Primary Education (5-11) with QTS – Teacher Education BA (Hons)

Common strands running throughout the degree and developed within the context of this module include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

The module prepares ATs for and encompasses their second period of school-based learning and their enrichment placement.  ATs will undertake a range of activities in a school or educational setting over a period of approximately 40 days.  There is a continuing emphasis throughout the degree and in particular at level 5 on supporting the needs of all children and how pedagogy and curriculum planning can be inclusive - as such ATs' lesson planning to include those with a diverse range of needs will be a particular focus.  The module will also constitute an opportunity to observe, plan, co-teach, and individually teach a variety of different subjects at KS1 or 2 and/or different areas of learning in the EYFS.  ATs will be making pedagogical and curriculum choices on the basis of developing subject knowledge expertise in Core and Foundation subjects and/or in areas of learning.  ATs will have opportunities to develop techniques designed to improve literacy, reading, writing and oracy and will reflect on enactments of important curricular and pedagogical concepts (e.g. scaffolding; dialogue; questioning; meaning-making; working memory; long-term memory; cognitive load; engagement; identity transformation; sequencing; interleaving; knowledge-rich; coherence; cumulativity; cultural capital; connectivity).  ATs will also have opportunities to develop their own management of classrooms and pupil behaviour, and be able to seek support of other colleagues and, where appropriate and with guidance, parents and carers to help pupils learn.  ATs will follow advice and feedback from a variety of sources, including from colleagues, tutors, mentors and from pupils to inform their lesson planning and will have opportunities to break knowledge down, scaffold, practice and present it in learnable ways connecting it to other content.  ATs will also participate in the delivery of sequenced and balanced curriculum and reflect on how their own lesson planning and homework setting fits into broader curricular frameworks.  ATs will develop strategies for motivating children of all kinds to learn and become more autonomous and will have opportunities to exercise judgement in the use of assessment so that it is purposeful and not overly burdensome.  ATs will be invited to participate in professional conversations with colleagues that enable collaboration, teamwork and shared, mutual learning.  ATs will also be challenged to manage their own workload and to use techniques for ensuring a productive work-life balance.

The enrichment placement provides additional opportunities for ATs to work with other adults and professionals in the wider children’s workforce and in educational contexts that do not necessarily constitute formal school settings.  This could be education in environments other than mainstream UK schools or education systems and practices in other countries.  ATs will explore student learning experiences within these other educational contexts; and reflect upon similarity and difference in relation to educational environments, practices and systems.

Common strands developed within the context of this module include safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

The module has a core focus on inclusion in all its forms.  It will explore specific areas of special educational needs and disability (SEND); more able learners; social disadvantage; looked after children; cultural diversity; adverse childhood experiences and English as an additional language.  ATs will develop the principles of responsive teaching as part of a commitment to inclusivity and the implications this may have for practitioners, planning and curricular design.  This will involve taking an increasingly critical perspective to approaches which either have no clear effect or worse exacerbate gaps and underachievement especially for those pupils who are in danger of being left behind by such practices.The module covers the importance of the relationships children have with each other, and between teachers and pupils and how groupings affect and result from them.  It includes the impact teaching can have on developing positive relationships, motivation, well-being, and attainment especially of those from disadvantaged backgrounds and how this affects child development.  ATs will also develop their repertoire and understanding of approaches to dealing with disruption in classes.  The centrality of the curriculum and important concepts of curriculum design (e.g. sequencing; interleaving; knowledge-rich; coherence; cumulativity; cultural capital; connectivity).  The module also builds on earlier work in level 4 on theories of learning and teaching, and what this may mean for developing critical insights into policy, research and the history, sociology, and politics of education.  ATs will also be given opportunities to develop their techniques for managing themselves in terms of developing professional relationships with colleagues, including additional adults in classrooms, based on collaboration and mutuality; conducting professional dialogues at appropriate times with colleagues and, with guidance, with parents and carers where appropriate; leading their own professional development and managing their own well-being and workload.

Developing resilience and 'managing self' is a core theme of all professional studies-related modules.

Throughout, ATs will be expected to develop their ability to challenge the relevance and validity of emerging theoretical and practical perspectives. The placement module (PR5820) will enable students to relate aspects of the taught programme to classroom practice.

The module's assessment enables students to reflect on their own inclusive practice and identify targets for their final placement.

Common strands explored within the context of this module include commitments to inclusivity in all its forms; safeguarding of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, Associate Teachers (ATs) will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module in addition considers the teacher’s role in developing both the health and well-being of pupils.  Key content includes enabling ATs to deliver Personal, Social, Health and Economic (PSHE) education in the Primary and Early-Years Phases including 'Relationship and Health Education' (RHE) (DfE, 2019).

The module will also allow ATs to develop their confidence and subject knowledge in the teaching of related elements of Physical Education (PE) including outdoor and adventurous education (OAE) as well as learning outside the classroom (LOTC) and Forest schools.

The importance of healthy emotional development including children’s emotional regulation, self-esteem and resilience is explored as part of the teacher’s role in recognising and supporting mental health needs.

Cross curricular links and how key themes within health and wellbeing will be integrated across subjects. Through examination of policy and drawing on a range of theoretical ideas, the module illustrates how teachers, parents and professionals all bear a responsibility to work together to support and protect children’s health and wellbeing.  

The module will integrate certificated qualifications where possible (for example: Forest school level 1 award, certificate of Professional Development in PSHE Education) and offer options for ATs to gain further qualifications within their allocated independent learning hours for the module (for example; paediatric first aid, mental health first aid). This will enhance AT employability as well as their preparedness for their NQT year.

Common strands developed within the context of this module and the Core subjects include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module additionally develops ATs' substantive content, pedagogical and professional subject knowledge in the core subjects (linked with selected foci from the Key Stage 1 & 2 programmes of study).  An important focus of this module is to enable ATs to analyse and evaluate inclusive approaches to teaching and differentiation in core subjects that promote positive relationships, motivation, well-being, and attainment especially of those from disadvantaged backgrounds.  Intrinsic to this is how pupils’ needs can be discerned from efficient and effective assessment practices (oral, written, self-assessment, peer assessment etc.) that do not overly burden learners and colleagues.  ATs will be supported to plan for progression through sequences of lessons and make pedagogical and curricular decisions on the basis of research and theory.  The module also encourages ATs to take an increasingly critical approach to practices that serve no evident purposes, or are not evidence-based.

Common strands developed within the context of this module and the foundation curriculum include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module additionally builds on earlier work from level 4 and will involve updating subject knowledge auditing and aims to develop the ATs’ ability to inform pedagogical and curriculum decision-making on the basis of research and theory and developing subject knowledge expertise in Foundation subjects. A pivotal focus of this module is to enable ATs to analyse and evaluate inclusive approaches to teaching and differentiation in foundation subjects that promote positive relationships, motivation, well-being, and attainment especially of those from disadvantaged backgrounds. Intrinsic to this is how pupils’ needs can be discerned from efficient and effective assessment practices (oral, and written) that do not overly burden learners and colleagues. ATs will also become increasingly confident in the use of subject specific terminology and how to communicate to lay stakeholders (e.g. Classroom Assistants, Parents and Carers) appropriately to co-plan and elicit support for pupils. Theory and research will be developed from level 4 to help ATs interpret and analyse practice relating to teaching and learning concepts and in connecting new content to prior learning (e.g. scaffolding; exemplars; analogy; multiple representations; demonstrations and explanations; dialogue; questioning; meaning-making; working memory; long-term memory; cognitive load; engagement; identity transformation). Similarly, theory and research will be developed from level 4 work to interpret and analyse key concepts relating to curriculum design within and across Foundation subjects (e.g. sequencing; interleaving; knowledge-rich; coherence; cumulativity; cultural capital; connectivity) and evaluate articulations of curricular intent for the Foundation subjects. The module also encourages ATs to take an increasingly critical approach to practices that serve limited purposes, or are not evidence-based.

Through research, students may consider:

• Children’s Rights and legal entitlements;
• Basic needs to ensure health and well-being;
• The nature of physical social and emotional health and well-being for children and young people;
• Factors contributing to poor health and well-being and the impact this has on children and young people’s development;
• Transitions and stages in social, emotional, physical, and intellectual development;
• The roles of adults, children and young people as health educators;
• Common forms of illness and disease in childhood and adolescence;
• Health inequalities – causes, effects and strategies to reduce these;
• Strategies to develop health promotion.

Common strands continue to underpin this module and include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all. Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

The module encompasses ATs' final period of school-based professional training to support them in meeting the Teachers’ Standards consistently and confidently. ATs will further develop the planning of sequences of lessons in different subjects which take an inclusive approach and ensure the progress of all children, noting key assessment for learning information. ATs will also have opportunities to address areas for development identified in PR6821 concerning assessment practices and be able to practice and apply these during the 2-week intensive placement focused on assessment practices in the Autumn Term and the final placement in Spring. ATs will exercise judgement in drawing inferences from a range of assessment data in order to determine and adjust the next steps in children's learning. ATs will have an opportunity to initiate collaboration, on-going enquiry, professional dialogue with colleagues, including, where appropriate, with parents and carers, and to lead one’s own professional development activities which includes engagement in practitioner research.  They will also have opportunities to contribute to the wider life of the school or setting where they are placed. ATs will manage an increasingly intense workload while making sure that activities are undertaken promptly and to secure a productive work/life balance. 

Associate Teachers will take responsibility for the learning and teaching of the whole class and groups of children (in their base class and other classes as appropriate). The School-based Learning will enable Associate Teachers to undertake activities which will enhance their understanding of the Teachers’ Standards and prepare them for the induction period. 

Common strands underpinning this module continue to include commitments to inclusivity in all its forms; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, students will continue to be supported to prioritise their own well-being and achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This level 6 module is also designed to develop a range of ideas and themes related to education and teaching in primary and early years settings that were introduced in PR4820 and PR5821.  Targets that had been set in PR5821 to enable students to develop their inclusive practice will be revisited and revised and students will be increasingly expected to make informed justifications of their approaches and actions to ensure all learners can make progress.  This module also has a principle focus on assessment in practice and how it can be used more effectively and efficiently to diagnose pupils' needs. This ties in closely with three Intensive Training and Practice (ITAP) weeks in the Spring Term, focusing on formative assessment (one week focusing on questioning; two weeks focusing on feedback). The module will give opportunities to challenge and take an increasingly critical perspective to assessment practice on the basis of research and policy.  Narrow, reductive, burdensome and repetitive assessment practices will come under the microscope particularly and connections to this will be made to specific subjects and areas of learning.  Students will be increasingly invited to justify their assessment practices from an informed perspective, making good use of research and accumulated experience on placement.  They will reflect on the implications this has for curricular design and pedagogy and further develop their understanding of key curricular and pedagogical concepts.  In this way students will be developing their own perspectives, philosophy and convictions about teaching, learning and assessment, drawing from recent and earlier experiences from Levels 4 and 5.  There are additional opportunities in this module to develop understanding of classroom management and how to encourage a classroom environment conducive to learning, motivation, high aspiration and the building of positive relationships.  Students will be advised about the expectation to and how best to initiate collaboration, on-going enquiry, professional dialogue with colleagues, and if opportunities occur, how they should engage with parents and carers to elicit support for children's learning.  Students will be given opportunities to develop techniques for managing increasing workload demands and how they can organise their schedules to include space for them to reflect, lead their own professional development and contribute to widening the life of a placement school.  Students will be supported to make job applications and to consider their approaches to interviews in different schools and institutions with differing priorities.  Students will also be prepared for their Early Career first teaching year (NQT year in Wales), knowing the areas they need to prioritise in order to develop their practice within the specific support offered by the Early Career Framework.

Developing resilience and 'managing self' is a core theme of all professional studies-related modules.

Common strands explored within the context of this module include commitments to safeguarding, ethical enquiry and well-being of children.  Alongside this and in common with other modules, ATs will be supported to manage their initiation into professional communities of practice and enquiry.

This module provides opportunities for ATs to undertake school-focused educational research based on an authentic school issue. It will include: key issues in school or setting-focused research; issues surrounding supporting all learners in an educational setting; research methods and methodologies for educational contexts; the ethics of educational enquiry; identifying a line of enquiry to negotiate, plan, design, implement and evaluate a small scale educational research project; academic skills relating to the reporting of research and key findings.

Associate Teachers will be guided to design research projects within their scope and capable of yielding results which will be of value to the Associate Teacher, the participants and a broader audience. It will also equip Associate Teachers to review and reflect on their reading critically and to present results appropriately. 

Common strands underpinning this module include commitments to inclusivity in all its forms building on what was covered in PR5823; safeguarding and well-being of children; promoting a positive classroom environment conducive to engagement and respecting diversity; and building curricula and sequences of lessons designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module develops ATs' engagement with research informed approaches to teaching, learning and assessment in each of the core subjects.  ATs will be increasingly expected to take a critical look at recommended practices, particularly assessment practices from policy and research.  ATs' own knowledge development continues to be an important focus of the module along with how this can help ATs identify misconceptions in pupils' responses to stimuli and how curricula can be designed to address common misconceptions pupils are liable to develop.  This requires assessment to be woven coherently into curricular and lesson design and ATs will be supported to use data and feedback from a wide variety of sources in order to respond to pupils' needs.

Common strands underpinned in this module include how Foundation subjects can promote inclusivity in all its forms; safeguarding and well-being of children; help to create a positive classroom environment conducive to engagement and respecting diversity; and how curricula and sequences of lessons in Foundation subjects can be designed to ensure the progression of all.  Alongside this and in common with other modules, ATs will be supported to prioritise their own well-being, achieve a sustainable work-life balance while managing their initiation into professional communities of practice.

This module also synthesises and extends ATs’ knowledge of foundation subjects developed in level 5 work. There is a particular emphasis on developing ATs' understanding of assessment within Foundation subjects and how this works to support pupils’ and teachers’ understanding of pupils’ needs and how it needs to serve holistic notions of pupil development as well as enable subject specific progression.  Key to this are developing notions of balance and coherence between skills, conceptual understanding, practical know-how, substantive knowledge and cultural capital in designing curricula and articulating curricular intent for different audiences. ATs will embed reading, literacy and numeracy within the Foundation curriculum and hone their ability to plan pupil activity, including homework that fits into broader curriculum frameworks. ATs will also become increasingly adept at using their subject knowledge to anticipate likely misconceptions, barriers to learning, unintended consequences and opportunities for linking within and between subjects in planning their teaching. 

This module aims to:

• Provide an opportunity for the in-depth investigation of a topic of contemporary significance to education;
• Enable Associate Teachers to be able to identify an area of education and critically analyse its significance;
• Enable Associate Teachers to critically analyse relevant research and published work that will inform their specialist understanding;
• Reflect on research and theoretical perspectives and discuss the implications of these in the field of education.