The University of HullHull, HU6 7RX, UK0870 126 2000admissions@hull.ac.uk

www.hull.ac.uk

H72

HIGHEST TEACHINGQUALITY OUTSTANDING

STUDENT EXPERIENCESUPERB GRADUATE

EMPLOYABILITY INNOVATIONBUILT ON 80 YEARS OF

EXPERIENCE

The University of Hull

Primary teaching

Key factsEntry qualificationsTo qualify for entry you must fulfil the general requirements: five GCSEs (or equivalent),which must include English, Mathematics and Science at grade C or above, and two A levels(not including General Studies) or appropriate BTEC, GNVQ Level 3,VCE, AVCE or Accesscourse. Note also the specific requirements below.

Course UCAS Admissions Entrycode tutor requirements

PrimaryTeaching X120 S GaryWilkinson 240 pointsPrimaryTeachingwith Biological Studies X1C9 S Ruth James 200 points (60 in a

biology-related subject)PrimaryTeaching withEnglish X1Q3 S David Cox 260 points (100 in an

English-related subject)PrimaryTeaching with ICT X1G5 S PeterWilliams 220 points (60 in an ICT

related subject preferred;or substantial specialistICT work experienceplus ECDL or equivalentIT skills qualification)

PrimaryTeaching with X1G1 S Bill Holmes 200 points (60 inMathematics Mathematics)

EnquiriesFor further details, including the dates of our open days, contact

Gayl FoxStudent Administrative ServicesScarborough CampusT 01723 362392 (extension 7243) or 01723 357243E g.b.fox@hull.ac.uk

Course DirectorRichard HarrisScarborough School of EducationT 01723 357250E w.parker@hull.ac.uk

AddressThe University of HullScarborough CampusFiley RoadScarborough,YO11 3AZ

Websiteswww.sse.hull.ac.ukwww.hull.ac.uk/undergraduate/courses/courselisteducation.html

Pathways through thecourse 2

Course structure 3

What will you study? 4

Option modules 6

Biological Studies specialism 7

English specialism 8

ICT specialism 9

Mathematics specialism 10

FAQs 11

How do I apply? 12

Contents

Train to be a primaryteacher – make a difference

At Scarborough School of Education we are looking forable and committed applicants from diverse backgroundswho have wide-ranging interests, qualities and experience.We particularly welcome applications from groups who arecurrently under-represented in the primary teachingprofession, such as those making a career move later in life,people with disabilities, people from ethnic minorities andmen.

Our Primary Teaching course has been designed specificallyto provide the education and training you will need tobecome an outstanding teacher. We will ensure that you willbe able to demonstrate excellence in the classroom.You willteach with flair, imagination, creativity and a sense ofenjoyment.The imperative of maintaining the higheststandards is the central factor in our Primary Teachingprogramme. If you want to become an outstanding teacher,then this is the course for you. It is a rigorous and demandingcourse, but the fundamental approach is based on a livelyand enjoyable exploration and development of your ownlearning.

Key elements in the course include a meticulous training inhow to teach the core subjects and ICT effectively, as well ascross-curricular and integrated approaches to primarylearning, an examination and development of your ownlearning, and optional subject pathways through theprogramme.

Children learn better when they are excited and engaged …when there is joy in what they are doing, they learn to lovelearning.

Primary education is about children experiencing the joy ofdiscovery, solving problems, being creative in writing, art, music,developing their self-confidence as learners and maturing sociallyand emotionally.

If you genuinely believe in these statements from Excellenceand Enjoyment, then feel assured that following one of ourcourses will enable you to become a teacher who willchange children’s lives.

2

You will enter the Primary Teaching coursethrough one of two Honours degree routes:

• BA Primary Teaching• BA Primary Teaching with a subject specialism

The BA Primary Teaching pathway has beendesigned for entrants who wish to pursue a rangeof interests through the option modules.

The other pathway, BA Primary Teaching with asubject specialism, is for entrants who would preferto pursue a subject interest through the specialistmodules.These will be your primary teachingstrength.

Further information on the two pathways isprovided on our website.

The subject specialismsWe offer four subject specialisms:

• BA (Hons) Primary Teaching with BiologicalStudies

• BA (Hons) Primary Teaching with English• BA (Hons) Primary Teaching with Mathematics• BA (Hons) Primary Teaching with Information

and Communications Technology (ICT)

Pathways through the course

Primary teaching

BA Primary Teaching

compulsory core modules plusoption modules

� BA Primary Teachingwith a subject specialism

compulsory core modules plusspecialist modules

�

�

�OR

Primary

teaching

3

www.hull.ac.uk

Nothing can prepareyou for the feeling ofhaving a group ofchildren in your careand under yourresponsibility; nurturing30 children for a year isthe greatest feelingimaginable.Training isall-important for theprofession althoughsometimes it can seemas if the files, thelectures, the notes andthe essays areunnecessary.The fact isthat many of these areneeded to understandthe learning process. Ifyou can’t understandthis, you can’t teach thechild.

Paul Johnson

Course structure

Year2

Core modules Specialism and optionmodules

School experience

Children in School

Primary Mathematics

Primary English

Primary Science

Effective Teaching for All

The Integrated CoreCurriculum

Assessment for Learning

Foundation 1Subjects

Foundation 2Subjects

Contemporary Issues inEducation

The Enriched Curriculum

Professionalism,Ethics and Values

Option Module 4 ORSubject Specialism 4

Teacher as Researcher(both pathways)

Year 3 Block

Option Module 3 ORSubject Specialism 3 Serial Days

Visits to a variety of learningcontexts

Year 2 Block

Option Module 1 ORSubject Specialism 1

Option Module 2 ORSubject Specialism 2

Serial Days

Mini Blocks

Year 1 BlockYear1

Year3

4

Most degrees comprise 360 credits over threeyears (120 per year). Because this is a degree anda professional qualification, you have additionalcredits in the first two years of the course.Overall, you will gain 400 credits, and you willwork a longer year than students on non-QTScourses.

In each year there are compulsory modules andoption modules or subject specialist modules,along with time spent in school, which variesaccording to your year of study.

Compulsory modules (bothpathways)Year 1The main focus of this first year is onunderstanding children’s development from theearly years through to the end of the primaryphase.You will study children’s development in aholistic way, focusing not only on how thinkingdevelops, but also on children’s relationships withfamily and friends and their growing skills aslanguage users.

Later in the year you will become familiar with thenational frameworks that operate within primaryschools, such as the National Curriculum and thePrimary National Strategy.You will be introducedto the principles, content and teachingmethodologies of core curriculum subjects.You willrelate your understanding of children to the waythey are taught in school.You will be encouragedto evaluate current initiatives and to consider theirimpact in school.You will also be helped todevelop strategies to organise learning efficientlyand to develop a positive classroom climate inwhich children feel secure and confident.

You will be placed in schools at an early stage inthe year, working in partnership with anotherstudent, and remain with the other studentthroughout the first year.This period in schoolculminates in a block practice during the summerterm.

During your school placements you will workunder the guidance of experienced teachers,observing how they teach and supportingindividuals and groups of children in the classroom.You will also spend time in classes across theprimary age range to foster your understanding ofthe variety of teaching styles employed.

What will you study?

Primary teaching

Primary

teaching

5

Year 2In the second year you will develop anunderstanding of the complexities of educationand the choices that teachers make.The focus forthe year is on becoming an effective teacher for allchildren, including those with special needs orthose who are gifted and talented.The range ofsubjects broadens to encompass the foundationsubjects.

Taking on board the new emphasis on integratedapproaches to learning promoted by Excellenceand Enjoyment, you are introduced to models ofcurriculum organisation where, for example, Englishthemes may lead a focus of study. Such approachesoffer you the chance to understand how cohesiveand exciting teaching and learning can be, and willgive you a real opportunity to become creative inplanning for learning.You will also recognise theneed for rigour in tracking children’s learning andcurriculum coverage, and you will set this in thecontext of the current educational climate oftarget setting.

Over the year you will be placed in a school withinour Partnership. While on placement you will besupported individually and in small groups by ourexcellent school mentors.They work in closepartnership with University tutors.You will take onresponsibility for the National Curriculum coresubjects and the foundation subjects.

Additionally, you will spend a minimum of 10 dayson a number of self-selected and self-managedvisits to other contexts in which children learn. Forexample, you may choose to visit a holiday playscheme or explore what museums and galleriesoffer children and schools.

Year 3In the final year you will spend a substantialamount of time in school, where the focus is onmeeting the Standards for the Award of QualifiedTeacher Status (QTS). At this stage you will takeover managing the whole class for an extendedperiod.You will be the class teacher.You will beexpected to organise the whole curriculum,monitor and assess the progress of the children,become part of the teaching team both in andbeyond the classroom, and take on a teacher’swide range of duties.Throughout this period youwill still be a learner and your work will besupported and guided by an experienced mentor,working in collaboration with a University tutor.

Taught modules in the University are designed togive you scope to develop your interests, passionsand enthusiasms and place more emphasis on self-managed study and project work. For those on theoptions pathway, there will be an opportunity toselect from a range of topics so that you canpursue an interest related to primary education ingreater depth.Your extended independent project(Teacher as Researcher) will also focus on an areaof choice, with guidance from your tutor.

In this final year you will also be asked to explorethe concept of professionalism.You will examinesome of the central ethical issues and dilemmasfaced by educators at work and give considerationto the idea of a common set of values shared byeducators and other public-service professionals.

www.hull.ac.uk

When I first starteduniversity, I was a littleworried that I would notbe able to cope with thedemands of the courseas I have dyslexia.Thisturned out not to be thecase as I am providedwith a great deal ofsupport andencouragement from allacademic staff. My needswere initially assessed bythe disability supportdepartment andrecommendations madeabout the support Ishould have. I now havea note-taker with me insome sessions.Anotherstrategy I find useful istutors providing me withhandouts to read aheadof the session. I amcoping extremely welland thoroughly enjoyingthe course.

The extent of support Ihave received has madeit possible for me tofollow the career paththat means so much tome. Being on teachingpractice has given me asurprising sense offulfilment which I didnot believe to bepossible because of mydisability. I would advisepotential students not toallow their disabilities toprevent them fromachieving theirambitions.

Samantha Hagar

6

The options pathway provides you with flexibilityand choice in the modules you study. Unlikestudents on subject specialism pathways, you donot need to have studied any area in depthbefore coming on the course. Depending on yourown interests and background, you will be ableto extend your knowledge and understanding ofeducational issues affecting the curriculum inschools today.Through this pathway, you willdevelop expertise and enthusiasms which willinform your own views of education.

The options have been designed around threestrands:

• Educational Studies• Early Childhood Studies• Cultural Studies

Educational StudiesThese options encourage you to consider socialand psychological factors influencing educationalpolicy and practice. For example, you could studyissues of ‘inclusion’ in current schooling policy byexamining how social class, ethnic origin, genderand disability impact on children’s chances in theeducation system.You might develop breadth ofknowledge in the field of special needs by lookingmore closely at the educational implications ofparticular disabilities, supporting your studiesthrough visits to centres of provision.You couldalso explore current research evidence andtheories underpinning children’s learning andmotivation.

Early Childhood StudiesThese modules consider principles and practice inthe early years. Complementing the core moduleon children’s development, the options encourageyou to take a broader view by addressing culturalconstructions of childhood and of education andhow provision in other countries contrasts withthese ideas.You will also be able to explorecurrent issues relating to the early years, includinggovernment-supported initiatives in England andelsewhere.

Cultural StudiesThese options are designed to support yourunderstanding of the wider context of thecurriculum. So, for example, you could look at aninterdisciplinary approach to significant eras in ourcommon cultural heritage which would draw uponliterature, history, music, art and philosophy toshed light on our cultural and political traditions.You might, for example, focus on a particular era(such as the Victorian Age) and examine how thesocial impact of industrialisation influencedliterature, science and the arts of the time. Afurther area of interest might relate to the worldof childhood as represented in literature and art.

Option modules

Primary teaching

Primary

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This subject specialism aims to develop youracademic abilities in biological science and giveyou the knowledge and confidence needed for acurriculum leadership role. Over three years, youcan pursue your interest in environmentalbiology and further extend your scientific skills,knowledge and understanding to support scienceteaching across the primary age phase.

The biology strand of the course exploitsScarborough’s ideal situation for first-hand study ofa range of environments and is taught in the newlyrefurbished and re-equipped laboratories.Theapproach throughout is practical, and you will begiven opportunity and encouragement to takeincreasing responsibility in group and individualproject work.You also have the chance to extendyour understanding and practical skills ininformation and communications technology, usingthe latest hardware and software.

Year 1 aims to develop both your practicalinvestigative skills and your understanding of basicscientific ideas.You will be introduced toknowledge and skills in ecology through thepractical investigation of a variety of environmentsincluding woodland, a freshwater stream and localsandy and rocky shores.You will also extend yourknowledge of plant and animal life through amixture of theoretical and practical work includingfield-based experience on the Yorkshire coast andin the North York Moors National Park.Thecourse includes visits to sites such as the famousRSPB reserve at Bempton Cliffs and a residentialfield course in a contrasting British location.

Year 2 builds on the previous modules with anextended research project of your choice on anaspect of the local shore environment.You might,for example, investigate the feeding behaviour ofshore crabs or find out how seaweed defendsitself from grazing molluscs.

Throughout Year 3 you have the opportunity tochoose and carry out a piece of investigative workin the context of primary science education.Examples of popular projects include evaluatingthe use of ICT in science teaching or finding outabout young children’s views of science andscientists. In your role as ‘Teacher as Researcher’you will be given support and guidance at allstages of the work. Finally, you will also be able toresearch the constructivist approach to learningand teaching science and, from this work, developstrategies for extending children’s understanding ofenvironmental biology.This will involve working inclose association with local partnership schoolsand culminates in a day of field work with childrenand their teachers.

www.hull.ac.uk

Biology with QTSoffered me theopportunity andchallenge that I waslooking for in highereducation, with anexcellent balance ofschool-based experienceand theoreticalunderpinnings.Teachingpractice enables you todevelop in bothprofessional andpersonal ways,encountering a widevariety of experiencesand people. Personally,the reward of the courseis knowing that you asan individual can havesuch a profound positiveimpact on the learningof young children.This issomething I will valuethroughout the rest ofmy professional career.

Christopher Pearce

Biological Studies specialism

8

English as a subject area is at the very heart ofprimary education.As an English specialist youbring to your teaching, in both attitude and skill,your personal love and enthusiasm for literatureand language.Although the focus of Englishstudies is fictions, the programme adopts adistinctive interdisciplinary approach to theproduction of texts.You will study therelationship between the created fictions andtheir historical, social, cultural, economic,philosophical and artistic (including visual andmusical) contexts.

Year 1 introduces you to a number of literarytexts which have become central to our literaryheritage and to methods of analysing them.TheGreek and Roman legacy is evaluated by the studyof core texts ranging from Homer’s Odyssey toSophocles’ Oedipus Rex. Shakespeare’s Hamlet,certainly one of his greatest works, is studied andits lasting contribution to Western thoughtconsidered.The major novel you will study isDickens’s Great Expectations, which allows you tobecome aware of the significance of childhood inmany literary texts. Finally, we consider the poetictradition by examining some of the shorter poemsof Thomas Hardy.

The next module is the first of the three explicitlyinterdisciplinary ones: an examination of VictorianEngland with Hard Times, Mary Barton and selectedpoetry of Tennyson as core English texts. Pre-Raphaelite art will be used to further explore twothemes: the role of women and the rise ofreligious doubt. A consideration of the philosophy

of utilitarianism, particularly the work of JeremyBentham and John Stuart Mill, will further augmentthe thematic approach.The relationship betweenmusic and society in the period will be analysedthrough a study of music making and the parlourballad and through an examination of the work ofthe ‘visiting’ composers Chopin and Mendelssohn.The seminal influence of Darwin, Marx and Freudwill be considered in relation to the literature, artand general cultural development of the period.

In Year 2 medieval and Renaissance drama andpoetry are used for exploring the cultural impactof the Renaissance and the Reformation. Marlowe’sDr Faustus and Shakespeare’s Richard III are thecore texts, and we also examine the rise of thesonnet.The Italian and Northern EuropeanRenaissance is explored through an examination ofthe distinctive contributions of Italian and Flemishartists.The musical dimension includes the rise ofthe consort, the works of Dowland and Byrd andthe development of secular music, including thelute song and the madrigal.

Year 3 completes the three core interdisciplinarymodules with a study of post-war Britain.Themodule surveys the state of the nation by focusingon popular culture.The literary texts will includeLook Back in Anger, A Kind of Loving, and the poetryof Philip Larkin and the Movement poets.Thedevelopment of ‘pop’ music will be examined inrelation to the significance of the guitar and therise of the group.The Beatles’ distinctive andseminal contribution to popular culture will beexplored. On the artistic front we will focus on theimpact of ‘pop’ art and experimental works, andthe ways in which visual advertising became crucialin the relationship between commerce and art.The development of cultural theory and its impacton cultural production will be examined throughan assessment of structuralist and post-structuralistthought.

The final module,Teacher as Researcher, providesthe opportunity to engage in small-scale researchin relation to the specialism and its impact onprimary education using first-hand evidence gainedthrough a school-based study.

English specialism

Primary teaching

Primary

teaching

9

Information and communications technology(ICT) plays a unique and increasingly importantrole in primary schools. In addition to being aNational Curriculum subject in its own right, itpromotes children’s learning in key skills andacross the curriculum in all of the other subjects.All schools are now connected to the internetthrough the National Grid for Learning, and theuse of email and school websites iscommonplace. New technologies are imposingnew requirements on the teaching force, andthere is a shortage of trained curriculum leadersfor ICT, particularly in primary schools. Such ICTspecialists are required not only as excellentclassroom practitioners, but also to providecurriculum support, staff training and resourcemanagement.The ICT subject specialism has beendesigned to provide you with a thoroughgrounding in the knowledge and skills essentialfor you to develop into a successful ICT leader ina primary school.

Year 1 introduces foundation ideas and skills inhardware and software systems.You examine howdesktop computers work, then you study localarea networking, internetworking and the WorldWide Web. An examination of human–computerinteraction and interface design informs yourcreation of an interactive multimedia learningpackage for children. Later in the year you studyinformation management, examining theinformation needs of schools and how these aremet by commercial management information

products.You investigate the design andinformation function of school websites, creatingwebsite materials and a relational database systemto operate over the web.

Year 2 considers the place of ICT in the widerworld and looks at emerging technologies andtheir implications for education.You examine somesocial and ethical issues around ICT, the potentialand impacts of ICT and e-learning in all sectors ofeducation, and the likely form and functions ofschools of the future.

Year 3 includes your own research study, whichwill involve going into schools to investigate at firsthand the effectiveness of ICT.This provides atheoretical backdrop to the insights you developinto the way children learn in the classroom.Youalso visit schools as part of your examination ofthe challenging job of the primary schoolcurriculum leader for ICT, making an in-depth studyof its technical role, curriculum role and staffsupport role.This examination is grounded in casestudies of school policies, development strategiesand the practical management of curriculum andresources.

www.hull.ac.uk

‘How do you do it?’ wasgenerally the amazedresponse of thosediscovering for the firsttime that I was studyingEnglish QTS atScarborough whilstbringing up our twoboys (aged 5 and 2),holding together mymarriage to my teacherhusband and working topay my fees.

Certainly it wasn’t easybut it was tremendouslyrewarding.The academicchallenge beatsdiscussing nappy brandsat toddler groups, andeach deadline metbecomes a personalachievement. It isremarkably satisfying toreceive recognition foryour own achievementsrather than those ofyour partner orchildren, regaining asense of your ownidentity, often lost as awife and mother.Childcare arrangements,essay deadlines, examsand school experiencecan be a major jugglingact, but tutors are verysupportive andsympathetic, alwayswilling to advise andencourage.

Primary education is nota job, it is very much avocation, and that isdemonstrated in thepace and challenge ofthe course, so beware!QTS is not for the faint-hearted; but for thosewith a real wish to teachand the will to try,Scarborough School ofEducation offers afriendly, welcoming,supportive environmentin which to study.

BethWilliams

ICT specialism

10

This subject specialism will develop youracademic abilities in mathematics and prepareyou for the role of a curriculum leader withinprimary schools.The tutors involved areenthusiastic about their subject, and their wish isthat you already are or will become equallyenthusiastic about mathematics and the teachingof mathematics.

Year 1 consists of two modules.The first of theserelates to problem solving (using and applyingmathematics) and will encourage you to becreative in your approaches to a range ofproblems. It will also seek to revise some of theessential A level topics so that a range oftechniques are available to you as tools forproblem solving.The second module will provideyou with an introduction to mathematicalmodelling and will also cover some topics from thehistory of mathematics.

Year 2 consists of one module, and this willconcentrate on the role of the coordinator ofmathematics within the primary school. We hopethat once established as a classroom teacher youwill assume such a role, and this module will helpyou to be prepared for this.The key resources tobe addressed will include the Primary NationalStrategy training materials (Excellence andEnjoyment); problem-solving training materials; ICTresources, including interactive teaching programs;and a variety of resources relating to inclusion. Wewill consider what you have to do to help school

staff develop their knowledge and expertise inteaching mathematics and how you might organisesuccessful training sessions.

Year 3 consists of two modules. One of them willbe about mathematical proof, and you will beexpected to understand and use in elementarycases the major proof methods that are availableto mathematicians. Some of the elementary caseswill include examples taken from the theory ofinfinite sequences, where the definition of a limit ofan infinite sequence will be considered.The othermodule will engage you in a study of sometheoretical issues about the processes of learningmathematics and will lead to an independent studyof a topic of your choice within mathematicseducation.

Mathematics specialism

Primary teaching

Primary

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Is a three-year course the best routeavailable?In the last few years the range of routes intoteaching has become more varied, which mayseem bewildering to prospective trainee teachers.We offer the fastest undergraduate route, which, ifyou pass all aspects of the course and meet theTDA requirements, enables you to get QualifiedTeacher Status within three years.You can expectthe course to be intensive and the academic year(36 weeks) is longer than for normal degrees. Butif you enjoy challenge and hard work and are upto the course’s demands, you will appreciate theteacher’s salary you’ll be earning when others onfour-year or PGCE routes are still in training.

Will there be examinations on the course?Yes, there are exams; but most assessment is donethrough coursework, which includes essays,presentations and professionally oriented tasks.

Will I get into a hall of residence in myfirst year?Our halls of residence offer high-qualityaccommodation and are much sought after.Themajority of Year 1 students who apply for a placein hall are successful.There is also plenty of good-quality and inexpensive private-sectoraccommodation available close to the ScarboroughCampus.

What kinds of leisure activities doesScarborough offer?Scarborough has all the leisure facilities you wouldassociate with a large seaside town and isespecially noted for water sports such as surfing.Enthusiasts come in all weathers from all over thecountry to enjoy the waves here.

What happens if I find I am not suited toteaching?Although it happens rarely, if you find this out at anearly stage it is possible in the majority of cases totransfer to other degrees within the University.Scarborough School of Education also offers adegree which runs parallel to the BA PrimaryTeaching for those interested in a career ineducation but not necessarily teaching.

Will I be timetabled every day?As indicated above, the three-year course isintensive and you can expect to be fairly heavilytimetabled but, on the whole, at convenient timesbetween 9.00 am and 4.30 pm.

Will I be taught in large groups?Most of our teaching is geared to seminar groupsof around 20–30 people.There are relatively fewlarge lectures as the course team value theteaching and learning approaches that small groupsfacilitate.

During school experience, will I be placedonly in Scarborough schools?We aim to place students in a variety of schoolcontexts within our Partnership.These range fromcity schools – for example, in Hull – to schools inrural settings in the North Yorkshire area.

How will I get to more distant schools?Where necessary, we arrange transport to schoolsoutside the Scarborough area, and our presentpolicy is to subsidise the cost of such transport.Where necessary, we will also arrange good-qualityaccommodation.

What age range will I be qualified toteach?This course trains you to teach across the primaryage range (5–11). Over the three years you willobserve and teach in a range of classes. Schoolplacements will be in Years 1 or 2, 3 or 4,and 5 or 6.

www.hull.ac.uk

Why choose us?

Our location• Small, friendly and

supportive environment• High-quality

accommodation in therecently built on-campushalls and a plentiful supplyof reasonably pricedaccommodation minutesaway

• Secure and attractivecampus, close to localamenities

• Proximity to theinternationally renownedStephen Joseph Theatre,the Heritage Coast andthe North York MoorsNational Park

Our course• Very highly rated by

Ofsted in our 2007inspection

• Excellent reputationlocally and nationally

• Small teaching groups• Strong partnership links

with local primary schools• School experience in

locations from smallvillages to inner cities

• Experienced anddedicated teaching team

FAQs

12

You apply via UCAS, the Universities and Colleges Admissions Service (www.ucas.com).There are five entry routes, each with its ownadmissions tutor (see the key facts on the inner front cover).Applications can be submitted until 30 June in the year of entry. However,

most people apply in the autumn of the year before entry, and what follows is an outline of how we process their applications.

AutumnYou send off UCAS form

NovemberUCAS sends form to Scarborough School of Education

November–MarchAn admissions tutor processes your form

December–MarchInvite to interview

Interview daymay consist of:

How do I apply?

Primary teaching

Letter to you

Guided tour of campus Presentation and shortwritten tasks

Individual interviewwith tutor

If special needs are indicatedon the UCAS form,

interview with the disabilitysupport adviser

Successful at interview

Place on course offered

Conditional offer to meetentry requirements

Meet entry conditionsincluding CRB check

Register on course

Don’t meetconditions of entry

Applications reviewed byadmissions tutor

Unsuccessful –Try again another

yearAccept

Unsuccessful at interview

Attend open days if youwish October–August

September

Unconditional offer : nofurther qualifications

Admissions policyAdmissions information provided in this pamphlet is intended as ageneral guide and cannot cover all possibilities. Entry requirementsare generally stated in terms of A level grades and/or UCAS points,but we encourage applications from people with a wide range ofother qualifications and/or experience. Some further details of thevarious entry routes are included in our general prospectus. Pleasecontact the Admissions Office (see below) with any specific queriesabout admissions.

DisclaimerThis pamphlet is intended principally as a guide for applicants.Thematters covered by it – academic and otherwise – are subject tochange from time to time both before and after students areadmitted. While every reasonable precaution was taken in theproduction of this pamphlet, the University does not accept liabilityfor any inaccuracies or changes. Information relating to studyprogrammes is issued for the general guidance of students enteringthe University and does not form part of any contract.The Universityhopes to provide the courses and facilities described, but reservesthe right to withdraw or to make alterations to courses and facilitiesif necessary.

AddressFor general enquiries, please write to

Gayl FoxThe University of HullScarborough CampusFiley RoadScarborough,YO11 3AZE g.b.fox@hull.ac.uk

Dates of semestersFor the current semester dates please visit our website atwww.hull.ac.uk.