Welcome to Year 3 and the final phase of your Primary Education journey!
The information on this page is for student teachers moving into the third year of their studies from September 2026
An Introduction from Jo Wheldon, Year 3 Lead
Hello everyone. I am Jo Wheldon and I am your lead for Year Three.
The third year is an exciting final year of your degree, during which you will deepen your understanding of what it means to be an excellent primary teacher. You will study a range of stimulating and unique modules designed to support your emerging professional knowledge, confidence and identity. The third year offers increased autonomy and choice, including through the Professional Studies and Elective modules. In Research Informed Professional 2 you will build on what you learned in Year 2 to plan, design and carry out your own research project. In Contemporary Issues you will explore and debate current issues and key trends in education. Some students choose to study abroad during the Autumn term and – of course – SE3 is your opportunity to put into practice the culmination of three years of learning and development, working with increasing professional autonomy to gain Qualified Teacher Status! In addition to your block school placement you will benefit from two ITAP weeks, focusing specifically on feedback and metacognition. These will take place in your SE3 school.
I love to hear and celebrate all your wonderful achievements as well as listening to any of your concerns and challenges during the year. I meet with a group of third year student reps throughout the year to gather feedback and student views.
Traditionally the third year student reps have been responsible for organising an end of year ‘bash’ which is always great fun and a wonderful opportunity to come together and celebrate your achievements.
So, the third year is an important one, where you will complete your journey towards being a BA (Hons) Primary Education graduate and a qualified primary school teacher. I look forward to seeing you in September!
Key Staff
Programme Lead: Dr Louise Whitfield (l.whitfield@yorksj.ac.uk)
Year 3 Lead: Jo Wheldon (j.wheldon@yorksj.ac.uk)
Academic Tutors:
Dr Louise Whitfield (l.whitfield@yorksj.ac.uk)
Ian Wilson (i.wilson@yorksj.ac.uk)
Dr Sarah Trussler (s.trussler@yorksj.ac.uk)
Dr Trudi Garratt Ward (t.garrattward@yorksj.ac.uk)
Steph Jach (s.jach@yorksj.ac.uk)
Module Information
In Year 3 you will study five modules (including school experience SE3). One of these is your Professional Elective. Details of these modules including title, code and Module Director are given below. Any queries, please contact the Module Director.
Module: QTS6011M – The Emerging Professional: Professional Studies 3
Module Director: Dr Trudi Garratt Ward
This module supports your continued development as an autonomous professional, able to make informed judgements relating to key aspects of primary education as you transition to qualified teacher status. The module covers familiar important areas such as professional conduct and practice, assessment, inclusion, behaviour and expectations, safeguarding, curriculum, pedagogy and relevant underpinning theories. However, the principle aim is to prepare you for your transition to Early Career Teacher (ECT). To this end, workshops will include practical, scenario-based activities related to current school contexts and there will be opportunities for independent learning and practice within each session. Throughout, you will continue to develop your personal philosophy, your educational values, creative and critical thinking, which you will demonstrate through a final viva voce assessment.
Module: QTS6012M – Contemporary Educational Issues
Module Director: Richard Skidmore
On this module you will engage in critical, reflective and informed debate about a range of issues which affect our education system today. As you graduate into a rapidly changing world, it is important to be able to interpret and respond to trends and issues arising in the world of education. This includes ongoing debates within wider political, social, psychological and international contexts. You will use these debates to contextualise your own values, beliefs and professional approach to teaching. The module is also an invaluable opportunity to develop your professional teamwork skills.
Module: QTS6013M – The Research Informed Professional 2
Module Director: Sam Clarke
Learning to analyse and respond to research which critically informs your teaching will be an important asset throughout your career. Building on your second year Research Informed Professional module you will plan, design, carry out and present your own education research project, submitted as a dissertation at the end of your third year. With supervision from an expert research tutor, you will choose the specific focus of your project based upon your current and/or future interests as a primary teacher. Data collection for your research usually takes place in your SE3 school.
Module: QTS6014P – School Experience 3
Module Director: Dr Trudi Garratt Ward
You will undertake an extended, 11 week placement where you will build up quickly to teaching 80% of the timetable. SE3 is your opportunity to put into practice the culmination of three years of learning and development, to work with increasing professional autonomy within a school, demonstrating your readiness to take on a class as an ECT and – ultimately – gaining Qualified Teacher Status! Make the most of your final placement as an opportunity to refine your professional knowledge and skills, and to take on wider responsibilities.
Professional Electives
Module: QTS6017M – Outdoor Learning
Module Director: Lucy Sors
Outdoor learning is becoming widely accepted as a positive element of educational practice with benefits linked to children’s mental health and well-being, physical wellness and cognitive development. You will take part in a range of creative learning experiences in different settings, to build confidence, develop a good repertoire as a teacher of outdoor learning as well as leadership skills in this area. Inclusive principles underpin practice on the module.
Module: QTS6018M – Thinking & Philosophy for Children
Module Director: Richard Day
Teaching Philosophy for Children encourages questioning, reasoning, and clear articulation of thoughts. Engaging with philosophical concepts can enhance empathy and respect for diverse perspectives. This module will support you to explore and critique a range of ideas and approaches related to children’s thinking, personal and social development. You will explore how to prepare children for life’s complexities, supporting them to see and understand multiple perspectives.
Module: QTS6019M – Early Years Philosophy & Practice Education
Module Director: Emily Smeaton
Early Years Education is distinctive in its focus and approaches from the later years of school life. As such it is underpinned by theoretical perspectives, frameworks and curricula that are also distinctive. The module aims to provide you with opportunities to identify and articulate the principles of early years education; critically analyse and consider the implications of current research and legislation relating to early years education and the needs of young children; know about and understand the rationale and theoretical underpinnings of a number of well established early years approaches and to be aware of global perspectives in early years education.
Module: QTS6020M – Mental Health & Well-being in Education
Module Director: Dr Sarah Trussler
This module focuses on the mental health and emotional well-being of children and how this impacts effective, inclusive teaching. The module aims for you to develop your understanding of the political, social and cultural impacts of mental health and well-being, the support systems for children in place within and outside of education, and an understanding of key theory and research underpinning curriculum approaches to children’s mental health and well-being.
ITAPS
The focus of the Year 3 Intensive Training and Practice (ITAP) weeks align with module content within this year of the programme. The focuses are: Modelling ‘thinking aloud’ to develop pupils’ metacognitive and cognitive strategies (how pupils learn); Use of formative verbal feedback to support pupil outcomes (assessment). The ITAPs combine expert inputs, focused observations, critical analysis, deliberate practice and opportunities to receive feedback on these two important foundational aspects of teaching.