the overall teaching satisfaction score here is high, medium or low compared to students studying this subject(s) at other universities.
How do students rate their degree experience?
The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.
Teacher training
Teaching and learning
Assessment and feedback
Resources and organisation
Student voice
Who studies this subject and how do they get on?
Most popular A-Levels studied (and grade achieved)
After graduation
The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.
Teacher training
What are graduates doing after six months?
This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.
Top job areas of graduates
The stats above mainly cover teaching degrees for training and qualifying in primary school education. These tend to be three or four-year courses — check with course tutors about how long you will need to study to get your Qualified Teacher Status. Most graduates go into teaching roles — usually primary school teaching, so these courses have good employment rates and starting salaries. We have a shortage of teachers of all kinds, which is deepening, and whilst many of the most severe are at secondary level, the prospects for this degree are not likely to take a downturn any time soon.
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Teacher training
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£22k
£26k
£28k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
Explore these similar courses...
Higher entry requirements
Lower entry requirements
Nearby UniversitySame UniversityThis is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.
Have a question about this info? Learn more here
This is the percentage of applicants to this course who received an offer last year, through Ucas.
Have a question about this info? Learn more here
This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
Have a question about this info? Learn more here
Course location and department:
This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
Have a question about this info? Learn more here
Teaching Excellence Framework (TEF):
We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.
Have a question about this info? Learn more here
This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).
This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
Have a question about this info? Learn more here
This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.
You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.
Have a question about this info? Learn more here
Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
Have a question about this info? Learn more here
Graduate field commentary:
The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
Have a question about this info? Learn more here
The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
Have a question about this info? Learn more here
