Primary Education (QTS) BA (Hons)

30 credits

This module provides you with the opportunity to begin to explore and define theories of learning that influence and/or underpin different pedagogical approaches in education.

You will be introduced to the Early Years Foundation Stage (EYFS) (2021) framework and explore the principles of effective learning and development in young children that provide the foundations for learning and progression for all pupils. This learning is contextualised through visits to nurseries and reception classes, where you will observe expert colleagues modelling effective practice in planning and assessment and have the opportunity to discover what makes particular pedagogical approaches successful for different pupils. You will begin to recognise how high-quality teaching across different ages and phases has long-term positive effects on pupils' life chances, particularly for children from disadvantaged backgrounds.

The module also introduces you to the core subjects of English, mathematics and science in the National Curriculum (NC), so that you can begin to examine and use the frameworks that influence curriculum design, pedagogical approaches, key skills and concepts that underpin teaching and learning in early years and primary contexts. You will spend some time developing your own subject knowledge in the core curriculum areas, learning from expert colleagues who will model different pedagogical approaches that you are likely to observe in professional practice.

30 credits

This module is designed to introduce you to child development. It begins by exploring patterns of growth and development from birth to adulthood. You are introduced to the physical, cognitive, language, emotional, social and moral development of children, and are encouraged to appreciate the uniqueness of every child and to have an awareness of difficulties and barriers children may face, as they grow, develop and learn.

The module introduces your responsibilities as a teacher in terms of understanding how your expectations can affect pupil outcomes and the importance of developing a culture of mutual trust and respect to ensure that you are able to work effectively with pupils, their families and other professionals to adapt teaching and address diversity, so that all children reach their potential.

30 credits

This module introduces you to the notion of curriculum. It explores different interpretations including the planned curriculum, the hidden curriculum and the extra curriculum that pupils experience in primary schools. The module explores the concept of curriculum in the context of historical, social and political influences. It also introduces you to foundation subject specific knowledge in the National Curriculum and how the present curricula in different subject areas have been influenced and impacted upon over time.

You are introduced to different foundation subjects through immersion in planned learning activities to ensure that your own foundation subject knowledge is developed through effective pedagogical practices modelled by expert teachers. This includes having experiences of learning new concepts related to prior knowledge and examining what is meant by the process of learning.

30 credits

This module introduces you to the foundation phase of the professional practice-based element of the Initial Teacher Training (ITT) programme, involving placement in a primary school, across the academic year. Initially, you will be supported in exploring some aspects of professional practice, in preparation for going into a school. These include expected professional behaviours, codes of conduct, safeguarding, child protection, classroom management and behaviour management. As you begin to gain experience in the primary school context, you will revisit these aspects and begin to evaluate your effectiveness within practice, understanding that you act as a key role model for pupils, that you must take responsibility for their learning and that you have the ability to affect and improve their well-being, motivation and behaviour.

You will be expected to undertake a series of tasks under the guidance of expert colleagues, to foster the academic and professional development of your practice, demonstrating your knowledge and understanding of how pupils learn. You will begin to engage with planning and assessment and you will also collect information on a small number of pupils, following their learning and development in close detail throughout your placement.

As well as a school-based placement, you will also have the opportunity to gain some experience of working as a volunteer with children in a different educational context, such as museum education, art gallery education or recreational sports and activities (subject to appropriate university safeguarding checks). This enhancement experience, called ‘Beyond the Classroom', will take place towards the end of the academic year and will culminate in a celebration of your learning (and the learning of your peers), through the presentation of a small exhibition, with invited guests.

30 credits

This module critically explores aspects of the curriculum and pedagogical knowledge related to the primary core subjects of English, mathematics and science. You are given opportunities to review and develop your own core subject knowledge as well as examine and practise pedagogical approaches to ensure that you can motivate and teach pupils effectively and they can make progress in their learning with confidence.

Tutors on this module will model carefully sequenced learning sessions so that you experience and learn how to link new knowledge to existing knowledge. Connections between taught sessions will be made so that you will have personal insights into how knowledge and skills can be transferrable and applied in different contexts. The module enables you to focus on and discuss how pupils learn and explores the concepts of working-memory and long-term memory. Planning and assessments are further developed to ensure that you are able to respect difference and meet the needs of all pupils, through well-structured lessons.

30 credits

This module addresses the importance of using knowledge of child development theory and patterns of growth and development to make informed choices about learning and teaching approaches, including the pupil's voice and with an emphasis on effective inclusion.

You will learn about relevant legislation and statutory guidance, and examine how to recognise indicators that might suggest a pupil has particular and specific learning needs and how to address these in practice.

You will also explore how to work effectively with other adults in the classroom, other professionals and experts in the wider field to ensure that targeted support and interventions enable all pupils to make progress. This module relates specifically to the Professional Practice 2 module as you will design and develop a resource to support a pupil experiencing literacy difficulties in practice.

30 credits

This module builds on learning gained in the module Foundation Curriculum and Pedagogy 1. It explores a broader range of intercultural subject and pedagogical approaches in learning and teaching, giving you an opportunity to compare and contrast these with current approaches in the English education system.

During the module you will critically explore approaches and resources that impact upon foundation subject knowledge and effective pedagogy and practice in national and local contexts. You will have opportunities to consider factors that contribute to intercultural dimensions of education as you continue to explore and critically review subject knowledge.

As part of the module, you will engage in further developing your specific subject knowledge. You will be given opportunities to try out different pedagogical approaches. You will further develop an appreciation for how your attitude and approach to subjects can influence the attitudes, values and behaviours of pupils.

30 credits

This module provides you with the opportunity to build on the foundation phase practice-based elements of the ITT programme developed in Professional Practice 1 and involves a professional practice placement in a different school and age range to that experienced previously. The module will enable you to develop your existing knowledge and key practice skills. You will continue to benefit and learn from the experience of expert colleagues as you apply developing knowledge and understanding in the classroom, with reference to the Core Content Framework (2019).

With expert input, you will continue to be encouraged to take greater opportunities to practise, receive feedback and develop your pedagogical skills in the primary school context, understanding that you are a role model who can influence the attitudes, values and behaviours of pupils and that as a teacher you must take responsibility for pupils' learning. You will begin the module by revisiting key responsibilities of teachers in areas such as safeguarding and child protection to ensure that your knowledge is current.

30 credits

This module explores a range of contemporary issues that impact upon core subject knowledge, pedagogy and practice in the context of primary education. As you further develop your knowledge you will critically examine the influence of research on the teaching of English, mathematics and science within schools, critically exploring issues such as financial education, climate change and sustainability.

You will investigate contemporary education policies in the core subjects and how they may be shaped by social trends and political discourse. You will be encouraged to question and examine your own developing professional position within the issues explored and how this may affect changes in the core subject curriculum, as delivered in local contexts. As part of this module, you will explore how to make changes in professional practice working with expert colleagues, peers, pupils and other stakeholders.

You will undertake and lead a small-scale Action Research project in your placement, identifying an area for development, implementing the change and critically evaluating the impact in terms of improvements in learning.

30 credits

This module builds on the work covered in Child Development and Inclusive Practice 2. The module is designed to enable you to identify where pupils need specific interventions and how to work effectively with others to ensure a consistency of approach. The module also explores the specific needs of different communities of learners and how potential barriers to learning might be addressed in practice. 

The emphasis in this module is on effective collaborative working with parents/carers, communities, colleagues, the Special Educational Needs Coordinator (SENCo) and other professionals. You explore the notion of interprofessional working and critically examine the roles of other professionals and relevant agencies in providing support and services for pupils and their families.

You will enhance your knowledge of inclusive practice as a continuum of education and a right of all children. Learning from expert colleagues in the field enables you to gain insights into the complexities of pupils’ needs and provision to support progress in growth, development and learning.

30 credits

This module is designed to build on knowledge gained in Foundation Curriculum and Pedagogy 2. It is designed to develop an in-depth and critical understanding of learning theories, curriculum design and effective pedagogy with a focus on the use of cross curricular learning opportunities in, and beyond, the primary classroom. You will critically explore different and varied pedagogical approaches in different and varied learning environments. You will critically examine possibilities to enable pupils to transfer what has been learnt in one subject into new or unfamiliar contexts. 

As part of developing this practice you will examine the purpose of effective assessments in informing cross curricular planning. Built into the module are visits to local areas, buildings and/or places of interest that you will critically explore and use as the stimulus for cross curricular learning. You will investigate possibilities of arranging visits for pupils and examine detailed preparation such as adhering to health and safety legislation, guidance and risk assessments.

30 credits

This module will provide you with the opportunity to enhance and refine your professional practice as a trainee teacher in preparation for your final assessment against the Teachers' Standards (DfE 2021) to be recommended for Qualified Teacher Status (QTS). The focus of this module is an extended professional placement in a primary school, where you will be able to demonstrate effective pedagogy as you apply your learning from expert colleagues in the classroom context.

You will take on additional opportunities to practise independently, demonstrating effective teaching and learning through pedagogical approaches relevant to the subjects and age range being taught. You will begin the module by working on specific targets set in the Professional Practice 2 module and there will be a strong focus on ensuring you have experienced the full breadth of the curriculum throughout your school-based experience with a particular focus on ensuring you are proficient in teaching phonics and early reading. You will be provided with a range of opportunities throughout the professional practice placement to foster your academic and professional development, gradually taking on increased responsibilities and up to 80% of whole-class teaching and learning, with guidance from expert colleagues.

You will be supported in implementing a range of assessment strategies, focusing on whole class and individual assessments, culminating in generating a number and range of individual end of year reports. You will demonstrate your ability to communicate effectively, orally, in writing and digitally within a professional context.

In this final professional placement, you will undertake a small action research project related to your own professional development. This practice-based module is designed to help you transition to an emerging professional into the Early Career Framework (ECF) and beyond. You will set targets from the ECF, establishing a clear starting point for your first post as an Early Career Teacher (ECT).