Learning Outcome 1
Demonstrate knowledge and critical understanding of the core Primary National Curriculum (2013). Knowledge and Understanding
Learning
Communication

Learning Outcome 2
Analyse and reflect on the links between curriculum content, classroom practice and educational theory. Knowledge and Understanding
Learning
Communication

Learning Outcome 3
Critically evaluate and audit current core curricular knowledge and confidence and use this as the basis for personal target setting.
Knowledge and Understanding
Reflection

Learning Outcome 4
To identify the creative approaches currently used within schools in the creative delivery of the core curricular subjects, considering how both policy and theory inform these.
Knowledge and Understanding
Learning
Analysis
Reflection

This module to focus on introducing the subjects which make up the core Primary National Curriculum, examining the key educational theory and policy which underpins their effective delivery. The purpose of this is to ensure that all trainees have an informed position with respect to current policy and practice. This will allow them to engage in informed debate, whilst developing their core curriculum knowledge/delivery during early placements via the evaluation of current classroom practice.
Trainees to explore the nature of creativity in the planning and delivery of the core subjects, developing their understanding of both practice and theory, linking this to their school placement experiences.
Trainees to become confident in their understanding of the statutory requirements of each of the core subjects.
Trainees to become confident in their understanding of the statutory summative assessment processes connected to each of the core subjects.

The teaching strategies to employ a range of methods, including:
• Lectures outlining key curriculum content, linking this to current primary policy and practice
• Seminars to effectively model the planning and delivery of the core subject content
• One to one tutorials to identify current curriculum knowledge requirements and action planning
• Peer group discussion and the use of Blackboard to allow students to share ideas and experiences and to encourage reflection and evaluation.
Context of this module (35 days):
• a one day per week placement for 15 weeks
• a one week and three week block placement.
Learning strategies for students - 300 learning hours:
• 72 hours contact time
• 228 hours independent study.

Cremin, T., and Burnett, C. (2018). Learning to teach in the primary school (4thedition). London: Routledge
Cooke, H. (2000) Primary Mathematics: Developing Subject Knowledge. London: Sage.
Cotton, T. (2010) Understanding and Teaching Primary Mathematics. Harlow: Pearson
Cross, A., Borthwick, A., Beswick, K., Board, J., and Chippindall, J. (2016). Curious learners in primary maths, science, computing and DT. London: Sage.
Jones, R., and Wyse, D. (Eds.). (2013). Creativity in the primary curriculum. London: Routledge
Hall, K. and Sheehy, K. ‘Unit 5.2: Assessment for learning’, in Cremin, T. and Arthur, J. (eds) learning to teach in the primary school (3rd ed), Routledge: Oxford 334-338
Myers, J. and Burnett, C. (2004) Teaching English 3 – 11. London: Continuum.
Perkins, M. (2012) Observing Primary Literacy. London: Sage.
Pollard, A. (2014) ‘Reflection: How can we develop the quality of our teaching?’ in Reflective Teaching in Schools, (4th Edn), London: Bloomsbury 67-89
Tripp, D. (1994) 'Teachers lives, critical incidents and professional practice', Qualitative Studies in Education, 7(1) 65-76
Warwick, J. & Wolpert, M.A. (2014) ‘Unit 1.3: making the most of your placements’, in Cremin, T. and Arthur, J. (eds) learning to teach in the primary school (3rd ed), Routledge: Oxford 35-52
Wray, D. (2007) Teaching Literacy Across the Primary Curriculum. Exeter: Learning Matters
Wyse, D., Baumfield, V. M., Egan, D., Hayward, L., Hulme, M., & Gallagher, C. (2012). Creating the curriculum. London: Routledge.

• Lesson planning proforma
• Lesson evaluation proforma (student)
• Lesson evaluation proforma (class teacher)
• Tutor assessment feedback proforma, highlighting progress against Teachers’ Standards.

Coursework - Assignment (1000 words) weighted at 50%. Coursework - Assignment (2000 words) weighted at 50%.

This module will focus on introducing the subjects which make up the core Primary National Curriculum, examining the key educational theory and policy which underpins their effective delivery. The purpose of this is to ensure that you have an informed position with respect to current policy and practice. This will allow you to engage in informed debate, whilst developing your core curriculum knowledge/delivery during early placements via the evaluation of current classroom practice.
You will explore the nature of creativity in the planning and delivery of the core subjects, developing your understanding of both practice and theory, linking this to your school placement experiences.
You will become confident in your understanding of the statutory requirements of each of the core subjects and the statutory summative assessment processes connected to each of the core subjects.