BA Primary Education (3-11) with recommendation for QTS

This module provides you with an introduction to the English, mathematics and science National Curriculum. You will begin to develop an understanding of the relationship between the non-statutory guidance and the requirements of the National Curriculum. Reference will also be made to the progression facilitated within these curricula from the Early Years Foundation Stage. Key aspects of subject knowledge within the three core subjects will be addressed and these will be used as a vehicle to explore effective principles and methods of teaching and learning within the primary classroom. You will be introduced to the principles and practices of lesson planning across the three subjects and begin to develop strategies for evaluating the effectiveness of teaching and learning. You will be introduced to ways in which teaching strategies may be matched to identify learner needs. The focus will be upon Key Stage 1 and 2 although links will be made to the Early Years Foundation Stage curriculum and Key Stage 3 as appropriate.

This module introduces the National Curriculum subjects of Geography & History, Computing, Art & Design, Design & Technology, Music, Physical Education and Foreign Language. You will be able to explore and experiment with a range of pedagogical approaches to the subjects, developing your awareness and understanding of the National Curriculum in each area (and Agreed Syllabus for RE), exploring creative approaches to subject delivery and considering how to plan for and deliver high quality learning experiences which cater for the needs of all learners.

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications and the ITT Core Content Framework (2019). University-based training is provided through the full range of modules undertaken at level 4: these introduce the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. This module provides the opportunity to identify and apply these in practice during school-based training in a placement setting, as well as learn about professional duties and requirements. Successful completion of all elements of the module are required to progress on to the level 5 professional practice module, Managing the Classroom. The module includes two placement blocks to enable students to undertake work-related learning. Students are placed in pairs in a school setting to experience the wider life of the school and undertake professional tasks and activities that contribute to children’s learning in different key stages, supported by a School Based Tutor from the setting and an Academic Professional Tutor (acting as Partnership Tutor) from the university. In the first school term (semester 1), the focus is on observing professional behaviours and assisting with teaching core and foundation subjects across curriculum. In the summer term, students return to the same setting (where possible) in order to begin applying some of the pedagogies studied in other modules. During taught sessions, students will also be expected to reflect on aspects of pastoral care, safeguarding, behaviour management and the statutory requirement of Religious Education. Evidence of an appropriate professional standard is necessary for recommendation for Qualified Teacher Status (QTS). This module contributes towards the mandatory requirement

This module aims to provide students with a secure understanding of the development of learning both in the context of self, as teacher-researcher, and how this can support children in their development and learning outcomes. The module will introduce students to the underlying concepts and principles of educational research, with a particular focus on observational research methods. Students will be given the opportunity to evaluate and interpret both quantitative and qualitative data, grounded in key educational issues which would normally include behaviour management, key legislative frameworks and child development theories. A key element of this module is to develop studentsÊ scholarly approach through engagement in academic literature, developing academic writing skills and adhering to referencing conventions.

This module offers students the opportunity to gain an understanding of the theory, models and approaches linked to the concepts of inclusion and special educational needs as well as the legislation that underpins it. They will explore the history and development of additional provision within the UK, gaining an appreciation of the diversity of presenting problems and an understanding of what categories of need are viewed as requiring additional provision. This module provides an introduction to the informing principles of pupil learning, teaching strategies, pupil behaviour and classroom management and organisation. Students will develop their understanding of the expectations, values and attitudes that promote effective communication and relationships with children and adults providing inclusion for all. The intention of the module is for students to have not only a working insight into statutory requirements and practice in planning for, implementing and managing inclusive practice, but to understand and evaluate the implications of these for learners and teachers. Within this module, students will develop their own knowledge and understanding of multilingualism.

This module aims to introduce you to the values, aims and principles underpinning Early Years practice. You will develop a secure understanding of the concepts, knowledge and skills relevant to the Early Years Foundation Stage, that provide the essential building blocks for life-long learning. This includes understanding of current pedagogical approaches to the delivery of phonics and issues at the forefront of Early Years provision. As part of an integrated approach, there will be some whole-cohort lectures and these will be supported by discrete subject workshops and seminars. Links to Early Years policy, theory and practice will be made throughout the module.

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications and the ITT Core Content Framework (2019). University-based training is provided through the full range of modules undertaken at level 5: these develop the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. This module provides the opportunity to identify and apply these in practice during school-based training with the preferred primary age range in a placement setting. Successful completion of all elements of the module are required to progress on to the level 6 professional practice module, Meeting the Professional Standards. In this work-related module, the focus for school-based training is on Managing the Classroom. During an 8-week placement block, students undertake work-related learning in a school setting to experience the wider life of the school and undertake professional tasks and activities that contribute to children’s learning. Students will be expected to reflect upon and critically evaluate their developing knowledge, understanding and skills as they begin to take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. They will be required to devise action plans and set targets for continued development and reflect on their own professional development in collaboration with a School Based Tutor from the setting, supported by a Partnership Tutor from the university. Evidence of an appropriate professional standard is necessary for recommendation for Qualified Teacher Status (QTS).

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications and the ITT Core Content Framework (2019). University-based training is provided through the full range of modules undertaken at level 5: these develop the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. This module provides the opportunity to identify and apply these in practice during school-based training with the preferred age range in a placement setting. Successful completion of all elements of the module are required to progress on to the level 6 professional practice module, Meeting the Professional Standards. In this work-related module, the focus for school-based training is on Managing the Classroom. During an 8-week placement block, students undertake work-related learning in a school setting to experience the wider life of the school and undertake professional tasks and activities that contribute to children’s learning. Students will be expected to reflect upon and critically evaluate their developing knowledge, understanding and skills as they begin to take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. They will be required to devise action plans and set targets for continued development and reflect on their own professional development in collaboration with a School Based Tutor from the setting, supported by a Partnership Tutor from the university. Evidence of an appropriate professional standard is necessary for recommendation for Qualified Teacher Status (QTS).

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications and the ITT Core Content Framework (2019). University-based training is provided through the full range of modules undertaken at level 5: these develop the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. This module provides the opportunity to identify and apply these in practice during school-based training with the preferred primary age range in a placement setting. Successful completion of all elements of the module are required to progress on to the level 6 professional practice module, Meeting the Professional Standards. In this work-related module, the focus for school-based training is on Managing the Classroom. During an 8-week placement block, students undertake work-related learning in a school setting to experience the wider life of the school and undertake professional tasks and activities that contribute to children’s learning. Students will be expected to reflect upon and critically evaluate their developing knowledge, understanding and skills as they begin to take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. They will be required to devise action plans and set targets for continued development and reflect on their own professional development in collaboration with a School Based Tutor from the setting, supported by a Partnership Tutor from the university. Evidence of an appropriate professional standard is necessary for recommendation for Qualified Teacher Status (QTS).

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications and the ITT Core Content Framework (2019). University-based training is provided through the full range of modules undertaken at level 5: these develop the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. This module provides the opportunity to identify and apply these in practice during school-based training with the preferred age range in a placement setting. Successful completion of all elements of the module are required to progress on to the level 6 professional practice module, Meeting the Professional Standards. In this work-related module, the focus for school-based training is on Managing the Classroom. During an 8-week placement block, students undertake work-related learning in a school setting to experience the wider life of the school and undertake professional tasks and activities that contribute to children’s learning. Students will be expected to reflect upon and critically evaluate their developing knowledge, understanding and skills as they begin to take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. They will be required to devise action plans and set targets for continued development and reflect on their own professional development in collaboration with a School Based Tutor from the setting, supported by a Partnership Tutor from the university. Evidence of an appropriate professional standard is necessary for recommendation for Qualified Teacher Status (QTS).

In this module you will be provided with opportunities to extend your knowledge and understanding of statutory and non-statutory guidance in relation to the teaching of the Early Years Foundation Stage and Key Stage 1, including exploring effective practice in terms of transition. You will enhance your understanding of the principles and practices of effective lesson planning across Early Years and English, maths and science ion KS1 and develop your ability to adapt and improve existing lesson plans to provide more enriching learning opportunities for children. Consequently, wider aspects of pedagogy, such as models for outdoor learning, will be used as a vehicle to explore effective principles and methods of teaching and learning. You will develop knowledge and understanding of the principles and practices of assessment, planning for assessment for learning, record keeping, monitoring and becoming familiar with tracking tools that document attainment and progress. Current statutory legislation in terms of testing, such as SATs, phonics screening and league tables will be used to further understanding of the purposes and processes of data analysis. The main focus will be upon Early Years and Key Stage 1, although reference will be made will be made to Key Stage 2 as appropriate.

This module is designed to develop students’ critical knowledge and understanding of the underlying concepts, principles, methods and data analysis techniques in educational research. Students will be guided through both quantitative and qualitative methods for enquiry, in which they will be encouraged to critically evaluate their appropriateness. Engaging in data analysis techniques, students will have the opportunity to interpret research findings and contextualise them within pertinent educational issues. Research ethics and rigour will be evaluated; and students will be encouraged to reflect upon the links between teacher as researcher, pupil outcomes and their own professional development.

This module will build upon previous knowledge of the foundation subjects as part of the primary National Curriculum. It will provide the opportunity for you to widen your understanding of theory and practice in relation to creative teaching in the foundation subjects through considering the dynamic relationship between teacher identity, emerging pedagogical practice and a school’s ethos. You will be guided to explore the ways in which creative practice can transform pupils’ knowledge, capabilities, and beliefs about learning. Furthermore, the module will allow you to consider the role of adaptive teaching in the foundation subjects as a way of increasing pupil success.

In this module you will be provided with opportunities to extend your knowledge and understanding of statutory and non-statutory guidance in relation to the teaching of the English, Mathematics and Science across Key Stage 1 and 2. The three core subjects will be used as a vehicle to explore effective principles and methods of teaching and learning within the primary classroom. You will enhance your understanding of the principles and practices of effective lesson planning across the three subjects and develop your ability to adapt and improve existing lesson plans to provide more enriching learning opportunities for children. You will develop knowledge and understanding of assessment for learning, record keeping, monitoring, tracking, progression, SATS, league tables, using assessment and progression data and analysis and issues and the principles and practices of assessment. The main focus will be upon Key Stage 1 and 2 although links will be made to the early years foundation stage as appropriate.

This module offers students the opportunity to enhance their professional development through exploration of the concepts of inclusion and special educational needs and to gain an appreciation of the complexity of presenting problems. Students will engage with research in the area of inclusion and with the debate surrounding the effectiveness of the inclusion agenda. This will include an in-depth consideration of the issue of pupil disaffection using current research and relevant literature. There will be an informed perspective on current debates in the field of Special Educational Needs and this will provide opportunities for students to engage with their own interests in this area. Additionally, students will consider the range of provision for all children including those with Special Educational Needs and Disabilities and will understand the processes for the diagnosis of, assessment for, and provision provided by multi agencies for pupils with a range of Special Educational Needs. This module aims to develop studentsÊ awareness and understanding of how to develop opportunities for learning and teaching in the classroom where language, particularly multilingualism, could be seen as a barrier but in actual fact can enrich classroom culture. There will be a continued focus on students’ personal development as readers, writers and speakers of languages within different contexts. Students will normally spend time in a SEND setting as part of this module.

This module will examine the role of Religious Education and other curriculum subjects in developing children’s understanding of their wider social environment as part of their preparation to live in society. Through the lens of SMSC (Spiritual, Moral, Social, Cultural) students will be prepared for a better understanding of the expectations from Ofsted to this overarching theme for all curriculum subjects. RE will provide an opportunity to examine world views alongside religious and non-religious perspectives on the nature of spirituality. This will be extended to demonstrate how different subjects within the curriculum make a significant contribution to the development of the whole child through SMSC. Students will examine theoretical frameworks for spiritual, moral, social, and cultural development. The course will also address wider issues including teacher confidence, assessment, and implementation of SMSC across the curriculum. By the end of the module students will have improved their understanding of the holistic development of children, both through and beyond the curriculum. The students will know and understand the significance that Ofsted has placed upon SMSC in deciding the overall effectiveness of a school in the delivery of education.

This module will develop a critical awareness and understanding of current and key issues affecting primary education. Flexibility in the module will allow for new issues to be explored, whilst still providing an opportunity to consider the long-term salient issues affecting primary teachers. Content may include but is not limited to: the changing nature of schools, successful school systems, pedagogical models of teaching and the impact of policy on classroom practice. The module will allow for a critical appraisal and interrogation of pertinent literature as well as a development of critical reflection and professional learning. The module will provide the opportunity to examine the wider role of teachers in the 21st century, enabling a deeper understanding of professional value systems and providing an opportunity for increased confidence in presenting content and analysis to both specialist and non-specialist audiences in a visually creative format.

The module is designed to enable students to critically analyse issues in relation to management and leadership in their chosen area of subject expertise across settings and age ranges in the Primary phase. The students will develop relevant knowledge, understanding and skills attributed to management and leadership roles and responsibilities. In addition, they will learn to critically analyse theory and policy in relation to management and leadership issues and approaches. They will critically analyse and reflect upon literature in order to enhance their knowledge and understanding within their subject focus. Students will be encouraged to engage in professional discussion and collaborative dissemination of information and will be critically reflecting on professional development.

This module will provide you with the opportunity to apply acquired knowledge and understanding of research approaches. You will design and undertake an independent educational based research project, with the aim of extending your pedagogical knowledge in a specialist focus area. You will demonstrate an understanding of a complex body of knowledge, evaluating evidence, arguments and assumptions to reach sound judgments and to communicate them effectively. In engaging critically with research, you will be able to critique practice and thereby strengthen your pedagogical and subject knowledge. You will also adopt a systematic approach through developing a practical awareness of research designs, paradigms and ethical considerations. Overall, this dissertation module will support your development of research skills and critical thinking, preparing you for scholarly work in professional education settings.

In this module you will be provided with opportunity to explore how the National Curriculum requirements extend beyond the academic, technical and vocational outcomes. You will develop an understanding that across Early Years, Key stage 1 and Key Stage 2 it is important to provide for learnersÊ broader development which enables them to develop their character, and to discover their individual interests and talents. You will have the opportunity to appreciate that supporting learners with their resilience is essential, as well as learning how to support learners in developing confidence and independence whilst maintaining a good level of physical and mental health. This will include gaining an understanding of how to respond appropriately to the physical and mental needs of learners as they arise, and having a clear understanding of how good physical and mental health can be promoted within the learning environment. Additionally, within the module trainees will learn how to promote the safety and welfare of their learners by understanding statutory safeguarding duties and responsibilities.