PROSPECTUS
for entry 2017
Leading Inno
va t i
ve P
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STRANMILLIS UNIVERSITY COLLEGE
A College of Queen’s University Belfast
A College
A College
of Queen’s
of Queen’s
University
University
Belfast Belfast
All enquiries
All enquiries
related
related
to application
to application
and and
admission
admission
should
should
be directed
be directed
to: to:
Academic
Academic
Registry
Registry
Stranmillis
Stranmillis
University
University
College
College
Belfast
Belfast
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Stranmillis
Stranmillis
University
University
College
College
is concerned
is concerned
at allattimes
all times
to to
evaluate
evaluate
its courses
its courses
in the
in light
the light
of statutory
of statutory
obligation,
obligation,
accreditation
accreditation
requirements
requirements
and responses
and responses
fromfrom
staff,staff,
students
students
and teachers
and teachers
– and– to
andmake
to make
improvements
improvements
where
where
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are are
considered
considered
to betoappropriate.
be appropriate.
The University
The University
College
College
has made
has made
all reasonable
all reasonable
efforts
efforts
to ensure
to ensure
that that
this Prospectus
this Prospectus
is accurate
is accurate
and up-to-date
and up-to-date
whenwhen
compiled,
compiled,
but can
but accept
can accept
no responsibility
no responsibility
for any
for errors
any errors
or omissions.
or omissions.
Stranmillis
Stranmillis
University
University
College
College
reserves
reserves
the right
the right
to revise,
to revise,
alteralter
or or
discontinue
discontinue
courses
courses
of study
of study
at any
at time
any time
without
without
priorprior
notice.
notice.
Students
are responsible
are responsible
for ensuring
for ensuring
that that
the fees
the fees
for their
for their
World
World
WideWide
WebWeb
site: site:
http://www.stran.ac.uk
http://www.stran.ac.ukStudents
courses
courses
are met.
are met.
EntryEntry
to courses
to courses
may may
be restricted
be restricted
by number
by number
or
quality
or
quality
of
entrants.
of
entrants.
In
view
In
view
of
ongoing
of
ongoing
changes
changes
to
the
to
the
UCAS
UCAS
code:code:
- S79- S79
University
University
College’s
College’s
academic
academic
structure,
structure,
students
students
and others
and others
who who
require
require
further
further
information
information
should
should
contact
contact
Academic
Academic
Registry.
Registry.
Tel: 028
Tel: 028
90389038
42634263
Fax: Fax:
028 028
90669066
44444444
e-mail:
e-mail:
[email protected]
[email protected]
Stranmillis University College - Prospectus 2015
Stranmillis University College - Prospectus 2015
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Foreword - Why Stranmillis?
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
WELCOME TO STRANMILLIS
Dear Reader,
Stranmillis University College’s historic mission has been ‘to provide teacher
training for Northern Ireland’. This remains its core mission but it now
recognises the need for a multi-professional approach to deal with the
complex world in which we now operate. Over the years the College has
expanded its undergraduate portfolio to offer a wider range of professionally
related academic programmes - the BA in Early Childhood Studies and BSc in
Health, Physical Activity and Sport. These professional degree programmes
complement and support core elements of the BEd programme and the PGCE
in Early Years Education. Students coming to Stranmillis have the opportunity
to learn and develop in a multi-professional environment.
The University College continues to prioritise the ongoing development of
teachers and other professionals by offering a range of postgraduate
opportunities through its Master’s programmes - the MEd, MTeach and MA
(Early Childhood Studies). The focus is on developing Master’s modules which
are relevant to current issues within the professional practice and policy
contexts.
The College’s mission now extends beyond Northern Ireland. The University
College works with an extensive range of partners in Europe, America, Africa,
China and Malaysia. Students from different parts of the world come to
Stranmillis to complete part of their studies. This adds a richness and depth to
the learning experience offered to our students.
We look forward to welcoming you to the College.
Dr Anne Heaslett, Principal
Stranmillis University College - Prospectus 2017
“
....the opportunity to learn in a multi-professional environment.
“
STRANMILLIS
UNIVERSITY COLLEGE
Stranmillis University College - Prospectus 2017
A College of Queen’s University Belfast
”
… a vibrant, inclusive learning community …
Mission Statement
Our Mission
Our Vision
‘To sustain a vibrant, inclusive learning community,
educating, shaping and enriching society through
excellence in teaching, scholarship and research.’
‘Leading innovative professional practice.’
We are committed to developing policies and
programmes which aim to continuously improve
our teaching and scholarship activities for the
benefit of children and young people in our society
and further afield.
The following Values underpin everything we do:
Our Values
•
•
•
•
•
We pursue excellence;
We embrace diversity;
We champion collaboration;
We promote social responsibility;
We practise good governance.
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Contents
A University College for the Future
Undergraduate Study at Stranmillis
02
04
Life at Stranmillis
The Stranmillis Campus
06
Halls of Residence
07
Students’ Union
10
Student Support
12
Sport and Recreation
14
Student Computing Facilities
15
The Library & Learning Support Services17
Studio Theatre
19
International Outreach
20
Research at Stranmillis
24
Courses
BA Early Childhood Studies
31
BSc Health, Physical Activity and Sport 34
Teacher Education at Stranmillis
42
Features of the Programmes (QTS)
46
BEd (Hons) Primary and Post-primary 48
Learning and Teaching
52
Teacher Education Professional Placements 54
Mathematics & Science (Post-primary) 60
Business and Enterprise (Post-primary) 62
Technology and Design (Post-primary) 64
Religious Studies (Post-primary)
66
PGCE Course
70
Postgraduate Studies
74
Stranmillis University College - Prospectus 2017
Admission to Stranmillis
Application Procedures
26
Financial Arrangements
26
Undergraduate Entrance Requirements 27
01
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
“
...committed to the development of a community of learners who learn
with and from each other.
”
A University College for the Future
Stranmillis University College - Prospectus 2017
A University College for the Future
Stranmillis University College is committed to the
development of a community of learners who
learn with and from each other. We want our
graduates to have the professional and academic
skills which will enable them to make a significant
contribution to their chosen profession and to
social and economic well-being within Northern
Ireland and beyond. We strongly encourage social
responsibility through community engagement
and are committed to providing an environment
that fosters an understanding of and a respect for
difference.
02
Our commitment is to identify, educate, and place
highly qualified education professionals in schools
and related professional settings. By applying
greater expertise, and demanding better results,
these individuals will help bring about a dramatic
expansion of educational opportunity and quality
at all levels.
Supportive Learning Environment
All members of our academic staff have been
appointed on the basis of their academic subject
knowledge and pedagogical expertise, which has
emerged from their professional practice in schools
and other related professional settings. They are
themselves caring professionals who maintain
close links with schools and other professional
partners. Students who come to the University
College therefore benefit from a supportive
learning environment and contact with individuals
who are recognised scholars in their field of study.
International Outreach
The University College is strongly committed to
international outreach and has established staff
and student exchange partnerships with higher
education institutions throughout the European
Union, in the United States of America, Uganda,
South Africa, Malaysia and China. These offer
students the opportunity to study and work in
other countries as part of their undergraduate
course. Students will also have opportunities to
study alongside incoming international students in
many of their modules.
Quality Indicators
The quality of our students is evidenced by the
very significant excess of applicants over available
places and the fact that the academic
qualifications of new entrants are amongst the
very highest in the UK. Another simple measure of
our achievement is the success rate of our
students in obtaining employment after
completing their courses. Statistics for the most
recent year for which figures are available (20132014) indicate a very positive picture, with 86% of
students surveyed in employment, 10% engaged in
further study, 4% engaged in other activities and
0% not in employment (Source: HESA Data).
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
•
•
•
Stranmillis uses the QAA regulatory framework,
which governs the standards of courses and
awards. A system of quality assurance procedures
and committees underpins the quality of all our
work. We place a considerable emphasis on the
enhancement of quality and are committed to
improving the quality of teaching and learning.
Stranmillis incorporates external examiners’
reports, curriculum review processes and student
evaluation questionnaires into the quality
enhancement process. Through our evaluation
processes, we aim to promote a vibrant approach
to learning and teaching.
The University College Education Strategy
The College has undertaken a recent review of its
Education Strategy. It is based on the following
principles:
•
•
•
effective and enriched engagement between
staff and students is central to the delivery
of a high quality educational experience;
academic excellence underpins all – the
students, the curriculum, the staff, the
facilities - and is available to a diverse body
of students on the basis of their ability and
potential to succeed within the learning
environment that Stranmillis offers;
the student experience is aligned in a
continuum from school to university,
The aims of the Strategy are set out under four
pillars:
1. Dynamic and relevant curriculum: to
provide an engaging and dynamic curriculum
delivered by our leading professional scholars
to meet the current and future needs of our
students and the wider society.
2. Student profile: to attract students from a
wide range of backgrounds who have the
potential to benefit from the experience the
University College offers, and ensure effective
staff–student engagement aimed at
developing their potential and maximising
their learning.
3. Innovation and enrichment of teaching and
support: to deliver a high quality flexible
learning environment that embeds
intellectual curiosity, innovation and best
practice in learning, teaching and student
support to enable students to achieve their
full academic potential.
4. Employability, entrepreneurship and
citizenship in a global world: to develop
high quality graduates and postgraduates
who are equipped for life in a global society
and work in a global economy.
“...a high
quality, flexible
learning
environment.”
Stranmillis University College - Prospectus 2017
•
undergraduate to postgraduate, and towards
employment and modern day citizenship,
taking account of where the student has
come from and where he or she is going to;
student experience should be differentiated
to reflect the diverse needs and expectations
of undergraduate and postgraduate taught
students;
innovative teaching and assessment, making
optimum use of technological developments,
underpins the delivery of the curriculum and
the active engagement of students in their
learning;
curriculum development must be actively
responsive to changing student demand and
employer and societal need, both in terms of
what is delivered and how it is delivered;
graduate attributes are developed through
the curriculum and co-curricular activities,
enabling students to fulfil their role as
citizens of a modern day global society and
to achieve graduate employment both
nationally and globally.
03
STRANMILLIS
UNIVERSITY COLLEGE
“
... exciting opportunities which will engage you in
developing a range of professional skills...
”
A College of Queen’s University Belfast
Stranmillis University College - Prospectus 2017
Undergraduate Study at Stranmillis
04
Our Teacher Education courses seek to prepare
and support teachers and related professionals
working with diverse learners to achieve high
intellectual, academic, and social standards by
creating equitable and successful schools and
classrooms. Desired outcomes for graduates
include: an understanding of teaching as
intellectual work and as a caring profession; a
depth of content knowledge and a repertoire of
powerful pedagogical practices; and a view of
teaching and of the role of education in society
informed by appreciation of the socio-cultural
contexts of education. The content and design of
the programmes are organised to nurture an
understanding of and commitment to: research,
reflection and inquiry in the classroom;
collaboration across institutions and
communities; a blending of theory and practice;
and the effective use of technology to enrich
teaching and learning.
If you want to become a professional in the areas
of Early Childhood or Health, Physical Activity
and Sport, Stranmillis University College provides
undergraduate degrees which will enable you to
specialise in one of these fields. As well as sharing
your professional experience with other students
in your chosen area, you will have the
opportunity to work alongside students from
other related professional fields such as Teacher
Education.
Throughout your studies you will engage with
important contemporary themes and on-going
debates. The courses focus on developing and
applying a form of critical literacy suited to
addressing the varieties of evidence generated
and used by educational researchers,
policymakers and professionals.
Whatever your preferred choice for
undergraduate study, we are committed to a
model of work-integrated professional learning
and will provide all undergraduates with a set of
rich experiences in engaging professional
contexts. The inter-disciplinary approach which
we adopt will encourage dialogue and debate
among professionals. You will have an
opportunity to specialise and to gain academic
and professional qualifications which will enable
you to make a major contribution in your chosen
career. We will also provide specialist support and
a positive learning environment. We are very
proud of our approach to learning and teaching
and our rigorous support for students at every
stage of their development.
Life at Stranmillis
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Contents
The Stranmillis Campus
06
Halls of Residence
07
Students’ Union
10
Student Support
12
Sport and Recreation
14
Student Computing Facilities
15
Services
17
Studio Theatre
19
International Outreach
20
Research at Stranmillis
24
Stranmillis University College - Prospectus 2017
The Library and Learning Support
05
STRANMILLIS
UNIVERSITY COLLEGE
“
…a beautiful and peaceful rural
”
haven in the growing urban sprawl.
A College of Queen’s University Belfast
The Stranmillis Campus
naturalists, geologists, archaeologists and
historians, and provide pleasure for those who
simply enjoy walking in pleasant surroundings.
Stranmillis University College - Prospectus 2017
A Varied Landscape
The landscape of the grounds is quite varied and
although about half of the area is occupied by
buildings, recreation grounds, roads and paths,
they are everywhere surrounded by trees and
shrubs. Indeed, looking from any window on the
campus, one cannot fail to be impressed by the
surrounding sea of green. Many of the trees were
planted about 200 years ago and wise planting
since has created the wooded landscape we
enjoy today.
06
College Grounds
Lying in approximately 18 hectares and just 3
kilometres from the centre of Belfast, the College
grounds provide a beautiful and peaceful rural
haven in the growing urban sprawl. As the
growth of Belfast continues, the importance of
green places in our city should not be
underestimated.
We need locations like the University College
grounds as places to unwind and relax. We need
them also as wildlife reserves, and although the
grounds contain many examples of the more
common animals and plants, they also contain
some examples of more unusual wildlife. The
University College grounds hold an interest for
Varied Wildlife
On the northern side of the campus lies the
Badger Wood and its name is no accident;
badgers are frequently seen there, as are foxes
and many different kinds of birds. In a hollow
between the Badger Wood and the Central
Building is a marsh fed by the natural waters of a
spring which in the early years of the 19th
century formed part of the Belfast water supply.
Today the marsh is rich in wildlife, as a visit in
summer will show. Creeping buttercup and
orchids provide a blanket of colour, superimposed
by the sounds of a myriad of insects and of bird
song. On the southern side of the campus there
are further small woodlands where the sights
and sounds of jays and sparrowhawks are not
unusual. Here too is to be found the pond, lying
in a depression in the ground considered to be a
kettle hole - formed by melting ice at the end of
the last glacial period. Ducks occasionally nest
here and herons and kingfishers have also been
seen. The water holds frogs, newts and a great
variety of other aquatic life.
A Rich Resource
The University College grounds with their rich
and varied habitats provide a valuable teaching
resource for our own students. Visiting school
children, university students and naturalists also
use the grounds. At every season of the year the
grounds have a particular beauty. They are a very
precious natural heritage for us to enjoy, to
explore, to study and to hand on to future
generations.
“
…modern, comfortable accommodation for
”
over 400 students.
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Halls of Residence
The University College Halls of Residence are
situated on the west side of the grounds in a
pleasant environment of trees and shrubs. They
provide modern, comfortable accommodation
for over 400 students in six halls, of which three
are four storeys high and two are three storeys
high.
There is much to be gained, academically,
professionally and socially, from living in Halls. It
is easier for students to plan the effective use of
their time. Greater use can be made of
University College facilities and participation in
student clubs and societies becomes much
more convenient. Residents are freed from the
tedium and irritation of daily travel and can
devote more time to academic and leisure
activities.
The University College is particularly fortunate
in the quality of accommodation it can offer
and is justly proud of its Halls, located as they
are within a campus of quite remarkable beauty
and interest. All Halls are double glazed,
centrally heated and comprehensively equipped.
Due to their layout - the single study bedrooms
are grouped in self-contained flats - thus
providing the opportunity for both privacy and
community interaction. The Halls are close
enough to the city centre to enable residents to
enjoy Belfast’s amenities - shops, theatres,
cinemas and so on - while at the same time
being in an oasis of rural calm and charm which
is a shelter from the buzz of city life. Residents
are suitably placed to take full advantage of all
of the exciting facilities and activities which are
available.
Stranmillis University College offers a great value
catered package for students who prefer not to
have the hassle of cooking, therefore leaving
more time for socialising and studying. The
accommodation is in single study bedrooms
with their own wash basin and shared
bathrooms with common rooms on all floors.
We have a limited number of single en-suite
rooms. The accommodation blocks offer internet
access and a token operated laundry facility is
provided. The catered accommodation is offered
on the basis of breakfast and evening meal being
served seven days each week in “Chatz” dining
room and coffee shop. A versatile self-service
restaurant offers a cash lunchtime service at
good value prices, also available is a wide screen
television with a variety of channels and a
wireless connection throughout the restaurant.
Stranmillis University College - Prospectus 2017
Life in Halls brings with it new privileges, new
freedoms and new responsibilities. Students are
afforded the opportunity to mature within a
secure and supportive environment. The
experience of living in Halls provides a basis for
personal and professional development in the
company of other Stranmillis students and
students from other faculties of Queen’s
University, St Mary’s University College, Belfast
Metropolitan College and the University of
Ulster. In addition, residents have the
opportunity to meet with students from a range
of other countries involved in the Erasmus and
International schemes. Various activities are
organised on campus by Stranmillis University
College interns throughout the year so students
from all institutions can meet each other in a
relaxed, fun setting.
07
“
STRANMILLIS
UNIVERSITY COLLEGE
Enjoy the student lifestyle.......
A College of Queen’s University Belfast
Also available is Betty’s coffee shop in Central
Building, which is the main teaching block and close
to the Library. It is open 9am to 9pm Monday to
Thursday and 9am to 3pm Friday and Saturday. In
Betty’s the full range of quality Starbucks coffee is
served in comfortable surroundings so students can
relax and chat.
The following benefits are enjoyed by all of our
Halls students which is included in the 32 week
contract:
•
•
•
•
•
•
•
•
•
•
•
•
•
Stranmillis University College - Prospectus 2017
•
08
”
it’s more than just a room in halls
Free Wi-Fi / Internet access.
Weekly cleaning of communal areas.
A prompt repairs and maintenance service.
24 hour security.
A pay phone available in the Refectory.
Free car parking – 1st come 1st served basis
Single room.
Heating, hot water & electricity.
Bed linen and cleaning service.
7 day cooked breakfast – Chatz, Refectory.
7 day 3 course evening meal – Chatz, Refectory.
A social space, washing and drying machines,
computer points and printing are all available at
the ‘CyberTub’.
All residents can become members of the College
Club.
All residents can access Library and Sports
facilities on campus.
Student Profile
Sarah Rowland
BEd Primary Year 1 2015-16
I have had an interest in Primary school teaching since
I was very young, but it wasn’t until I began one-toone lessons with a P5 child that I knew teaching was
what I wanted to do. Obtaining a place at Stranmillis
University College has therefore helped me to explore
my passion in what I hope will be my future career.
My confidence has grown since I started to attend the
College, especially because of the time that we have
spent in schools, observing and teaching. I have had the
opportunity to work with children of different abilities,
to plan and teach lessons, and to observe a class from
the teacher’s perspective.
I decided to live in Halls for my first year at University,
which was definitely a good choice. I felt at home very
quickly in my flat and in my room as I made it my
own, and I have certainly been very comfortable. One
of the main benefits of living in Halls is that everything
is very accessible - Chatz, the Central and Orchard
buildings for classes, Betty’s Coffee Shop to meet
friends etc. Breakfast and tea are included in the coast
of Halls, and there is a lot of choice each day. I have
really enjoyed my first year in Halls as I met most of
my closest friends there and am even considering
staying next year, rather than looking for a student
house.
Overall my experience of Stranmillis so far has been
very enjoyable. One of the most important things I
have learnt during my first year at Stran is that it is
possible to make lots of new friends and have great
‘craic’, but if you balance that by working hard during
school based work and writing assignments, you will
reap the benefits by increasing your knowledge about
teaching young children, developing the important
skills which will help you become a successful teacher.
Stranmillis University College - Prospectus 2017
Stranmillis has a number of clubs and societies which
are easily accessible on the College grounds e.g. rugby,
hockey, the pantomime and many more. These clubs
help students to gain new skills, meet new people and
make new friends. In my first year I joined the chorus
of the Pantomime- ‘Robin Hood’ - and thoroughly
enjoyed it. This really boosted my confidence and also
taught me good time management skills - balancing
rehearsals and hand-in dates for assignments.
09
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Students’ Union
PRESIDENT, STUDENT’S REPRESENTATIVE COUNCIL 2015-2016 – ADAM LEAHY
The Students’ Union is an integral part of life at
Stranmillis University College and has helped
create countless memories for students over
the years. Its location and format have changed
every now and then but the heart of ‘Stran’ life
has stayed at the core; because of this, you may
occasionally find people in the Union who
graduated several years ago! The point is, the
Union represents a university experience
beyond the degree and exists solely for YOU!
“
…an integral
part of life at
”
Stranmillis...
There are a huge variety of sporting and
nonsporting clubs and societies to take part in
and compete for, such as football, rugby, GAA,
Christian Union, drama, music, volleyball,
badminton, even our own open mic night –
“TNL” or “Thursday Night Live”. If you fancy
trying something new or would like to practise
a timeless hobby, then the knitting club is for
you! A new state-of-the-art Students’ Union
bar and social area is used as a space to host all
events from Monday-Friday evenings as well as
a place to chill out in between classes!
Stranmillis University College - Prospectus 2017
Students are represented at ‘Stran’ by a
democratically elected Students’ Representative
Council (SRC). The council is presided over by
the SRC Executive, and one of the most
important aspects of the work of the Executive
10
The new Students’ Union Bar
is as the representative group interacting with
lecturers and management and negotiating for
you at every level within the College. The
Executive consists of a Sabbatical Officer
(President) elected into the position and nine
students, each of whom holds a different post,
covering everything from handling your Halls
issues to working alongside our diverse body of
international students. The Students’ Union
Office and Student Health and Wellbeing
Services are adjacent to each other and are
located, in newly refurbished accommodation
on the ground floor of Stranmillis House. The
close proximity of the two areas enables a
more comprehensive support structure to be
provided for all students.
Alongside supplying you with countless
daytime activities and hours of evening
entertainment, the Students’ Union is here to
provide help and support, by ensuring that any
queries or concerns you have with any aspect
of uni life are taken on board and resolved. We
understand that going to university is an
extremely exciting, albeit daunting, experience
and here at the Union we aim to provide you
with the best possible opportunities to ensure
that your time here is successful, rewarding, and
looked back upon with fond memories.
Student Profile
Adam Pollock
Students’ Union President 2016-17
Hi there! My name is Adam Pollock and I have just
completed a three year BSc degree in Health, Physical
Activity and Sport. Although I have finished my time as a
student, I now have the privilege of serving as President of
the Students’ Union here at Stranmillis for the 2016-17
academic year.
Your University experience is so much more than just
getting a degree, it's about enjoying your time and getting
involved in the activities you love or trying new ones!
Here at Stranmillis, we offer a number of sports teams,
including badminton, rugby, Gaelic football, soccer,
volleyball and hockey to name but a few! If sports aren't
your thing, then we have a number of non-sporting
societies like the Drama Society (that hosts a magnificent
pantomime every year), the Music Society, a thriving CU
and even a knitting club!
Sometimes the term 'Stran bubble' gets used. This comes
from the fact that Stranmillis is a smaller university
college which has an enclosed campus. However this is not
necessarily a bad thing. In fact, I view this 'Stran bubble' as
my second family, and the campus - my home away from
home!
So if you're feeling a bit daunted at having to move on to
further studies, leave your home and make new friends,
and rest assured that the job of the Students’ Union's is to
be here for you! So feel free to have a chat with myself or
my team, we would only be too happy to help!
Stranmillis University College - Prospectus 2017
I came to Stranmillis not knowing much about the College
or the city of Belfast in general. This soon changed as I
quickly adjusted to city life and began making new friends.
Fast forward three years and those 'new' friends are now
lifelong ones! I believe that the support of the Students'
Union was instrumental in my fantastic experience of
university life as they always had fantastic events and
opportunities lined up in every week of term. As Students’
Union President, I strive to provide these opportunities to
all students. My executive team and I will work tirelessly
to represent you in all aspects of your university life,
whether it be in the form of academic, pastoral care or
financial issues, you can count on us to represent you!
11
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
“
...guidance
and support
for all
Stranmillis University College - Prospectus 2017
students
12
”
Student Support and Wellbeing
At Stranmillis University College we believe that
people matter, and so the welfare and progress of
our students is given the highest priority by all
College staff. As a consequence, the ethos of the
University College is one which encourages
mutuality and respect for the diverse traditions of
those who work and study there. The University
College is committed to the provision of guidance
and support systems for all its students. This
includes those who have recently arrived from
secondary education, mature students who may
have come from other employment, part-time
students taking further professional development
courses, or the international and Erasmus
students studying at Stranmillis. All are part of a
lively and diverse College community and benefit
from an inclusive environment in which all
students, whatever their backgrounds, have equal
opportunities to develop their professional
potential.
Student Health and Wellbeing Services
Student Health and Wellbeing Services consists of
a number of key areas, including: Careers and
Employability, Disability Services, Counselling
Services, Financial support mechanisms,
Occupational Health and Medical Services, and
Communication Skills Support.
Student Health and Wellbeing also works
alongside other support structures within the
University College such as the more informal
structures provided by the Students' Union and
the formal structures of support such as
academic tutors and Advisors of Studies. In order
to strengthen further the student support
structures within the University College, Student
Health and Wellbeing Services has moved into
newly refurbished accommodation in Stranmillis
House adjacent to the Students’ Union Office. As
an institution we welcome all students including
those with disabilities, and we recognise the
importance of there being appropriate support
structures in place to ensure that all students
receive the help and support that they require,
desire and indeed are entitled to. The aim of
Student Support and Wellbeing Services is to
enable all students to achieve their full potential.
Student Health and Wellbeing provides a
welcoming and friendly environment where
students may either drop in or make an
appointment by e-mail or telephone. A student
handbook is prepared for every student who
enters College, and this includes details of
Student Health and Wellbeing Services and staff
who are available both inside and outside the
University College to provide assistance. Within
STRANMILLIS
UNIVERSITY COLLEGE
Student Support and Wellbeing (cont’d)
Students with Disabilities
The University College welcomes applications
from students with disabilities, including physical
and sensory disabilities, medical conditions,
mental health difficulties and additional learning
needs. It is committed to increase, where
possible, the proportion of students with
disabilities who are admitted to the University
College. The University College has a Disability
Policy which specifically sets out its commitment
to disabled students. Every reasonable effort will
be made to accommodate students with
disabilities.
The University College is committed to ensuring
equality of opportunity in terms of access to
information, safety and physical access, and in
academic support measures for students with
disabilities. Most of our buildings and other
campus facilities such as IT have been adapted to
take into account the needs of people with
disabilities. Some student accommodation,
however, is located on the upper floors of
buildings which do not have lifts. It is therefore
essential that we have the opportunity to discuss
your needs as early as possible in the admissions
cycle. You are encouraged to make contact with
the Student Health and Wellbeing Centre to
discuss any concerns you might have about
studying here at Stranmillis University College. It
is essential that the University College has a clear
picture of what support you might need in order
that your individual requirements can be met and
put into place for your entry into Stranmillis in
September. The Student Support Officer is
responsible for assisting with applications to the
Education Authority Regional Boards for the
Disabled Students’ Allowance. The majority of
full-time, part-time and some postgraduate UK
students with disabilities are eligible to claim the
Disabled Students’ Allowance from the Education
Authority. The allowances are intended to cover
any additional costs that a student may incur as
a result of his or her disability to enable them to
complete their chosen course of study.
Students from the Republic of Ireland can apply
for funding from The European Social Fund (ESF).
International students and students from
European Union countries are not eligible for
funding. It may, however, be possible to borrow
equipment from the Student Health and
Wellbeing Centre.
Careers Education, Information and Guidance
Stranmillis University College is committed to
providing effective careers education, information
and guidance (CEIG) to all current students and
for recent graduates for up to 2 years. The careers
service works closely with academic staff and
other student health and wellbeing services to
plan a range of activities to enable individuals to
prepare for, and make effective decisions about,
their roles in present and future labour markets.
These activities are promoted to students
proactively through induction sessions, tailored
events, training sessions, emails and by post.
Individual careers consultations are available to
help students acquire career related knowledge
and careers sessions with presentations and
group work take place during each year of our
degree programmes to help students prepare for
their transition into employment and to develop
career management skills. Careers staff liaise with
local, national and international employers to
promote job vacancies and ensure that students
are well placed to apply for employment
opportunities. An annual careers fair is organised
to bring together students, employers,
professional bodies and other course providers,
and this raises awareness of opportunities and
allows students to network face-to-face. Students
receive individual and group assistance to prepare
them for the recruitment process, including
advice on CVs, application forms, interviews and
other assessment processes.
At Stranmillis University College we are
continually seeking to improve the quality of the
service that we offer to our students because we
recognise the importance of providing appropriate
and relevant and timely support to all.
Stranmillis University College - Prospectus 2017
the University College community the views of
the student body are valued. Students are
represented on most College committees
including the Governing Body, the Students’
Union, the Halls of Residence Council, the
Staff/Student Consultative Committees. In
addition, regular student evaluations of courses
provide opportunities for student opinion to be
expressed.
A College of Queen’s University Belfast
13
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Sport and Recreation
Stranmillis University College - Prospectus 2017
A wide range of sporting and
recreational opportunities
are available to students on
the University College
campus. Adjoining the Halls
there is an all-weather
playing surface which
includes a hockey pitch. The
area is multi-purpose and is
used for athletics, football,
rugby football, GAA and a
variety of recreational
activities organised by the
students. There are plans for these pitches to be
redeveloped with state of the art flood lit synthetic
playing areas. The extensive grounds are ideal for
training and orienteering, and for the less energetic,
the mature gardens provide a perfect setting for
leisurely walking.
“
14
A wide range of
sporting and
recreational
”
opportunities
The Health and Physical Education Department
operates from the Orchard Building, which has a
four badminton court sports hall, a gymnasium, and
a fitness suite complete with resistance training and
cardiovascular equipment. These facilities are
available to the various University College clubs.
Students and staff are encouraged to make use of
them on a more casual basis for their personal
recreation and training. A variety of classes
including circuits, Tai-Chi, Pilates and Yoga are also
available in the Orchard Building. In recent years the
College has appointed a Sports Development Intern
with a remit to support student sport and to
organise a menu of sports coaching and
recreational courses for students, staff and
members of the local community. Students are also
provided with the opportunity to gain experience in
coaching, through volunteering for various sports
clubs on and off campus.
The University College Club forms the focal point
for the social life of students. It is the perfect
setting for relaxing after activity and meeting new
friends. The nearby Queen’s University Physical
Education Centre and Queen’s state of the art
facilities at Upper Malone are available to all
Stranmillis students and offer a wide range of
recreational and competitive activities including
swimming, indoor rock climbing, recreational
classes, weight training and a range of grass and
synthetic pitches. Stranmillis students are also
entitled to full membership of the University clubs,
so therefore have the opportunity to go on tour, or
gain representative honours on behalf of both the
College and the University. The College SRC
endeavours to support representative students by
providing assistance with travelling expenses.
The River Lagan, only 400 metres from the front
gates of the University College, can be used for
canoeing and rowing, while the Mourne Mountains,
less than an hour away, offer opportunities for a
wide range of outdoor activities. All students are
encouraged to make the fullest use of the
recreational opportunities available, whether it is
simply for leisure and relaxation, or to emulate the
many current and former students who have gained
provincial and international honours in a wide
variety of sports.
STRANMILLIS
UNIVERSITY COLLEGE
All learning spaces have been recently
refurbished and offer a wide range of digital
equipment including the latest multi-touch
electronic whiteboards. Students at Stranmillis
are allocated a computer account which gives
them access to their personal, secure storage
area, the internal Intranet and the Web based
Stranmillis email system. This has recently been
integrated in the Microsoft Office 365 service
to give access to super-sized mailboxes, cloud
storage and downloadable apps for the
Students’ own iPhone, Android and Windows
devices. As students of Queen’s University
Belfast students also have use of the QUB
Online managed learning environment and the
resources associated with it.
Teacher Education students also have access to
the Northern Ireland Schools’ C2K virtual
learning environment and associated resources
to support their preparation for school
placements. Stranmillis University College
recognises that the teachers of the future must
be highly digitally literate and eager to embed
computing within their teaching. In addition to
students developing their own ICT skills, all
students undertaking training in Initial Teacher
Education will be taught programming and
computational thinking. They will use Raspberry
Pi technology within their classes to bring a
connected learning approach to areas such as
World Around Us Geography or to Literacy.
Students will develop the programming
knowledge to use and write their own Scratch
projects and to write their own computer
games for use in the classroom. Students will
understand the key role of an area such as
computational thinking and will bring this new
insight into their teaching. Throughout their
training students will be encouraged to embed
these skills through working with partner
schools and supporting the advancement of this
important area.
Wireless internet access, including access from
students’ own laptops and handheld wireless
devices, is available in all teaching spaces, the
Library, the Halls of Residence, the Students’
Union and in all social and dining facilities.
There are ongoing pilot schemes exploring the
use of this wireless technology in conjunction
with tablet computers and other mobile
devices. The Wi-Fi perfectly complements our
dedicated IT rooms, extensive PC provision
within the Library and wide range of fixed PC
and (recently fully updated) printing facilities
throughout the teaching spaces.
Stranmillis University College - Prospectus 2017
Student Computing Facilities
A College of Queen’s University Belfast
15
STRANMILLIS
UNIVERSITY COLLEGE
The Library and Learning Support Services
A College of Queen’s University Belfast
The Library and Learning Support Service is
located on the top floor of the Central Building
and plays a key role in supporting learning,
teaching and research.
The Library - ‘at the Heart of the University College’.
The Library has recently benefitted from a
significant refresh in terms of new books,
electronic resources, additional computers, new
furniture and carpet. The Library provides
resources and services which meet your needs
while studying at Stranmillis. The ability to locate
and make effective use of information and
technology is essential to your success as a
student. The Library provides much of the
information you will need and will equip you with
the skills to find and exploit it. These skills and
knowledge will help you to achieve academically
and will maximise your employability.
Main services include:
• A Classroom Resources Collection
• Networked computers and free Wi-Fi
• Printers and photocopiers
• A comfortable environment with a variety of
study zones to suit your individual and group
needs
• Inter-library loans
• Library induction/refresher for all staff and
students
• Individual or group tutorials tailored to meet
specific needs
• The Ulster Collection – comprised of over
1500 items relating to education, history and
religion of Ireland, North and South
• The Lawrence Collection of rare Irish images
from 1870-1914
The key to the Library’s collections is its
catalogue, StranCat, which may be searched using
terminals in the Library or through any terminal
with Internet access. StranCat also gives access to
a wide range of electronic resources.
Using the Library
Most books can be borrowed for a standard
period. However, books that are in heaviest
demand, such as those on reading lists, may be for
consultation only, this improves access to the
most popular material. As a student of Stranmillis
University College you also have direct access to
and may borrow from Queen’s University Library.
Periodicals
Often the most up-to-date information is not to
be found in books but in journals and other
periodicals. Stranmillis students have access to
journal collections at both Stranmillis and Queen’s
University Libraries with increasing access to
electronic journals.
Classroom Resources
The Classroom Resources Collection is of special
value to students of teacher education and early
childhood education. It brings together materials
for the teaching of literacy and numeracy as well
as a wide range of resources of use on school
based work placement. Materials include children’s
fiction and nonfiction, picture books, ‘big books’,
‘story sacks’ and other classroom materials.
“
... a key role in
supporting
learning,
teaching and
”
research.
Stranmillis University College - Prospectus 2017
Library Resources and Services
The Library provides a wide selection of print and
electronic books and resources which reflect
reading lists and module guides. Students may
also use Queen’s University Library.
17
STRANMILLIS
UNIVERSITY COLLEGE
Stranmillis University College - Prospectus 2017
A College of Queen’s University Belfast
18
“
... a range of
reprographic,
visual and
design
services.
”
Learning Support Services (LLS)
LSS is located adjacent to the Library and
complements the role of the Library by providing
students and staff with a range of reprographic,
visual and design services. In our work area
students may prepare their own teaching and
learning materials. LSS provides a suite of
black/white and colour copiers, computers and
scanners. Print credits enable you to print, scan
and photocopy to any machine in the College to
be printed at your convenience. Print credits are
issued from the LSS counter. Other services
include laminating, binding and a loan facility for
digital resources.
Library and Learning Support Service staff are
customer focused and here to help you source
and use whatever information or resources you
need.
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Studio Theatre
Stran Panto December 2015 - ‘Robin Hood’
The recently refurbished Studio Theatre located
in the Central Building can be converted to
accommodate audiences of up to 300 for major
productions and musical recitals. It can also be
used as a teaching workshop for groups of
students taking optional Drama modules within
the BEd (Primary) programme or as a general
teaching space. The theatre is basically a
rectangle 16.5 metres wide and 26 metres long.
It is an integral part of the drama block; dressingrooms, wardrobes, stores, a workshop and a
scene dock are connected with the theatre. The
extensive flat area which remains can be
reshaped by means of portable folding rostra, a
large central trapped area with removable
sections for special effects and entrances, and a
canvas cyclorama which moves freely over tracks
and points to enclose the various acting areas.
The lighting and sound control rooms command
an impressive view of the theatre from the rear
of the permanent seating.
The building is frequently used as a place of
public entertainment: musical recitals and drama
productions by students bring another dimension
to the social and cultural life of the University
College and provide further means of
establishing closer links with the rest of the
community. The newly fitted theatre seating will
provide a comfortable and attractive venue for
all those who are interested in future performing
arts events. In addition to the College’s own use
of the building, the theatre has been used by
groups as varied as the National Theatre
Company, the Northern Ireland Youth Theatre
and Mencap, and has been a very successful
venue for the Belfast Festival. It is particularly
suitable for dance productions as well as for
drama.
“
... facilities...
among the best
in Northern
Ireland..
”
Stranmillis University College - Prospectus 2017
The University College’s facilities for theatre
activity rank among the best in Northern Ireland,
allowing, as they do, for experimentation and
informality while also being well able to satisfy
the demands of large scale performance. During
the course of any year these facilities are used
by the Student Drama Society and others to
mount productions for the College and the
community - such as the annual Christmas
pantomime, which attracts large audiences from
local schools.
19
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
International Outreach
Stranmillis University College strives to produce
graduates who are creative, innovative, critical and
reflective thinkers and views international mobility as
crucial to achieving this aim. It is, therefore, committed
to the promotion of study abroad, and opportunities
exist for students to study for a whole semester at a
higher education institution in Europe, China, Hong
Kong, Africa or USA.
Why study abroad?
• to exercise your independence and gain confidence;
• to acquire a new perspective on higher education;
• to experience and share a new culture first hand;
• to improve your knowledge of another language;
• to travel and widen your horizons.
Study USA
Study USA (SUSA) is a scholarship to study business
related subjects at a US college for one academic year.
Other Initiatives
PGCE students may have an opportunity to spend time
in mainland Europe as an integral part of their course.
BEd students may have the opportunity to undertake a
short teaching placement in Malaysia or in Albany, USA.
Other short study abroad experiences may also be
available e.g. Study China, Study India.
ERASMUS Partner Institutions 2016-2017
The University College has been granted a new Erasmus+
Charter for 2014-2020. This offers students European
mobility for the purposes of studying under the Erasmus
(European Community Action Scheme for the Mobility of
University Students) programme.
If you participate in the Erasmus exchange scheme you
will be able to study in one of a number of prestigious
higher education institutions in a variety of European
countries.
“
...committed
to the
The University College’s International programme offers
opportunities further afield in China, Hong Kong, Africa
or USA.
promotion of
”
Stranmillis University College - Prospectus 2017
study abroad.
20
Since 1994 a considerable number of students have been
engaged in both outward and inward mobility through
the student exchange programmes. It is true to say that
the social and academic life of the University College is
enlivened by the many visiting students from overseas
who undertake part of their degree studies and/or part
of their teaching placement in local schools under the
supervision of Stranmillis staff.
The University College is rigorous in its selection
procedures for students wishing to study abroad and you
are encouraged to give serious consideration to any
decision to spend a minimum of three months at a
European or other international institution. Language
support will be provided as required.
The University College also facilitates staff mobility and
curriculum development initiatives. A number of short
visits to host institutions have been undertaken in recent
years and members of staff are engaged with partner
institutions in the development of common modules for
mobile students.
Austria:
Pädagogische Hochschule, Linz Pädagogische
Hochschule, Tirol (PHT), Innsbruck
Belgium: KHLim, Hasselt
Denmark: VIA University College/Aarhus College of
Education Via University College/Jydsk
Paedagogseminarium VIA University
College/Norre Nissum Seminarium University
College UCC, Copenhagen (Blaagaard/KDAS)
University College Sjaelland, Vordingborg
Finland: Turku University of Applied Sciences
University of Turku
France:
IUFM de Orléans - Tours
Germany: Universität Flensburg Pädagogische
Hochschule Weingarten Universität Paderborn
Hungary: Eötvös Lorand University
Malta:
University of Malta - Msida
Netherlands: Leeuwarden Hogeschool Hogeschool van
Arnhem en Nijmegen
Norway: University of Agder, Kristiansand
Poland: Maria Curie Sklodowska University, Lublin
Adam Mickiewicz University, Poznán
Spain:
Universidad de Barcelona Universidad de León
Universidad de Extramadura-Cáceres
Sweden: University West, Trollhättan Umeå Universitet
Linnaeus University Växjö, Sweden
Switzerland: Pädagogische Hochschule Thurgau
The Stenden Hogeschool
Turkey:
Abant Izzet Baysal University
International Links
Hong Kong Institute of Education. South China Normal
University, Guangzhou. Makerere University, Uganda.
David Livingstone College of Education, Zambia.
California State University, Monterey Bay.
International Outreach Snapshots
IN AUSTRIA
IN MALAYSIA
IN ZAMBIA
IN HONG KNG
IN USA
IN NORWAY
IN HUNGARY
Central Foyer Old
Before and after! The newly extended and refurbished Central Building
foyer area now houses Betty’s Coffee Shop.
Central Foyer New
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Scholarship and Research at Stranmillis
Stranmillis University College - Prospectus 2017
Staff research in the University College comes
under the broad heading of Education and is
inclusive of research carried out in all of the
degree programmes. There is a range of high
quality scholarship and research right across the
College on topics which include the following:
early years provision; literacy; special educational
needs; pastoral care in schools; pupil
underachievement and its link with disadvantage;
entrepreneurship, inclusion and diversity; initial
teacher education; teacher continuing
professional development; subject specific
research; paediatric physical activity; health and
health promotion; and gender and sport. An
important emerging area involves the STEM
subjects - mathematics, science and technology
and design.
24
“
Scholarship and Research are central to all our
work at Stranmillis. Throughout the various
degree programmes in the College there is a
strong commitment to reflective practice and
independent learning. Students are encouraged
to engage in investigative problem-solving
approaches to learning, drawing on their critical
reading and also their experiences of practical
placements. They are provided with the
opportunity to share these experiences through
College-based seminar and tutorial groups.
...teaching
and learning
are evidence
based and
research
”
informed.
Student research is a key element of all courses,
whether through projects or a dissertation in
their final year. All students are therefore well
equipped not only to be critical consumers of
research, but also to carry out their own smallscale research supported by academic staff. All
our teaching and learning at Stranmillis is
evidence based and research informed, with staff
working hard to ensure that their teaching is
informed by the most recent and relevant
international research evidence. A wide range of
research and scholarly activity is encouraged
including individual, collaborative and
interdisciplinary inquiry, funded research projects
and the provision of postgraduate research
opportunities.
Staff in all of these scholarship and research
areas have published widely in national and
international journals, have created classroom
resources, have written books and book chapters,
have given presentations at international
research conferences and are involved in a range
of evaluative and applied funded research
projects, adding to the strong reputation of
Stranmillis University College for high quality
scholarship and research.
This growing scholarship and research profile is
reflected in the College’s recent success in the
UK-wide Research Excellence Framework exercise
in 2014 where an independent panel rated 72%
of the College’s research activity to be of
internationally recognised standard, with an
impressive 30% of our research outputs being
awarded the top 4*(world-leading) ranking.
The College’s scholarship and research work is
supported by a dedicated Scholarship and
Research Office who also organise regular
lunchtime scholarship and research seminars and
workshops to which all staff and students are
welcome.
Admission to Stranmillis
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Contents
Application Procedures
26
Financial Arrangements
26
Stranmillis University College - Prospectus 2017
Undergraduate Entrance Requirements 27
25
Application Procedures
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
E-mail: [email protected]
Applications for Full-time Courses
All applications for entry to the following full-time courses
should be made through the Universities and Colleges
Admissions Service (UCAS):
for your individual support requirements ensuring that
your transition to Stranmillis is as smooth as possible. If
you need any advice about disclosing disability, or the
arrangements which we can make, please contact:
BEd (Hons) Primary Option
BEd (Hons) Post-Primary Option
BA (Hons) Early Childhood Studies
BSc (Hons) Health, Physical Activity and Sport
Foundation Degree in Early Childhood Studies
Foundation Degree in Health, Physical Activity and Sport
Student Support and Wellbeing Centre: (028) 9038 4510
Email: [email protected]
Applications are made on-line via the UCAS website
(www.ucas.com), all applicants to the above courses must
complete their application forms online.
UCAS starts receiving applications for 2017 entry from 1
September 2016. The closing date for the receipt of UCAS
applications for 2017 entry is 15 January 2017.
OPEN DAY FEB 2016
FINANCIAL
ARRANGEMENTS
The financial
arrangements for
students in higher
education are detailed
on our website
www.stran.ac.uk
For the correct UCAS codes, please refer to the UCAS
Directory or the UCAS codes within this prospectus.
Our institution codes are as follows:
Institution code name:
SUCB
Institution code:
S79
Applications for Part-time and Postgraduate Courses:
All applications for part-time or post-graduate courses
should be made directly to the University College.
The College cannot accept responsibility if the result of an
application is affected by omissions, incorrect course
choices or by incomplete or inaccurate information
supplied by the candidate.
Stranmillis University College - Prospectus 2017
Deferred Entry
The University College does not accept applications from
students who wish to defer.
26
If you have a Disability, Medical Condition or
Special Need
Stranmillis welcomes and encourages applications from
students with disabilities and we will endeavour to make
sure that individual requirements are met. We are keen to
ensure that the student’s time at Stranmilllis is an
enjoyable and positive experience.
Deciding to disclose disability can be a difficult choice for
students applying to University. While we accept this to be
a personal decision, we strongly recommend that
applicants inform us in order that individual requirements
can be addressed so that appropriate support is made
available from the commencement of the course. The best
way for this to happen is the applicant to be as explicit as
possible about the extent of their needs in the appropriate
section of their UCAS application. Please be assured that
disclosure of disability information or support
requirements will not adversely influence any
application or indeed the application process.
Stranmillis has developed a range of services suitable for
students with disabilities. If you receive an offer, you will be
provided with a questionnaire which you should complete
and return to the Student Support and Wellbeing Centre in
Stranmillis. However, in some cases, you may be
contacted in advance of a decision being made.
The information you provide will be treated as sensitive
and kept strictly confidential. It will only be used to plan
If you are returning to education
Stranmillis also welcomes applications from students who
have interrupted their studies for several years or did not
have the opportunity to enter higher education at the
normal time. Candidates will be considered on their
individual merits. Modified entrance targets may be set but
these would not apply to applicants who have studied
A-level or equivalent qualifications continuously since
leaving school. Life experience is not in itself sufficient
grounds for admission and we normally require evidence of
recent academic study at a suitably high level which has
led to some positive results. The qualifications most
frequently offered by such candidates are
Access/Foundation courses, A-levels, Edexcel Certificates
and Diplomas, modules of the part-time BA degree and
Open University credits. It is our experience that
candidates stand a better chance of making a success of
their course if beforehand they have been able to acquire
or improve skills of reading, analysis and writing. All
applicants to the Undergraduate courses must possess
GCSE English and Maths at Grade C or above (or
acceptable equivalents*).
Access Northern Ireland (Enhanced Disclosure Check)
It is the policy of the University College to consider
applications for admission on their individual merit in the
light of all available information. The primary selection
criteria are those related to the qualifications, skills, abilities
and personal qualities of an applicant. It is a requirement,
however, that applicants who are accepted onto all
undergraduate degree programmes at Stranmillis undergo
an AccessNI Enhanced Disclosure check. This is administered
by the University College and carried out by AccessNI. The
University College acknowledges the key role of education
in the rehabilitative process, and a criminal record will not
debar an applicant unless the nature and seriousness of the
offence in question are incompatible with:
1. the course applied for;
2. the ultimate professional or vocational goal; or
3. participation in an academic and social setting and the
University’s responsibility to ensure a safe and neutral
environment.
Regulations concerning admission of applicants who have
a criminal record are available from the University’s College
website and Academic Registry.
These requirements are only a guide and variations may
occur from year to year. Please contact Academic Registry
at an early stage if in doubt about specific entry
requirements. Offers are not based on the UCAS tariff and
are normally based in terms of A-level grades. Please note
that where there is competition for places the admission
requirements may be enhanced at the shortlisting stage.
*Access/Foundation students should be aware that
‘Access to Maths’ modules have been developed in order
to meet the Maths GCSE requirement.
Undergraduate Entrance Requirements 2017
These requirements are only a guide and variations may occur from year to year. Please contact Academic Registry at an early stage if in
doubt about specific entry requirements. Offers are not based on the UCAS tariff and are normally based in terms of A-Level grades.
Please note that where there is competition for places the admission requirements may be enhanced at the shortlisting stage.
BEd (Hons)
Primary
A-Level
Grades
GCE A Level or equivalent
subjects required
At least one subject from the list below:
Access
Other Factors
75% average
including
relevant
modules
· GCSE Profile
· Interview
· Relevant Structured Primary School
Experience
· Personal Statement
· Reference
Minimum C in
Maths, English
& Science
AAB
Minimum C in
Maths &
English
BBC
Business Studies/
Economics/
Accounting
70% average
specialising in
Business
Studies
modules
Mathematics and
Science
UCAS Code XG10
Minimum C in
Maths, English
& BB in Double
Award Science
BCC
Normally Maths and any
Science, but contact Academic
Registry for Clarification on
individual cases
not available
Religious Studies
UCAS Code XVC6
Minimum C in
Maths &
English
ABB
Religious Studies
75% average
specialising in
English /
History
modules
Technology & Design
UCAS Code XW12
Minimum C in
Maths &
English
BCC
T&D preferable/
Art/Computing/Physics
not available
· GCSE Profile
· Interview
· Relevant Structured
Experience
· Personal Statement
· Reference
Minimum C in
Maths &
English
BBB
Curriculum Subjects/
Psychology/Early Years/ Health &
Social Care
70% average
including
relevant
modules
· GCSE Profile
· Interview
· Relevant Structured
Experience
· Personal Statement
· Reference
BB
Curriculum Subjects/
Psychology/Early Years / Health &
Social Care
55% average
·
·
·
·
GCSE Profile
Relevant Experience
Personal Statement
Reference
BCC
Physical Education/
Biology / Leisure Studies/Home
Economics / Health & Social Care
65% average
·
·
·
·
GCSE Profile
Relevant Experience
Personal Statement
Reference
·
·
·
·
GCSE Profile
Relevant experience
Personal Statement
Reference
UCAS Code
X120
BEd (Hons)
Post-Primary
Business & Enterprise
UCAS Code N1X3
BA(Hons) Early
Childhood Studies
UCAS Code X310
Foundation Degree in
Early Childhood Studies Minimum C in
UCAS Code LX53
UCAS CAMPUS CODE
Belfast Met - Code 3
SouthWest College - Code 1
SouthernCollege - Code 2
BSc(Hons) Health,
Physical Activity
and Sport
Maths &
English
Minimum C in
Maths, English
& Science
Art
Geography
Mathematics
Physical Education
Religious Studies
UCAS Code LL34
Foundation Degree
in Health, Physical
Activity and Sport
Sports Studies /
Physical Education/
Biology / Leisure Studies/Home
Economics / Health & Social Care
55% average
·
·
·
·
·
GCSE Profile
Interview
Relevant Structured Experience
Personal Statement
Reference
·
·
·
·
·
GCSE Profile
Interview
Relevant Structured Experience
Personal Statement
Reference
· GCSE Profile
· Interview
· Relevant Structured
Experience
· Personal Statement
· Reference
OPEN DAY FEB 2016
UCAS Code
52L7
Minimum C in
BC
Maths & English
English
History
Music
Science
A College of Queen’s University Belfast
Stranmillis University College - Prospectus 2017
GCSE
STRANMILLIS
UNIVERSITY COLLEGE
27
* Access/Foundation students should be aware that ‘Access to Maths’ modules have been developed in order to meet the Maths GCSE requirement.
Student Profile
David McCrossan
BEd Primary Year 1 2015-16
I arrived at Stranmillis to study the four-year BEd Primary
course following a change of career path. Having spent a
few years in the banking industry I made the decision to
pursue a long-held desire to work with and educate children
- a desire that stemmed from experience working with
underprivileged children in South Africa and Romania.
Stranmillis was the only place where I could envisage myself
fulfilling this.
Stranmillis University College - Prospectus 2017
As an older student, I was perhaps slightly concerned that I
would struggle to integrate with fellow students and
colleagues; however I have found this to be quite the
contrary. There is a strong sense of togetherness and
sociability within the walls of Stranmillis, in part due to the
nature of the course, which is highly interactive and
practical, as well as through the layout of the College itself.
The open layout of Betty’s café, for example, means that
you’re always likely to bump into a familiar face for coffee.
28
The varied nature of the course makes for a broad learning
platform, and provides a means for students to exploit their
particular strengths or interests. For example this is
accomplished through the Area of Specialism module, where
each person must decide upon a subject area to study in
detail, both in practice and theory, throughout their four
years at Stranmillis. This is the aspect of the course that I
have found particularly enjoyable. I come from a background
in music theatre, with experience playing the likes of
Phantom in ‘Phantom of the Opera’ and Tony in ‘West Side
Story’ in the Grand Opera House, and as such I decided to
specialise in Drama & English. This allowed me to draw upon
and adapt my skills in order to utilise them as a future
educator. As a result, I was able to further elevate my
studies, not only within this module but across the board, as
well as build relationships with fellow students who held the
same passion for drama and theatre.
I have really enjoyed my time at Stranmillis so far, and while
the content of the course can be hard work, each element is
fulfilling and enjoyable. I am able to appreciate the purpose
of the work I am putting in every day – it’s a means to
enable me and my fellow students as educators to provide a
fulfilling future for our children.
Courses
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Contents
BA Early Childhood Studies
31
BSc Health, Physical Activity & Sport
34
Teacher Education at Stranmillis
42
Features of the Programmes (QTS)
46
BEd (Hons) Primary and Post-primary
48
Learning and Teaching
52
Teacher Education Professional Placements 54
Mathematics & Science (Post-primary) 60
Business and Enterprise (Post-primary) 62
Religious Studies (Post-primary)
66
PGCE Course
70
Postgraduate Studies
74
Stranmillis University College - Prospectus 2017
Technology and Design (Post-primary) 64
29
ECS promotes lifelong learning!
“
The course identifies and promotes best practice
”
in caring for and educating young children….
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
BA (Hons) Early Childhood Studies (Full & Part-time study)
FINANCIAL
ARRANGEMENTS
The financial
arrangements for
students in higher
education are
detailed on our
website
Course Outline
Recognition of the need to provide quality early
years services for young children is now
widespread. This has led to an increasing demand
for professionals working in the field of early
years and for graduates from the BA (Hons) Early
Childhood Studies degree.
The BA (Hons) in Early Childhood Studies
involves the in-depth study of theoretical
perspectives on the young child and provides
strands relating to health and well-being,
professional communication and relationships,
management and professional experience. The
degree is aimed at both males and females and
is offered on a full-time and part-time basis.
It is designed to give students a broader
understanding of how young children think, learn
and develop. It takes account of developments
within the field of early childhood and reflects
the multi-professional and multi-disciplinary
nature of contemporary early years services. The
course identifies and promotes best practice in
caring for and educating young children and
provides a strong theoretical underpinning of
such practice.
A substantial part of the teaching and learning
process is related to the students’ workplace
experience. Students have the opportunity to
work in a variety of settings with children
between 0 and 8 years. Thus the integration of
theory and practice is central to the line of
development of the degree. Students will record
their professional development and will be
encouraged to become self-critical and reflective
practitioners, thinking more deeply about their
work with young children. An exciting ERASMUS
programme is also available which facilitates
students who may wish to experience mainland
European early years centres.
Stranmillis University College - Prospectus 2017
www.stran.ac.uk
31
Student Profile
Rachel Cunningham
BA Early Childhood Studies Year 1 2015-16
Working with children has always been an interest of mine.
However, it wasn’t until I worked in a Foundation Stage class
that I realised that 0-8 was my favourite age group. Hence
the Early Childhood Studies degree at Stranmillis was the
perfect choice for me!
Although I have only studied this course for a short period of
time, I have learned so much, such as the theoretical
perspectives relating to children and how to implement good
practice on placement. Within this degree, the module
content that has been offered so far has helped me to
develop further as a reflective practitioner.
Stranmillis University College - Prospectus 2017
The opportunity to go to a wide range of settings on
placement is another vital aspect of the ECS course. In Year
1 I have attended both a playgroup and a day care centre,
each for two days a week. Placement is a valuable means of
applying what you learn in class to real life scenarios and it
gives you a ‘taster’ of what life will be like upon finishing the
course.
32
Although my journey at Stranmillis has just begun, I already
feel like I am part of a close knit community. The lecturers
and staff are always more than happy to help students if
help is needed, and the wide range of workshops and social
opportunities helps you to settle into university life in no
time at all.
I would recommend studying Early Childhood Studies to
anyone who is interested in working with young children, as
this degree gives you the opportunity to enter various fields
of work. I hope to apply for my PGCE after completing my
ECS degree, as this will then enable me to gain ‘Qualified
Teacher Status’. However, this degree creates a pathway for
other professions such as social work and play therapy, to
name but a few, which is why it is such a wonderful course
to study. Choose BA Early Childhood Studies – you won’t
regret it!
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
BA (Hons) Early Childhood Studies (cont’d)
The BA (Hons) Early Childhood Studies degree
also provides a relevant foundation for
postgraduate study, for example an MA in Early
Childhood Studies or a PGCE to gain qualified
teacher status; fast track arrangements can also
be accessed to allow for progression in the field
of social work and play therapy.
KEY FACTS
UCAS Code
X310 BA/ECSt
Typical GCE A Level Offer
BBB
Specific Course
Requirements
GCSE Grade C
English
Maths
Alternative
Qualifications
See page 27 for full
information on
entrance
requirements,
including alternatives
to A Level
Admission
requirements may be
enhanced at the
short-listing stage.
Stranmillis University College - Prospectus 2017
Career Opportunities
The degree provides the early years field with
qualified, competent early years professionals,
enabling graduates to work in a variety of early
years establishments and contexts. These include
day nurseries and nursery/primary schools,
crèches, parent and toddler groups, playgroups,
family centres, Sure Start projects and other
early years organisations such as Barnardo’s.
(Full & Part-time study)
33
“
...a wide range of opportunities for employment
within both health promotion and leisure.
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
”
BSc Health, Physical Activity and Sport (Full & Part-time Study)
KEY FACTS
UCAS Code
LL34 BSc/HLSt
Typical GCE A level
Offer BCC
Specific Course
Requirements
GCSE Grade C
English
Maths
Science
3Stranmillis University College - Prospectus 2017
GCE A level
Sport Studies
/Biology/Physical
Education/Home
Economics/Leisure
Studies
34
Alternative
Qualifications See page
27 for full information
on entrance
requirements, including
alternatives to A level.
Admission criteria may
be enhanced at shortlisting stage.
Course Outline
The BSc (Hons) degree course in Health,
Physical Activity and Sport (HPAS) is an
innovative, multidisciplinary course which seeks
to enhance the skills and expertise of those
wishing to further their careers within the area
of Health Promotion, or alternatively a range of
careers in the field of sport. The course will also
appeal to those with an active involvement in
working with young people in formal and
informal settings and provides opportunities to
proceed to postgraduate courses in Education
and Health Promotion.
Learning and Teaching
Opened in 2007, the Orchard Building provides
state of the art facilities for HPAS students.
Facilities include a sports hall, dance studio,
exercise laboratory, fitness suite, and seminar
rooms which provide excellent facilities to
teach the course in comfortable surroundings.
In addition there are plans to develop the
outdoor area to include a number of floodlit
synthetic facilities.
The team of HPAS lecturers is drawn from a
range of backgrounds - physical education,
sports development, health promotion and
leisure management. The staff are also
supported by a Course Consultative Committee
which includes representatives from a range of
health and sport sectors and regularly meets to
advise on the appropriateness of the degree.
In order to allow students to build on the skills,
knowledge and expertise which they have
already developed before entering the course,
the staff provide a supportive and flexible
approach to the modules. Key Skills are also
developed throughout the modules, during all
three years of the course.
As students gain confidence and expertise,
Years 2 and 3 of the course require greater
amounts of reflective and evaluative study
accompanied by project work as well as a
research-based project (dissertation) in Year 3.
This approach facilitates the development of
effective practitioners.
STRANMILLIS
UNIVERSITY COLLEGE
(cont’d)
Course Structure
The course is made up of 18 modules over
three years, with the equivalent of six modules
to be taken per year. The modules include a
blend of practical and academic elements and
a period of work placement which helps
students develop their thinking about careers
options.
Career Opportunities
This degree programme will provide
professional skills and expertise in the broad
disciplines of health, health promotion, physical
activity, PE, and sport. It will be of interest to
those seeking employment as professionals in
these areas, in a wide range of organisations
across Northern Ireland and beyond.
FINANCIAL
Students are encouraged to participate in the
ERASMUS programme, with the opportunity to
study at universities in Europe. In addition,
each year a small number of students take the
opportunity of a “year out”, working in a
relevant field to extend further their
knowledge, understanding and skills.
During the course, students are offered
opportunities to broaden their qualifications
and experience in areas such as sports
coaching, employability skills and voluntary
work. Each year, a number of students continue
their studies after graduation by progressing to
post-graduate courses, leading to qualified
teacher status, Master’s and/or Doctoral levels.
The College currently offers a Master’s in
Education (Physical Education) which a number
of Health, Physical Activity and Sport students
have progressed to.
on our website
ARRANGEMENTS
The financial
arrangements for
students in higher
education are detailed
www.stran.ac.uk
Stranmillis University College - Prospectus 2017
BSc Health, Physical Activity and Sport
A College of Queen’s University Belfast
35
Student Profile
Timothy Sloan
BSC Health, Physical Activity and Sport Year 1, 2015-16
Stranmillis University College - Prospectus 2017
Having always had a keen interest in sport, it was obviously
in my interest to study a course along the same lines at
university. Once I became aware of Health, Physical Activity
and Sport at Stranmillis I knew it was the course for me, and
now having come here I know that I have made the correct
decision.
36
Even within my short time at Stranmillis I have deepened my
knowledge through a rage of interesting modules. These
modules have been Anatomy and Physiology, Sociology,
Contemporary Issues in Health, Introduction to
Organisations, Psychology and Practical Studies. What I have
enjoyed most about the course is that Year 1 has a broad
range of modules so when it comes to the time to choose
modules for Year 2 I will have had experience in all areas
before having to choose. I have particularly enjoyed
Anatomy and Physiology - learning how our bodies work and
how they adapt under exercise of different types. I have also
enjoyed Practical Studies which involves participating in a
wide range of sports including swimming, hockey, volleyball,
basketball, cycling, rugby and gaining experience in coaching
in all of them.
I have thoroughly enjoyed my time at Stranmillis and my
experience here has been extremely positive, as the staff are
very approachable and experts in their particular fields. The
students are very friendly and there is something for
everyone to get involved in with a wide range of clubs and
societies. If you are uncertain about your career path then
the BSC HPAS is a great choice as it will open up many
opportunities for future employment.
Orchard Foyer
Stranmillis University College - Prospectus 2017
Belfast . . . City Living
40
Pictures courtesy of
Belfast Visitor and Convention Bureau
www.gotobelfast.com
Titanic Belfast
www.titanicbelfast.com
and Northern Ireland Tourist Board
www.discovernorthernireland.com
41
Stranmillis University College - Prospectus 2017
STRANMILLIS
UNIVERSITY COLLEGE
“
...developing new ideas for learning and teaching to
prepare outstanding teachers.
A College of Queen’s University Belfast
”
Stranmillis University College - Prospectus 2017
Teacher Education at Stranmillis
42
Teacher Education at Stranmillis has a long and
distinguished history of working closely with preservice teachers, schools and the research
community to develop new ideas for learning and
teaching to prepare outstanding teachers. The
employment destinations of our graduates confirm
that the portfolio of Stranmillis University College
Teacher Education programmes lead to a
qualification that is not only in high demand
locally, but of significant currency in schools and
other education related organisations both
nationally and internationally. All courses include
periods of professional placement in education
settings demonstrating benchmarked practice.
Teacher Education in Northern Ireland is divided
into three phases which are integrated. Phase 1 is
Initial Teacher Education through the completion
of a BEd degree or a PGCE course; Phase 2 is
Induction which will take place in the first year of
teaching; and Phase 3 is Early Professional
Development which will take place in the second
and third years of teaching. These arrangements
are designed to enhance the career-long
professionalism of teachers and to be responsive
to their needs created by the transition from
student teacher to newly qualified teacher and to
the requirements of the circumstances in which
such teachers are working.
ROUTES INTO TEACHING IN STRANMILLIS
UNIVERSITY COLLEGE
The four-year Bachelor of Education (BEd Hons)
Programmes lead to Qualified Teacher Status
(QTS) in:
Nursery/Primary Education (Foundation, KS1 and
KS2) including an Area of Learning specialism;
or
Post Primary Education (KS3-KS4/5) focusing on
one of the following curriculum areas:
• Business and Enterprise
• Religious Studies
• STEM - either Mathematics and Science
or Technology and Design.
Post-primary students will also have a further
subject selected from –
• Computing
• English
• Mathematics
• Physical Education
• Religious Studies
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Teacher Education (cont’d)
SELECTION CRITERIA FOR QTS PROGRAMMES:
BEd (Hons) and PGCE Early Years
The teacher education requirements are in
compliance with General Teaching Council (NI)
accreditation and Department of Education (NI)
guidelines as part of the University College’s
approved programmes leading to Qualified Teacher
Status.
Entry is competitive and the University College
Selection Committee will take account of the
following:
• nature and level of academic performance and
potential as evidenced by examination results
and reports from school, colleges and
universities;
• personal suitability for the course and for
teaching as evidenced by: relevant experience
in a structured environment, reports as above
and the reports of interviews held in the
University College.
ENTRANCE REQUIREMENTS AND APPLICATION
PROCESS
All entrants to courses of initial teacher education
are required to have achieved a good GCSE profile
including minimum standards in English and
Mathematics. These standards are normally
expressed as Grade C at GCSE level. Applicants
who wish to prepare for teaching in the
Nursery/Primary sector will also be required to
have achieved GCSE Grade C in a single or
combined science subject.
Application for the BEd (Hons) should be made
through UCAS.
At minimum, entrants must be able to satisfy the
General Entrance Requirements of Queen’s
University. These are normally expressed as passes
in two subjects at GCE A-level and grades A, B or C
in three other subjects in the GCSE.
Stranmillis University College - Prospectus 2017
The one-year Postgraduate Certificate in
Education (PGCE) Early Years (age 3-8 learners).
The focus of this course is Pre-School, the
Foundation Stage and KS1 curriculum.
These qualifications are a solid foundation for
postgraduate study through the Part-time MEd,
the Part-time MTeach or on a range of
Continuing Professional Development courses.
43
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Teacher Education (cont’d)
BEd (Hons) Entry requirements:
Stranmillis University College - Prospectus 2017
Nursery/Primary Education (Foundation, KS1 and
KS2, including an Area of Learning specialism).
A-level grades AAB to include at least one subject
from the following: Art, English, Geography,
History, Mathematics, Music, Physical Education,
Religious Studies and Science.
44
Post Primary Education (KS3-KS4/5) focusing on
one of the following curriculum areas:
•
•
•
•
Business and Enterprise - A-level grades BBC
to include a relevant subject e.g. Business
Studies, Economics, Accounting or a BTEC
National Diploma in Business.
Religious Studies - A-level grades ABB to
include Religious Studies.
Mathematics and Science - A-level grades BCC
to include relevant subjects - Mathematics
and a Science.
Technology and Design - A-level grades BCC
to include a relevant subject e.g. Technology
and Design, Art, Physics, Computing.
The following qualifications (at approved
standards) may be used as substitutes for GCE A
Level examinations:
VCE A Level;
BTEC National or Higher National
Certificate or Diploma;
International Baccalaureate;
Scottish Certificate of Education;
Irish Leaving Certificate;
A recognised Access Course.
Applicants are advised to consult Academic
Registry if they have queries about their
qualifications.
Application for the PGCE (Early Years) Course
Application should be made on the appropriate
form which can be obtained from Academic
Registry from October. Completed forms should be
returned (together with an administration fee) not
later than 1st February 2017.
Late applications will not be accepted.
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Teacher Education (cont’d)
The Interview
The interview, providing an opportunity for
dialogue between candidates and University
College staff and serving teachers, is one means
whereby the University Selection Committee
attempts to find out whether the candidate has
qualities which, after development, will help to
make her or him an effective classroom teacher
and a person whose professional views will
command respect.
Interviews are held in the University College and a
candidate will normally be interviewed by a panel
of two, at least one of whom will be a member of
the University College’s academic staff whilst the
other may be a serving teacher or another member
of academic staff within the University College.
Course
Interview Period
Decisions
Bachelor
December – March End of March
of Education
PGCE
February – March April
OTHER ENTRANCE REQUIREMENTS
Medical Fitness
The University College has a legal obligation to
ensure the medical fitness for teaching of all
entrants to BEd and PGCE courses. All candidates
who have accepted a firm offer of a place on a
course must complete and return a Declaration of
Health. In the light of the replies given, the
University College Medical Officer will classify the
candidate as fit, or seek specialist advice before
classifying a candidate as either fit or unfit.
Stranmillis University College - Prospectus 2017
Entry Requirements for the PGCE Early Years
A minimum requirement for admission to this
course is the possession of an upper second class
honours degree in the area of Early Years. Account
may also be taken of the range and quality of the
candidate’s GCSE and GCE A-level results.
Substantial and recent experience of working with
children in the 3-8 age range will also be required.
Relevant experience may include, for example, work
as a classroom assistant. This experience must have
been gained at the time of application.
45
“
”
...a rigorous preparation for teaching...
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Features of the Programme Leading to Qualified Teacher Status (QTS):
the BEd (Hons) Primary and Post-primary and the PGCE Early Years
Our Teacher Education Programmes aim to:
•
FINANCIAL
ARRANGEMENTS
•
provide a rigorous preparation for teaching in
an inclusive environment;
•
help students to acquire the skills and
expertise to support children’s learning;
•
provide professional development in
curriculum subjects from a chosen key stage;
•
ensure that students show a concern for
professional values and demonstrate the
positive attitudes and behaviour expected
from pupils.
Stranmillis University College - Prospectus 2017
The financial
46
arrangements for
students in higher
education are
detailed on our
website
www.stran.ac.uk
develop reflective teachers whose practice is
informed by sound educational theory and
who will continue to learn throughout their
careers;
All Teacher Education Programmes require
students to explore diversity and inclusion
through coursework and placement experiences
that focus on working with at-risk populations
such as English Language Learners, children with
special/additional needs, and struggling readers.
Modules adopting a problem based learning
approach explore other current issues such as
STEM, sustainability, entrepreneurship and health
promotion in schools.
The learning in all areas is led by tutors who are
qualified specialists. Students have regular
opportunities to engage in discussion and
feedback with experts during keynote sessions
and field visits, and as a result many final year
students choose to undertake an individual
research-based study – in most cases a
dissertation - in one of the above areas.
At Stranmillis we believe that outstanding
teachers not only have high levels of professional
competence in their chosen key stage and
curriculum area, but must demonstrate
confidence when discussing wider issues
impacting upon learning in their classroom. In
order to support these important outcomes,
successful applicants will participate in
lectures/seminars with students from other
degree programmes where issues are explored
from a range of professional perspectives.
Innovative teaching and assessment, and making
best-practice use of technological developments,
underpin the delivery of the curriculum and the
active engagement of students in their learning.
15
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Stran Snapshots
Innovative Practice at Stranmillis
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ory Learners enjoy.
They took part in a Su
per Sensory Christmas
morning in the Assembly
spent considerable tim
Hall. The staff at Dona
e and effort preparing
rd had
sensory stations for the
showcasing many of the
ch
ildren and students,
types of activities which
the pupils experience on
demonstrated both the
a regular basis. This vis
challenges and opportu
it
nities of teaching child
and multiple learning dif
ren aged 4-18 with pro
ficulties and provided
fou
nd
pra
ctical experiences and
School Based Work in
insight before the stude
the Special School sec
nts’
tor.
Leading Inno
va t
ive
Pro
fe s s
ion a
l P ra c t i c e
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
BEd (Hons) Primary and Post-primary
policy and practice; and allowing students the
possibility to develop and express their own
reasoned viewpoint on a wide range of issues. For
instance students engage in debate on the
philosophical aims of education (What is education
for? What are we trying to do through the
curriculum?); they analyse international research
reports into effective classroom strategies to meet
the needs of children with special and additional
educational needs or to address pastoral concerns
(Should all children with SEN be educated in
mainstream schools? How can schools do more to
prevent cyberbullying?); and they critically examine
current policy and practice (e.g. What are the
benefits of Assessment for Learning? Can more be
done to tackle educational underachievement?).
COURSE OUTLINE
Years 1 and 2 of the course will be foundation
years in which students will study compulsory
modules in Education and Professional Studies.
Stranmillis University College - Prospectus 2017
Education Studies
48
What is Education Studies?
Education Studies is at the heart of the BEd degree
and is unique in that it draws upon a wide range of
academic disciplines (such as history, philosophy,
psychology and sociology) to further our
understanding of learning and educational contexts.
Since these contexts and our understanding of
learning are continually evolving, so the nature of
Education Studies is dynamic and changing.
Education Studies is concerned with understanding
more about how we learn, from early childhood
through the years of compulsory schooling and into
adulthood. As well as this focus on the individual
learner, Education Studies offers a rigorous analysis
of broader educational systems (for instance
curricula, policies, schools) in their societal context,
drawing upon the most recent research evidence.
Why is Education Studies important?
Education Studies is at the core of the BEd degree
programme: encouraging students to consider
fundamental questions about the nature and aims
of education; providing opportunities to engage
with the problematic nature of educational theory,
How is Education Studies organised at Stranmillis
University College?
Education Studies is offered in each year of the
Primary and Post-primary BEd degree programmes.
In Years 1-3 modules are compulsory; in Year 4
students can choose from a wide range of options
including Working with Parents, ASD and Sensory
Issues, Pastoral Care and Social Disadvantage.
Many students also opt to complete their final year
dissertation in Education Studies. Students are
taught using innovative methodologies in lectures
and follow-up seminars, where they critically
consider evidence from a range of media such as
visual media, electronic journals and library texts.
Education Studies is a constantly-changing, diverse
and exciting subject of study offering opportunities
for critical reflection and debate as students learn
to challenge traditional assumptions and develop
their own personal, reasoned position as
professional teachers.
Curriculum Studies
Curriculum Studies is interrelated with the other
components of the BEd (Primary) programme and
provides a basis of understanding for professional
and personal development. It not only provides
knowledge and understanding in areas of the
Northern Ireland Curriculum but through its
modules develops students’ intellectual, practical
and transferrable skills.
Primary students will study all Areas of Learning
(AoL) of the Foundation, Key Stage 1 and Key Stage
2 Northern Ireland Curriculum and the theoretical
principles which underpin effective primary practice.
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
BEd (Hons) Primary and Post-primary (cont’d)
Post-primary students will study their specialist
subject (Business and Enterprise or Religious
Studies, or STEM - either Mathematics, Science
or Technology and Design) and the theoretical
principles which underpin effective teaching of
these subjects within Post-primary schools (see
pages 60-67). They will also have the opportunity
to gain expertise in a second subject area which
will be selected from the list of Computing,
English, Mathematics, Religious Studies or
Physical Education.
Professional Studies and Placements
All students will also undertake a module
focusing on personal and professional
development which is designed to equip them
with transferable skills required to study at higher
education level.
All students, working in groups or pairs, will
undertake placements in schools that
demonstrate benchmark practice. They will both
observe and participate in classroom teaching.
In Years 3 and 4 students will be given the
opportunity to choose from a range of specialist
modules. This flexibility aims to give students an
opportunity to study chosen educational areas in
more depth. All Primary students have an
opportunity to focus on current educational
priorities in either Foundation Stage (P1-2) and
Key Stage 1 (P3-4) OR Key Stage 2 (P5-7), while
Post-primary students focus on teaching
throughout Post-primary schools (Year 8-14, Key
Stages 3-5).
Examples include - Play-Based Learning, Working
with Parents, Special/Additional Needs, Pastoral
Care, Literacy and Reading, Numeracy,
Technology Enhanced Learning, the Entitlement
Framework, Leading an Area of Learning.
Professional placements will be used to conduct
action research and to demonstrate professional
competence in the area of study.
Stranmillis University College - Prospectus 2017
(Language and Literacy, Mathematics and
Numeracy, The Arts (Art and Design, Music, Drama),
The World Around Us, PDMU, Physical Education,
Religious Education). Additionally Primary students
have an opportunity to develop specialist expertise
in a particular Area of Learning of the NI
Curriculum.
49
All Roads Lead to Rome!
ary
Eight students from the Year 3 and 4 Post-prim
,
City’
nal
‘Eter
RE class spent four days in the
seeing
viewing some of the sights, eating gelato and
the Pope!!
an
The group visited, among other places, the Vatic
and
sseum
Collo
the
el,
Museums and the Sistine Chap
and
ous
religi
the Foro Romano - the political,
also
commercial centre of the Roman Republic. They
and
tain
Foun
Trevi
the
spent an enjoyable evening at
Four
na.
Navo
a
Piazz
the
eating pizza and ice-cream in
the
made
ves
-slee
short
days of sunshine, shorts and
sights even more memorable!
Stran Snapshots Innovative Practice at Stranmillis
International Day
2015
Now an annual ev
ent in the Univer
sity College, Inte
attending the even
rnational Day invo
t to learn about th
lved over 100 Year
e Study Abroad op
year of their stud
1 and 2 students
portunities availa
ies at Stranmillis.
ble to them next
year, the penultim
The event was atte
ate
nded by a special
guest from Hungar
University, Budape
y, Prof Monika Kecs
st, one of our ‘Era
kes, a Music lectu
smus+’ partner in
presentations from
rer at Eotvos Lora
stitutions. A high
final year students
nd
lig
ht
of the programme
wh
o had participated
everything was co
some very enterta
vered: from teachi
in the programmes
ining
ng classes of 60 at
the previous year.
8.00am in the mor
Absolutely
ning in China, to os
trich-riding in Zam
bia!!!
Leading Inno
va t
ive
Pro
fe s s
ion a
l P ra c t i c e
Student Profile
Laura McNeely
BEd Primary, Graduated 2009 Teacher, Tor Bank School
I graduated from Stranmillis in 2009. My four years at
College provided me with many opportunities - academically,
recreationally and socially, and the relatively ‘small’ size of
the University College allowed for developing great
friendships with fellow students and a good rapport with
lecturers. Having slogged away for the duration of my BEd I
left with a First Class Honours degree, which I was very
proud of, but more importantly I left with the knowledge and
experience to take that huge step into being a ‘real teacher’
and all that that entails!
I absolutely love my job! It is very challenging but so very
rewarding. It is a privilege to work with the pupils in our
school. Yes, their very complex needs mean you have to work
really hard to individualise their curriculum, resource
provision, communication methods and behaviour
management strategies, but when they allow you the honour
of entering their wee world it all pays off!
Teaching in an SLD context requires constant professional
development and you need to be a reflective practitioner
(same as in every teaching context!). Anyone entering the
teaching profession should consider themselves a life-long
learner (for their sake and the sake of the pupils!). The
Primary BEd at Stranmillis provided me with a solid
foundation for the challenges of teaching and my experience
in SLD contributes to my professional development on a
daily basis.
Teaching is a vocation… the children deserve people who are
committed to their education, learning and development and
if that is what you want to do, Stran is the place to go!
Stranmillis University College - Prospectus 2017
Since graduating I have obtained a permanent post at Tor
Bank School in Dundonald, a school for pupils with Severe
Learning Difficulties (SLD), and have also secured the position
of ‘Head of Department’ for the Foundation/KS1 Dept… I say
this to encourage you… there is always that concern that
permanent teaching jobs are scarce, but if you work hard and
go the extra mile, that ‘permanent’ post will not evade you
permanently!
51
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Learning and Teaching
Research Informed Teaching and Problem
Based Learning are integral to all elements of
the programmes.
Stranmillis University College - Prospectus 2017
•
52
Technology Enhanced Learning is
integrated throughout the programmes to
support students’ learning and to develop
the personal skills and professional
competence essential when working with
pupils.
• In Year 4 BEd students are required to
demonstrate their claim of professional
competence in a Reflect-Select-Defend
Viva. This viva presentation, made before a
panel consisting of a principal from a
partner school and a member of academic
staff from the University College, is the
final assessment prior to graduation.
• Throughout their studies students have a
variety of opportunities to undertake
additional qualifications complementary to
their professional modules.
Current examples include: Stranmillis Student
Volunteering & Community Tuition Certificate;
Stranmillis Ambassador Award; Certificate in
Musical Skills for School Teaching; Student
Mentoring; Makaton Foundation Course.
Assessment
A variety of assessment methods is used
across the programmes – for example critically
reflective essays, individual and group
presentations, e-portfolios, on-line tests and
discussion forums, group and individual
projects, dissertations and formal
examinations.
Year 2 Lunchtime Music Recital
On Wednesday 2nd December, Year 2 Music
specialists performed a lunchtime recital in
front of colleagues and staff as part of their
Year 2 Music assessment.
The recital saw performances from 21 students
in a variety of groups, duets and solos,
performing songs they had chosen and rehearsed
together throughout the term.
Five vocal pieces were performed, ranging from a
Music Theatre solo from the musical ‘Wicked’, to
classics:
a classic folk song ensemble ‘Oh Danny Boy’. The audience were also serenaded by several Christmas
the
on
played
was
medley
Christmas
a
and
duets
vocal
both
‘Oh Holy Night’ and ‘Start at the Manger’ were
by
’
‘Adoration
classic
violin
a
and
Bizet
by
piece
a
playing
flute and piano. There was also a clarinet trio
Borowski.
Stran Snapshots Innovative Practice at Stranmillis
Mission Accomplished!
– NASA
Touches Down at Stranm
illis!
In ‘World Space Week’ BE
d students from all
specialist areas, both Pri
mary and Post-primary,
took
part in a NASA webinar
in conjunction with
Marymount University,
Virginia, and conducted
four
STEM tasks specially de
signed by NASA to bring
the
engineering of the Mars
Rover and Moon landin
g
into the classroom.
NASA, Dr Bob Gabrys, com
The Director of Education
menced the event with
at Goddard Flight Centr
an inspirational talk to the
teacher education in pre
e,
students explaining the
paring the forthcoming
importance of
generation of STEM and
Professional Developme
Science pupils. Kelly Hartf
nt Specialist at Goddard
ord, Education
Space Flight Center, too
which was directly linked
k
the students through fou
to some of the challenges
r tasks, each of
NASA faces when designin
operating its projects on
g, building, launching, lan
Mars and the Moon. Stu
ding and
dents saw video clips of
actual scenarios during mi
how their experiments we
ssions.
re aligned with
L e a d i n g I n n o va t
ive
Pro
fe s s i
on a l P ra c t i c e
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Teacher Education Professional Placements
Students find work in schools challenging and
interesting - although it can be exhausting!
Students find that the rewards in terms of personal
satisfaction are high. We are very conscious that
some students who arrive in the University College
can have a rather limited range of experience of
schools of different management types and we are
keen to introduce them to a variety of schools from
the outset.
Stranmillis University College - Prospectus 2017
Students will have opportunities to visit a range of
schools with their peers in order to explore
examples of good practice in creating an inclusive
whole school environment and in relation to the
curriculum, learning and teaching.
54
Beginning in Semester 1 of the first year of study,
all Teacher Education students observe and
participate in classrooms in local schools and other
educational settings. Year 3 and 4 BEd (Hons) and
PGCE students have a variety of opportunities to
observe and teach in national and international
classrooms. These real classroom experiences,
completed in conjunction with university
coursework, help students integrate educational
theory, research, and classroom practice. Under
guidance of tutors, students explore innovative
examples of teaching and class organisation,
analyse the techniques and skills which teachers
need to develop, and plan activities which may be
undertaken in school.
Practical experience in classrooms is essential to
any programme of teacher preparation; therefore,
students will spend a considerable portion of each
academic year on placement. The aim of the
school-based programme is to enable students to
develop the basic skills, attitudes and insights
required to become a competent teacher. We have
a large number of successful partnerships with
primary, post-primary, special schools, regional
colleges and other education related contexts,
making it possible to offer a wide range of
experiences. Individual placement occurs as
students progress in their studies, where the College
tutor is both critical friend and assessor.
Our current placement portfolio also includes a
number of multi-disciplinary contexts where
students will have the following opportunities: to
work in parallel with related professional groups; to
undertake a period of placement in an international
setting; and to undertake a placement in one of our
partner schools in Britain or Ireland.
Alternative Placements
In addition, all BEd students complete an Alternative
Placement in their final year. This programme, now
in its tenth year, aims to provide opportunities for
our Year 4 students:
•
•
•
to appreciate the transferability of the personal
and professional skills they have already
developed through their degree;
to develop new skills and broaden their
knowledge base in different educational
contexts;
to realise the breadth of career opportunities
available upon graduation with a teaching
qualification.
In 2015-16 a total of 130 Year 4 Primary and Postprimary students spent two weeks in 98 host
organisations - many of which were new to the
programme. The placements were varied, ranging
from the Mencap nursery to the NI Assembly, from
the Donkey Sanctuary at Templepatrick to Love for
Life, from the Belfast Hospital School to W5, from
the Careers Service to Magilligan Prison School, and
from the Lough Neagh Discovery Centre to the
Nerve Centre in Belfast. The programme receives
very positive feedback from students and host
organisations every year.
Alternative Placements
In the January of Year 4, BEd students spend two weeks somewhere ‘different’ – a placement in an alternative educational setting.
Pictured are students working with: The National Trust at Castle Ward; The Girls’ Brigade NI; South Mountain Elementary School,
Pennsylvania, USA; Happy Africa Foundation/ Africa Impact in Zambia; Killowen OEC; Prince’s Trust; Scripture Union NI; Speedwell Trust;
The Donkey Sanctuary at Templepatrick; the ‘Wild About Scotland’ bus; the NSPCC; Monkstown Nursery; the Belfast Activity Centre.
Student Profile
Emma Armstrong
Graduated 2008
Teaching in Queen Elizabeth II Primary School, Kilskeery
Stranmillis University College - Prospectus 2017
I graduated from ‘Stran’ six years ago with a First Class
Honours degree (Main Subject Science). I was honoured to
receive four special awards at the College’s annual
presentation of prizes on graduation day. As I walked across
the stage that day in July 2008 I had no idea what life after
Stran had in store for me.
In September 2008, I took up my current permanent
teaching position at Queen Elizabeth II Primary School in
Kilskeery in Co. Tyrone near the Fermanagh border. The
school has a current teaching complement of 3, including the
Principal. In December 2011, the Education and Training
Inspectorate (ETI) identified Queen Elizabeth II Primary
School as ‘outstanding’ in all learning areas inspected. I am
convinced that the many advantages of being a small school
have been instrumental in achieving this success.
56
In December 2013 I was awarded the degree of Master of
Teaching (MTeach), with distinction. I was provided with an
opportunity to review my own professional development,
research my practice and investigate new ways of improving
pupil learning. Advancements in teaching and in the
curriculum, classroom innovations, school improvement
projects and focused enquiries into practice formed the basis
of reflection and enquiry on the course. Teaching in a small
school and studying part-time has truly changed my career,
and this Master’s degree has equipped me with a unique set
of skills and confidence.
I currently teach a composite Year 1/2 class, and I am also
the school’s Literacy Coordinator and Physical Education
Coordinator. In order to teach a composite class efficiently
you must possess the ability to differentiate tasks according
to individual pupils’ educational needs, balancing whole-class,
group and individual activities, ensuring that all of the
children fulfil their potential.
I have come a long way since College, both professionally
and personally! I am looking forward to see where the next
phase of my teaching journey will lead me. I hope it is as
thrilling, rewarding and exhilarating as the last six years. My
motto in life has always been to ‘DO the best and BE the
best’!
Gaol!!
p in Crumlin Road
U
ed
ck
Lo
f
af
St
d
Stran Students an
whose Area of
Stranmillis students
re
y and Geography we
Specialism is Histor
’ of
ur
To
ht
ilig
special ‘Tw
invited to attend a
ber.
to
Oc
h
6t
on Tuesday
Crumlin Road Gaol
signed
ent for teachers, de
This was a special ev
ing
inn
-w
ol’s award
to showcase the Ga
to
e for KS2 pupils and
m
ram
education prog
t
igh
m
s
pil
pu
d
achers an
demonstrate what te
ric
to
his
e
th
to
e on a visit
expect to experienc
gaol.
n Beck, and they
Gracie and Mrs Gillia
ita
An
Dr
s
rer
tu
lec
with
imagine the many
ed the event, along
isoners. It is easy to
pr
e
th
by
ed
nc
rie
Ten students attend
ns expe
ur of the deprivatio
it there.
certainly got a flavo
arise from a class vis
plans for a unit of
uld
wo
at
th
on
ssi
cu
resources and lesson
dis
r
ing
fo
ain
nt
co
ck
Pa
opportunities
r’s
ache
ound Us and PDMU
nts all received a Te
of Literacy, World Ar
rt
pa
as
ine
m
Fa
e
The Stranmillis stude
Th
d
ntial of bringing a
s on the Victorians an
cellent learning pote
ex
e
th
in
e
nc
de
work to support topic
nfi
t co
ve the students grea
themes. The event ga
ol.
Ga
lin Road
class to visit the Crum
Stran Snapshots Innovative Practice at Stranmillis
Exploring Diversity In
Education
At the end of Novemb
er, all Year 1 BEd stude
nts
spent a day in a schoo
l to explore good pra
ctice
in dealing with divers
ity in schools.
Seventeen schools too
k part, each hosting a
small
group of students, and
each demonstrated the
ir
own approach to divers
ity in education. While
this
visit supports the Year
1 Education module, it
students for dealing wi
is also
part of a wider progra
th diversity in educati
mme to prepare Stran
on, including a specialist
Mutual Understanding
mi
llis
mo
dule in final year and
Programme with St. Ma
a joint Diversity and
ry’s University College
throughout all four ye
ars of the BEd.
Some of the schools inv
olved in this visit were
integrated, some were
project, and others sho
taking part in the sha
wcased a range of mo
red education signatur
dels for preparing the
e
ir pupils for life in our
diverse society.
L e a d i n g I n n o va t i
ve P
ro fe
ssion a
l P ra c t i c e
Stran Stories..... Events on - and off - campus during 2015-16
Stran choir has an open rehearsal in the College Library before the
Christmas Celebration event.
Emma Fleck and Naomi Boyd each receive an
iPad Air for their winning ‘Fronter Rooms’.
Year 1 BEd student James Mitchell playing with the Ireland Under 19
cricket team in Malaysia.
Year 1 BEd student and gymnast Nicole Mawhinney has represented Ireland at three World Championships and has also represented Northern
Ireland at the 2014 Commonwealth Games.
Read more at www.stran.ac.uk (click on ‘Latest News’)
In 2015-16 there are a record 22 male students in Year 1
Dr Irene Bell with Dr Usha Rajdev from Marymount
University, Virginia, USA; Stranmillis has been welcomed
into the International Association for STEM Leaders.
DEL Minister Dr Stephen Farry with Stranmillis hospitality
staff Joanne Gribbin and Christine Nesbitt and Christine
Watson from Watson & Co Chartered Marketing
celebrate College staff becoming ‘Worldhosts’.
College lecturer Dr Jill Dunn with fellow authors Sean
McBlain and Louise Long with their new book: ‘Dyslexia,
Literacy and Inclusion: child-centred perspectives’.
Matthew W. Barzun, USA Ambassador to the United Kingdom, speaks at a
Young Enterprise ‘Pitching Skills Masterclass’ at Stranmillis.
STRANMILLIS
UNIVERSITY COLLEGE
Bachelor of Education (BEd) Post-primary
A College of Queen’s University Belfast
Mathematics and Science with Education (Post-primary)
KEY FACTS
UCAS Code
XG10 BEd/MSEd
Stranmillis University College - Prospectus 2017
Typical GCE A Level Offer
BCC
60
Specific Course
Requirements
GCSE Grade C
English
Maths
GCSE Grade BB in Double
Award Science
GCE A level
Mathematics and any
Science
Alternative Qualifications
See page 27 for full
information on entrance
requirements, including
alternatives to A level
Admission requirements
may be enhanced at the
short-listing stage.
Course Outline
The option for BEd Post-primary allows students
to study both Mathematics and Science jointly
without a second subject or to study
Mathematics or Science in conjunction with
Computing.
This BEd (Post-primary) degree will provide
future teachers with the appropriate education
and professional skills to enable them to meet
the needs of our schools.
Learning and Teaching
Students are taught Science in modern
laboratories where practical work is regarded as
the principal method of teaching and learning.
Students will study the three areas of Chemistry,
Physics and Biology.
The subject is delivered through practical
investigations, problem-solving and experiments
which highlight the importance and relevance of
science in our everyday lives. Mathematics is
presented as a dynamic subject with an
emphasis on flexibility of mind, increased
enjoyment through understanding, and
imaginative teaching in schools. Teaching for
both science and mathematics consists of
lectures, seminars and tutorials in a combination
of both formal and informal settings. There is an
emphasis on active learning and on exploring the
benefits of digital technologies. In Mathematics,
students will undertake modules in Pure and
Applied Mathematics and Statistics. Students will
be supported not only by College tutors but by
Mathematics and Science teacher mentors from
STEM specialist schools.
Course Content
The course covers both the academic and
professional aspects of teaching mathematics
and science. In the first two years the subjects
are taught in equal amounts whilst in years three
and four students may specialise further in
science and/or mathematics by taking modules
that will provide the opportunity of undertaking
a research project.
Student Profile
Paul Edmonds
BEd Post-primary (Mathematics and Science)
Year 1 2015-16
Teaching has always been a career that has greatly
interested me. When I found out that I had been accepted at
Stranmillis University College I was delighted, realising that
this would allow me to pursue my dream job of becoming a
secondary school teacher.
Stranmillis is a fantastic place to meet new people. It
provides a relaxing environment due to its friendly staff and
students. It really is true that Stranmillis students are like a
family; everyone is so easy to get along with and this is one
of the reasons why I have really enjoyed my first year here.
Stranmillis offers a wide range of activities - from the
famous ‘Stranmillis Pantomime’ to the Rugby club. One of
the highlights from my first year has been taking part in the
Panto - ‘Robin Hood’. Learning the different dances was
definitely a challenge, but after many hours of practice I
finally conquered them! However I could not have done this
without the help of the amazing choreographers and
directors!
However Stranmillis will not be all singing and all dancing!
The classes are challenging and the work is hard. You have to
be prepared to work in order to reach your full potential.
However I would recommend studying here and hope that, if
you come here you will enjoy your time as much as I have
so far.
Stranmillis University College - Prospectus 2017
The Post-primary BEd degree specialising in Mathematics
and Science is unique. So far it has given me a sound
understanding of both the subject knowledge and
professional practice that I will need for the teaching
profession. Not only does it offer subject specific knowledge
and pedagogy, it also offers Learning for Life and Work and
ICT in the classroom. These extra modules are very beneficial
as they give you a competitive edge when you look for a job
in the teaching profession.
61
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Business and Enterprise with Education (Post-primary)
KEY FACTS
UCAS Code
N1X3 BEd/BEWEd
Stranmillis University College - Prospectus 2017
Typical GCE A Level Offer
BBC
Specific Course
Requirements
GCSE Grade C
English
Maths
GCE A level
Business
Studies/Economics/
Accounting
Alternative Qualifications
See page 27 for full
information on entrance
requirements, including
alternatives to A level
Admission requirements
may be enhanced at the
62 short-listing stage.
Course Outline
The Business and Enterprise course is an
academically stimulating and challenging area of
study which affords students the opportunity to
study a range of business topics. It helps prepare
students for the effective delivery of the many
business-related subjects which are currently
offered at Key Stage 4 and post-16 level.
Throughout the course students will develop a
critical awareness of the dynamic nature of the
business world and the issues faced by changing
practices and developments. Students will have
the opportunity to investigate a range of
enterprising businesses and practices at a local
and national level, and recognise the need to
adopt an entrepreneurial attitude to benefit the
local economy. Students will also have the
opportunity to extend their knowledge of the
synoptic nature of the subject content and
develop a deeper understanding of connected
learning within business subjects.
Learning and Teaching
It is more important than ever to encourage and
nurture enterprising young teachers who will be
dynamic and innovative in the classroom. The
tutors adopt a facilitative role incorporating a
problem solving approach to provide
opportunities to develop enterprising skills and
attributes such as inventiveness, risk-taking, drive
and a “can-do’ attitude among students. Tutors
combine the use of lectures, seminars, tutorials,
workshops and practical sessions, with a blend of
technology-enhanced teaching material plus
classroom-based activities to optimize the
teaching and learning process for students. The
blended learning approach adopted endeavours
to develop independent learning and personal
development in the area of business and
enterprise education. The course team adopts an
interactive teaching approach that encourages
students to contribute to class discussions,
analyse and respond to case studies and other
stimulus material. Students are required to make
an active contribution to their learning and
personal development through participation in
visits to and from industry, individual
presentations and group activities.
The structure of the modules enables students to
develop and enhance personal ICT competence
and also to develop subject and teaching
competence in the use of current technologies to
enhance learning.
A significant element of the final year of study
will involve synoptic assessment in the form of
dissertation which provides students with
opportunity to carry out a small scale research
project on a relevant topic of their own personal
choice and interest.
Student
Profile
Naomi Boyd
BEd Post-primary (Business and Enterprise) Year 2
2015-16
Ever since I can remember, I have wanted to be a teacher.
When I gained a place at Stranmillis I was delighted and
couldn’t believe how quickly I settled in - from living in
Belfast to making new friends and stepping up to studying at
university level. The staff are very supportive, the people are
lovely, and there is always a smiling face on campus.
The best part of the course is getting out into a school to put
it all into practice, which takes a lot of work but provides so
much satisfaction when you see the learning that has taken
place. The block placements each year give you an insight
into the real life workings in a school. It really helps you to
grow professionally and personally. However, there is much
more to life in Stranmillis. In the two years I have been here, I
have been involved with the Stranmillis pantomime, won an
iPad in a C2K Fronter competition, got a job in Stranmillis
Communication Skills Centre, been a tour guide on open day
and become a student mentor for Years 1 students.
From the knowledge gained in my business classes, such as
Introduction to Enterprising Ideas, and the confidence I have
gained from the range of experiences to date, I was inspired
to set up my own business - ‘Sweet Memories Candy Cart’.
This means I can apply my knowledge of business from
university and in schools I always have an example at hand!
My advice for any prospective students coming to Stranmillis
would be to get involved - both socially and academically. I
know everyone says that, but taking advantage of every
opportunity available in both aspects will add to your
experience, skillset and overall employability. All of these will
add to your journey to becoming an effective teacher.
Stranmillis University College - Prospectus 2017
I study BEd Post-primary Business and Enterprise with
Computer Science. I have the opportunity to study a wide
range of modules during the four years of my course both
within the subject and the education aspects, from
marketing, accounting, principles of computing, managing
behaviour, iPad training and workshops with Game Maker
and Microsoft. These modules are assessed in various ways,
including essays, exams, reports, coursework, delivering
lessons and presentations. Although it can be fun, it is also
very hard work.
63
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Technology and Design with Education (Post-primary)
KEY FACTS
UCAS Code
XW12 BEd/TDEdS
Stranmillis University College - Prospectus 2017
Typical GCE A Level Offer
BCC
64
Specific Course
Requirements
GCSE Grade C
English
Maths
GCE A level
Technology and
Design/Computing/
Physics
Alternative
Qualifications
See page 27 for full
information on entrance
requirements, including
alternatives to A level
Admission requirements
may be enhanced at the
short-listing stage.
Course Context
The use of new technologies is revolutionising the
way in which we do things and consequently our
life experiences and opportunities. The educational
challenge is for our pupils to embrace these modern
ways of thinking and learning in a way that results
in capability.
Technology and Design is a challenging, enterprising
and useful, practical school subject. Schools need
teachers who can integrate the new technologies
and equip pupils with these important skills of the
future. Pupil learning experiences need to be
relevant and meaningful, and involve them in
purposeful activities that result in the development
of products. Also they need to raise awareness of
the implications of technology and design decisions
on society and the environment. Technology is
constantly changing and therefore it is important
that teachers are adaptable and willing to learn
new skills in order that they can work in the
classroom in an innovative way.
Learning and Teaching
Assignments and projects that characterise the
nature of the learning experience are undertaken
within a modern suite of buildings; these include
manufacturing, systems, graphics and CAD/CAM
facilities. These state-of-the-art teaching and
learning facilities house a wide range of new
equipment and resources specifically geared
towards the delivery of Technology and Design. The
use of the computer as a design tool is encouraged
and students have access to up-to-date CAD/CAM
provision including CNC routers, a CNC lathe, a
CNC milling machine, a laser cutter and a 3D
printer. Students are provided with good support
from helpful, approachable and enthusiastic staff.
There are opportunities to experience individual
and collaborative approaches to learning. Diversity
of outcome is welcomed, and opportunities for
students to gain commercial credibility for ideas
are encouraged. In Year 4, students have the
opportunity to liaise with industry to develop a
case study approach to the Systems Design
module.
Schools are continually looking for creative and
dynamic individuals who can motivate young
people. The Technology and Design course at
Stranmillis aims to develop both personal and
professional skills, along with the necessary
knowledge and understanding for effective and
competent classroom teaching.
Student Profile
Billie Hamilton-Porter
BEd Post-primary (Technology and Design) Graduated 2010
Currently teaching in Banbridge Academy
From a young age I have always been a bit of a tom-boy.
Instead of the stereotypical young girl playing with her dolls,
I seemed to gravitate towards my younger brother’s toys,
especially the toys which required me to build something. I
used to help my dad and Papa fix everyday household items,
wearing my rather large bright yellow hard hat!
Having enjoyed GCSE and A-level Technology and Design, it
was no surprise to my teachers and my parents when I
decided to apply to Stranmillis University College to study
for a BEd degree with a main subject of T&D, with Science as
my subsidiary subject. My four years at Stranmillis have been
my most memorable years so far. In those four years I got to
complete four blocks of teaching practice, teaching a mixture
of Technology and Design, Science and ICT in different
secondary schools. I also got the opportunity to take part in
the College’s ERASMUS exchange programme, going off to
Sweden for a semester.
This is now my second year teaching T&D with a bit of
science at Banbridge Academy. I love teaching, especially the
practical side to my subjects. I love trying to inspire pupils to
be creative and innovative and I believe that it is important
for pupils to adopt a ‘can do’ attitude. Based on my own
secondary school experience, I like to believe that as a female
I can have a positive impact on the female pupils and can be
a role model in order to get more females into a maledominated field.
Recently I decided to further my career and develop my own
skills and knowledge in ‘STEM’ by undertaking a Master’s
degree in STEM Education … where? … back at Stranmillis!
Stranmillis University College - Prospectus 2017
It was during my time at my secondary school, Glenlola
Collegiate, that I became really interested in Technology and
Design. I think that this was due to both my love of the
subject itself and also that I was lucky to have had very
inspiring teachers, one of whom was a female. I had never
seen a female Technology and Design teacher before. I didn’t
know they existed!! This definitely inspired and steered me
along the path of possibly pursuing a career in teaching.
65
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Religious Studies with Education (Post-primary)
KEY FACTS
UCAS Code
XVC6 BEd/RSEdS
Stranmillis University College - Prospectus 2017
Typical GCE A level
Offer
ABB
66
Specific Course
Requirements
GCSE Grade C
English
Maths
GCE A level
Religious Studies
Alternative
Qualifications
See page 27 for full
information on entrance
requirements, including
alternatives to A level
Admission requirements
may be enhanced at the
short-listing stage.
Course Outline
By means of deepening personal awareness and
understanding of religion and religious issues the
Religious Studies course aims to equip students
to become effective teachers of RE. The course
includes subject modules on biblical studies and
Christian theology; church history; philosophy of
religion and ethics. The course also prepares
students to teach world religions and considers
the contemporary debates relating to RE on the
post-primary curriculum.
The course is open to students from all religious
backgrounds and those of no religion, and
qualifies graduates to teach RE in a variety of
settings, to GCSE and GCE A Level.
Learning and Teaching
Teaching methods include lectures and
seminars in which student participation is
encouraged. Assessment is by course work and
examination. Third and fourth year students
are given opportunities to develop research
skills. Emphasis is placed on inclusion, respect
for diversity, and the development of critical
openness towards a range of religious beliefs
and practices. A final year module allows
students to research and present an 8,000 word
dissertation on a personally chosen topic.
Student Profile
Devan Stewart
Post-primary Religious Studies Year 1 2015-16
It is a huge leap from A-Level to undergraduate level;
however I knew I was ready for new experiences. I have
found the course to be both exciting and challenging where
we delve deeper into various theological topics such as
Church History, Philosophy and World Religions. I believe
that this has expanded my personal knowledge, whilst
helping me to develop professionally as I prepare to embark
on my first School Based Work.
I decided for my first year at university that I would stay at
home and although this may seem like you’re missing out on
aspects of uni life, Stran is what you make of it! I feel that as
long as you get involved with as much as you can you won’t
miss a thing!
I am thoroughly enjoying my life at Stran where I have made
friendships I know will last a lifetime! I would highly
recommend studying here, as I have had an amazing year
which I don’t think I would have experienced elsewhere. I
hope you will enjoy it as much as I have so far!
Stranmillis University College - Prospectus 2017
I have always had a passion for working with children and
through various work experiences, camps and other
opportunities I knew from a young age that teaching was the
career for me. From beginning Ballyclare High School, I was
inspired by the teachers who taught me and grew
increasingly interested in Religious Studies. It was clear that
this was the perfect path for me and by working hard, with
the intention and end goal of attending Stranmillis to pursue
my dream job, I was fortunate enough to secure a place at
Stranmillis starting September 2015. I am currently in my
first year at Stranmillis studying Post-primary Religious
Studies and Computer Science as my subsidiary subject.
67
Stran Stories..... Events on - and off - campus during 2015-16
Stranmillis, in partnership with Nerve Belfast Creative Learning Centre, has won the 'STEAM' award for its ‘Digital Storytelling in Enquiry Based
Science project’
iTeach ran a course for BEd Primary and PGCE Early Years students, looking at a number of iPad apps which are useful in the Primary classroom.
Read more at www.stran.ac.uk (click on ‘Latest News’)
Over 250 primary school pupils and around 80 post-primary pupils attended events in Stranmillis to celebrate ‘Maths Week Ireland’.
Final year BEd students took part in a Literacy and Numeracy conference run by members of the Department of Education/Education Authority
Project Team.
STRANMILLIS
UNIVERSITY COLLEGE
Postgraduate Certificate in Early Years Education
(PGCE) Course
A College of Queen’s University Belfast
This course is designed for those who wish to
prepare for a teaching career specialising in the 3-8
age range.
Course Outline
FINANCIAL
ARRANGEMENTS
The financial
Learning and Teaching
students in higher
During the eighteen weeks on campus, students will
experience a variety of teaching and learning
methods such as seminars, workshops, peer group
discussions and debates, presentations and individual
consultation opportunities. In addition, students will
explore the role of media-enhanced learning in
education (e.g. podcasting for pedagogical purposes).
There will also be a number of off-site visits,
including visits to a Nursery setting, a Foundation
Stage classroom and a visit to an outdoor education
centre.
detailed on our
website
Stranmillis University College - Prospectus 2017
Students will spend every Monday in schools for
observation purposes.
arrangements for
education are
70
The course is offered on a full-time basis. It is of
approximately thirty-six weeks’ duration, beginning
in early September and lasting until late June of the
following year. At least eighteen weeks are spent
obtaining practical teaching experience. At the outset
of the course, students will spend a short period of
time in SureStart centres with 2-3 year old children.
The initial assessed placement is spent in a nursery
setting towards the end of October, lasting for a
period of five weeks. An additional five weeks in
January/February is spent in a Foundation Stage
classroom (i.e. Year 1 or 2 in a primary school) and a
further 6 weeks is spent in a Key Stage 1 classroom
(i.e. Year 3 or 4 of a primary school) in April/May.
Students will then get the opportunity to spend two
weeks in an additional alternative educational
setting of their choice in Northern Ireland. A small
number of students will also get the chance to
undertake their final two week placement in a
European setting.
www.stran.ac.uk
The course is assessed wholly by course work and
continuous assessment, including the assessment of
practical teaching.
Course Content
The course consists of 4 modules:
• Implementing a Play-based Curriculum
• Teaching the Key Stage 1 Primary Curriculum
• Professional Experience 1
• Professional Experience 2
‘Implementing a Play-based Curriculum’ - With the
increased value on play as a medium for teaching
and learning, both at pre-school and Foundation
Stage levels, this module aims to provide students
with an in-depth knowledge and understanding of
how a play-based curriculum can be effectively
translated into practice. Students will critically
examine relevant theory and research in this field
and the appropriate role of the teacher will be
discussed and debated. Much emphasis will be
placed on preparing students to offer children a
developmentally appropriate curriculum which builds
on children’s needs and interests and allows playful
approaches to be infused across the entire early
learning experience.
‘Teaching the Key Stage 1 Primary Curriculum’
aims to enhance students’ understanding of the
integrated nature of children’s learning. It focuses on
how the six key areas of learning at Key Stage 1 can
be taught, principally through the use of themes.
Practical guidance of how this can be done
effectively will be provided. The content of the
Northern Ireland Curriculum for Key Stage 1 will be
fully explored and examined and the transition from
play–based to more formal activities will be
addressed.
The ‘Professional Experience’ modules comprise
both practical School Based Work placements and
teaching studies classes in College. Students
undertake periods of observation and practice in
Nursery, Foundation Stage and Key Stage 1. In these
professional modules students continue to develop
the General Teaching Council for NI’s Teaching
Competences. There is a strong emphasis on selfreflection. Emphasis will also be placed on
pedagogical approaches such as observation,
assessment, communication skills, questioning,
classroom management, group work, activity/lesson
planning, resource management and differentiation.
Students will have opportunities to undertake
additional professional courses/qualifications during
their period of study.
Career Opportunities
This PGCE course will lead to ‘Eligibility to Teach’
status which is granted by the Department of
Education. With this qualification students will be
able to seek employment in nursery schools and/or
primary schools in a Foundation (Years 1 and 2) or
Key Stage 1 (Years 3 and 4) class. All students who
successfully complete a PGCE at Stranmillis
University College will be eligible to claim 30 M-level
credit points towards a Master’s qualification.
Student Profile
Emma Payne
PGCE (Early Years) 2015-16
In September 2015, I began what I can only describe as a
very challenging but rewarding year. The PGCE course
provides the opportunity to complete three block placements
gaining experience in Nursery, Foundation Stage and Key
Stage 1. Prior to each placement there is a block of five
weeks spent in College in preparation for the placements that
are about to begin. This time in classes in Stran was
extremely useful; through the lectures, workshops and visits
to nursery schools we were well prepared for going out to
teach. Going out on teaching practice has been a valuable
learning experience where I have learnt things that could not
be taught through a lecture in College. In addition to the
three block placements, there was the opportunity to spend
five days in a special needs school and the opportunity to
complete a two week ‘Alternative Placement’ at the end of
the year.
Although the PGCE year is very busy and there is a lot to
take in, the tutors on the course have all been very supportive
and have constantly provided us with reassurance when we
have needed it. Another source of support for me has been
the other students in the class as we have been going
through the same experiences. As I write this two thirds of
the way through the course I am excited that we will be
finishing the year together as qualified teachers.
Stranmillis University College - Prospectus 2017
Before embarking upon the PGCE course, I completed the
Early Childhood Studies degree at Stranmillis. Although it
opened up my eyes to many other career possibilities, I had
my heart set on going on to complete the PGCE course to
become an Early Years teacher. After I completed this degree, I
worked for a year in a nursery school as a learning assistant,
which further reinforced my passion to teach in the early
years.
71
Graduation Day 2015
STRANMILLIS
UNIVERSITY COLLEGE
A College of Queen’s University Belfast
Postgraduate Studies at
Stranmillis University College
Advice on the current availability of, and future plans for, professional
development support and other part-time, postgraduate courses may be
obtained from Academic Registry
Stranmillis University College - Prospectus 2017
It is also possible to spread study over a longer period
of time, normally up to a maximum of five years. The
M-level programmes provide a blended approach,
incorporating a range of face-to-face and online
learning opportunities. They encourage professionals to
share their perspectives, cultures and practices and to
challenge each other's assumptions about practice.
Graduates from these programmes will be well
equipped to manage and coordinate the work of a wide
variety of practitioners and to contribute to the further
development of research and policy making. The
M-level programmes described below are offered at
Stranmillis. Students embark on their chosen
programme but some modules are common across all
three programmes and in some options, it may be
possible to choose modules from more than one
programme.
74
Stranmillis University College has a long history of
offering courses for study at postgraduate level.
Alongside our suite of continuing professional
development (CPD) courses, details of which can be
found on our website, we currently offer a range of
longer programmes for postgraduate study. The
Postgraduate Certificate in Education is described in
detail on page 70 and in addition, we have a wide range
of courses at Master’s level to suit teachers and other
professionals working in education who wish to reflect
critically on pertinent issues and enhance their
professional learning. Study at M-level equips
professionals with the skills, knowledge and confidence
to lead innovative professional practice in their own
contexts.
For a copy of our
Postgraduate Pack,
which provides full
details of our Masters
programmes, please
contact Academic
Registry, 02890 384263
or download a copy
from our website:
www.stran.ac.uk.
Structure of M-level Study
A Master’s qualification normally consists of four taught
modules (each worth 30 M-level points) and a
dissertation (worth 60 M-level points). Students who
have accumulated 60 M-level points or who have
successfully completed two taught modules may
graduate with a Postgraduate Certificate. Students who
have accumulated 120 M-level points or who have
successfully completed four taught modules may
graduate with a Postgraduate Diploma. A usual
approach would be to take two taught modules in each
of two academic years and then a dissertation the
following year, thus completing M-level study in three
years.
However, depending on the option chosen, it may be
possible to take an accelerated route, completing four
taught modules in one year, followed by a dissertation.
Master of Education (MEd)
The MEd offers specialist options of Pastoral Care,
Education Studies and Special Education Needs:
Literacy, and all seek to address a real need among
teachers and education professionals for high-quality
professional development in each of these topical areas.
These options aim to equip students with the
understanding and skills required to respond effectively
to a range of challenging situations. Students will be
encouraged to reflect critically on local, national and
international research and to then apply their learning
in context.
Master of Early Childhood Studies (MA)
This unique MA will appeal to those professionals who
work to further the education and care of young
children and who are already qualified to graduate level
in an educational, care or social science area. It builds
on the established base of the BA Early Childhood
Studies and provides new opportunities to study in this
specialised field.
Master of Teaching (MTeach)
The MTeach is designed for teachers and other
education professionals seeking M-level accreditation
for their own development activity, with a structured
approach taken to reflection and learning. Students will
be able to focus on their own chosen phase, area or
subject specialism, and modules may include a focus on
leadership, evaluating professional practice and
interconnected and collaborative learning.
S T R SATNRMAIN
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L IISL L I S
UNIU
VN
ER
I VS E
I TRYS ICT O
Y LCLO
EL
GLEE G E
A College
A College
of Queen’s
of Queen’s
University
University
Belfast Belfast
Where
Where
toto
find
find
us.us.
STRANMILLIS
STRANMILLIS
UNIVERSITY
UNIVERSITY
COLLEGE
COLLEGE
Location
Location
MapMap
A: Stranmillis
A: Stranmillis
University
University
College
College
B: Main
B: Main
Entrance
Entrance
C: Botanic
C: Botanic
Railway
Railway
Station
Station
D: Central
D: Central
Railway
Railway
Station
Station
E: Gt.
E:Victoria
Gt. Victoria
St. Bus
St. Bus
& Railway
& Railway
Station
Station
Stranmillis University College - Prospectus 2015
G: Queen’s
G: Queen’s
University
University
For further
For further
information
information
contact:
contact:
Academic
Academic
Registry
Registry
Tel: 028
Tel: 028
90389038
42634263
E: [email protected]
E: [email protected]
Stranmillis University College - Prospectus 2015
F: City
F: City
HallHall
Stranmillis University College
Stranmillis Road
Belfast BT9 5DY
Academic Registry Tel: +44 (0)28 9038 4263
Reception Tel: +44 (0)28 9038 4271
e-mail: [email protected]
www.stran.ac.uk