Primary Education with QTS with Foundation Year

This module aims to introduce students to the skills, knowledge and understanding required to teach pupils in primary and early years.

It will introduce students to the subject knowledge requirements of the primary national curriculum and EYFS framework.

Students will undertake audits to assess and develop their subject knowledge in English and Maths as well as track improvements in their subject knowledge across all curriculum subjects. Students will develop their understanding and knowledge of the school curriculum. Students will understand that a school’s curriculum enables it to set out its vision for the knowledge, skills and values that its pupils will learn, and understand the importance of encompassing a curriculum within a coherent wider vision for successful learning.

Teaching sessions will prepare students for their introductory placement and the Developing Pedagogy, Curriculum and Assessment module in Seminar 2. During the subsequent module students build upon this knowledge to plan and assess these subjects and areas of learning.

In this module you will engage in Intensive Training and Practice (ITaP) sessions concentrating on developing a pivotal teaching skill. ITaPs are a teaching approach and provide opportunity for students to:

• learn about theory in relation to the pivotal skill,

• analyse expert teaching,

• practice the skill and receive feedback,

• receive support to apply their learning,

• reflect on professional development.

The module will be assessed through a formative written assignment. You will make use of your subject knowledge audits and curriculum requirements as part of the assessment.

This module aims to enable students you to develop the skills, knowledge and understanding required to teach pupils in primary and early years. The module builds on the previous PCA Y1 module with a specific focus on planning and assessing each subject. You will develop understanding of the National Curriculum and Early Years Statutory Framework. You will be supported to develop your understanding of the value of specific subject planning, including sequence of lessons and planning for progression in both subject knowledge and skills. You will explore the benefits of cross-curricular planning whilst recognising the importance of sequencing learning across different subjects in order that specific skills and knowledge are mastered. The key elements of what makes a ‘good’ lesson are explored. You will continue to develop their knowledge and understanding of the purpose of formative and summative assessment to inform planning.

This module focuses on aspects of child development and how they link to the Early Years Foundation Stage. You will plan for and evaluate a small-scale project appropriate for young children. Your academic reading and writing is developed in order to be able to produce a literature review.

In this module you will develop your understanding of classroom behaviour management strategies that help create an effective learning environment. You will explore how to build effective relationships, establish and reinforce routines (for example through positive reinforcement) and respond consistently to pupil behaviour (for example through the use of rewards and sanctions). There will also be an introduction to Special Educational Needs and Disabilities (SEND) and how teaching and learning might be adapted to meet the needs of all pupils. In this module you will engage in Intensive Training and Practice (ITaP) sessions (20hrs) concentrating on developing a pivotal teaching skill. ITaPs are a teaching approach and are subsumed within the scheduled hours within the module.

This module focuses on the aspects of professionalism and the role of the teacher in school. You will be introduced to some theories and will develop the ability to think critically to support their academic ideas. This will lead into the introduction of specific teaching pedagogies. In this module you will engage in Intensive Training and Practice (ITaP) sessions (10hrs) concentrating on developing a pivotal teaching skill. ITaPs are a teaching approach and are subsumed within the scheduled hours within the module.

In this module, you will learn how to engage and motivate learners across the curriculum through the use of meaningful materials. You will be introduced to high-quality texts such as poems, picture books, fiction and non-fiction as well as digital-based texts. You will also be introduced to a range of curriculum tools and artefacts that can engage, motivate and stimulate learners within and across different subjects.

You will explore how these may be used to introduce key vocabulary and knowledge as well as generate learning questions to stimulate learning across the topic/subject. You will also consider the wider benefits and concepts in teaching and learning (such as inclusion and diversity, global learning, curiosity). You will develop your knowledge further within intensive training and practice experiences.

In this module, you will find out how to plan sequences and individual lessons to ensure purposeful and coherent learning for children across the primary and early years age range. You will develop your understanding of the interaction between assessment and planning, so that all lessons are adapted to the learning needs and progress of all pupils. You will explore methods of formative assessment and consider the strengths and potential limitations of each and how to design and select approaches suitable for the intended learning, the age/current attainment of the pupil and the requirements of the subject being taught.

Throughout the module relevant literature will be discussed and reflected upon. You will develop your understanding further through intensive training and practice experiences.

In this module you will develop their understanding of the SEND Code of Practice (2015) and topics in relation to Special educational needs and disabilities (SEND). You will explore a range of high frequency SEND such as ASD, Dyslexia and ADHD and strategies to support these children. You will develop an understanding of how schools adapt teaching and learning to meet the needs of all pupils through observation, wider reading and reflection on inclusive teaching.

In this module, you will consider the importance of routines, responses and relationships to create effective learning environments. You will reflect on different approaches to behaviour management and consider how whole-school culture, ethos and school-wide systems of behaviour management can be harnessed in the classroom to create high behavioural expectations. You will have the opportunity to observe, practice and reflect on approaches to behaviour management during your year 2 intensive training and practice experience.

This module further develops aspects of professionalism from Year 1 and the wider role of the teacher in school, including working and developing relationships with a wide range of other professionals and school stakeholders. You will engage in discussions and research around mental health and wellbeing and the impact this can have on outcomes, and develop your understanding in intensive training and practice experiences. The module will build on your academic writing skills at level 5.

This module will introduce you to the processes of conducting research, including ethics and a range of methods commonly used in education. You will be working in groups with other students, supported by a tutor, to design, conduct and analyse the research.

In this module you will learn how to design your own research project. You will create a research question within the field of education and determine how to research this, choosing appropriate methods. The ethical issues related to educational research will be explored, with you identifying those issues most relevant to your topic and considering ways to address these. You will be supported in completing your ethics form and devising your methods.

This module builds on experience at level 5 with research and the previous Level 6 module where you will have designed your own research project. In this module you will collect and analyse data, taking responsibility for ethical practice. The module requires you to be intellectually curious and accept ambiguity. Throughout the module you will be closely supported by a research tutor through individual tutorials and group seminars. You will have the opportunity to carry out research in school where applicable.

In this module you will develop your understanding of the wider lens of inclusion in the classroom. You will explore the impact of building effective relationships and classroom culture to support the needs of children. You will develop your understanding of pupils’ differences, the potential barriers to learning that they may cause, learn strategies to support these children and how to ensure high expectations of all pupils. There will also be links to whole school behaviour culture and how to manage complex behavioural needs. You will have the opportunity to reflect on the development of your inclusive practice over the 3 years via an assessed digital presentation.

In this module, you will build on your learning about the curriculum and subject knowledge from years 1 and 2 as well as reflecting on placement experiences. You will extend your understanding by considering contemporary subject issues, innovative subject developments to the curriculum, and wider curriculum issues pertaining to teaching and learning. You will learn how teachers are research-informed in order to continually improve and develop a curriculum specific to the needs of their pupils and how this is implemented through effective professional development.

This module supports the transition from trainee to ECT (Early Career Teacher) and other roles as you will consider your wider role in the school environment and beyond. The module will explore a range of current issues in education as well as further developing your understanding of how theory and practice are inextricably linked through reflection on your professional journey over the 3 years of the programme.