1. Demonstrate acquisition of appropriate digital and traditional study skills.

2. Demonstrate acquisition of subject and pedagogical knowledge.

3. Evaluate own practice relating to promoting and maintaining positive behaviour.

Assignment 1 (40%) – Semester 1

Presentation – Self-assessed skills audit and action plan.

Produce a 7-minute voiced presentation. Link this to an action plan, using standardised proforma produced within L4 Professional Studies sessions which identifies areas of own subject knowledge and pedagogical strength whilst highlighting areas requiring further development.

(7-minutes) – (LO1, 2)

Assignment 2 (60%) – Semester 2

Assignment – An analysis of behaviour management approaches in a case study school

Using a provided case study identify elements of effective behaviour management and those requiring further development. Link the analysis to relevant theory and peer-reviewed research. Further identify the impact of educational policy and your own professional practice.

(2000 words) – (LO1, 3, 4)

In this module trainees will start to explore their developing personal, professional and academic identities, linking these to their placement-based experiences. They will gain an understanding of what it is to be an academic and a professional within a primary context exploring the issues such as, effective use of the library, developing academic arguments and linking these to classroom practice. Also, the impact of Ofsted and policy on educational outcomes and the notions of performativity and accountability within primary schools. The management of behaviours and the awareness of mental health will all be explored. Throughout the module the development of trainees’ reflective practice will be focussed upon drawing from various models for example, Gibbs and the Johari Window. This module will explore the development of effective teaching and learning within the primary classroom, as outlined within the Core Content Framework (DfE, 2019) which promotes a professional culture of risk-taking, creativity and high expectations, whilst being mindful of trainees’ and their pupils physical, mental, emotional, cultural and spiritual wellbeing. The notion of adaptive teaching, as outlined within the CCF, will underpin all sessions promoting a culture of equality, diversity and inclusion, paramount to effective teaching and learning.

Through taught university sessions, this module helps you to learn what it means to be an education professional and how to develop your professional skills and attributes. You will engage in reflection about your own values and how these impact on your practice in school and will also reflect throughout the year on your work in your placement, identifying what you are doing well and what your next steps are in your journey to becoming an excellent qualified teacher.

Within this module a number of learning strategies will be used, including seminars, tutorials, peer group discussion and teaching episodes. This will facilitate proactive learning based upon previous experience gained both prior to and during the course. This will be used to build on existing knowledge of working within a professional environment.

Sessions - Will draw from the Level 4 placement and will aim to integrate these experiences with appropriate theory and pedagogy to promote a strong professional teacher identity. This will involve both independent and collaboratively working to plan, deliver and reflection of various teaching episodes. These approaches are designed to enable all of the trainees to gain an authentic understanding of the primary classroom, developing their basic teaching skills, alongside their resilience and problem-solving abilities.

Lectures – Will be timetabled to build upon the placement undertaken during Level 4, fully integrating the practical and academic elements of the course. These sessions will predominately be face to face with some elements of digital or virtual provision.

Tutorials – These provide the opportunity to discuss assignment requirements and reflections with the module tutors and gain academic support from academic mentors.

Independent study – A significant element of the trainees’ professional and academic development is based on further independent study. This will enhance their pedological and core curriculum knowledge, underpinning this with engagement with theory and the key concepts discussed in lectures, group discussions and tutorials.

Cremin, T. and Burnett, C. (2018).¿Learning to teach in the primary school (4thedition). London: Routledge

Ofsted (2014) Below the radar: low-level disruption in the country’s classrooms. Available at: https://www.gov.uk/government/publications/below-the-radar-low-level-disruption-in-the-countrys-classroom

Education Endowment Foundation (2019) Improving behaviour in schools: six recommendations for improving behaviour in schools. Available at: Improving Behaviour in Schools | EEF (educationendowmentfoundation.org.uk)

Hayes, C., Daly, J., Duncan, M., Gill, R. and Whitehouse, A. (2014, 2017) Developing as a Reflective Early Years Professional. Northwich: Critical Publishing.

Ewans, T. (2014): Reflective Primary Teaching Northwich: Critical Publishing.

Fisher, J. (2010) Moving on to Key Stage 1: Improving Transitions from the Early Years Foundation Stage, Maidenhead: OU Press

Hammersley-Fletcher, L., Lowe, M. Pugh, J. (2006): The Teaching Assistant's Guide: An Essential Textbook for Foundation Degree Students. UK: Routledge Falmer.

Musgrave, J. and Stobbs, N. (2015) Early Years Placements. Northwich: Critical Publishing

Paige-Smith, A. (2011) Developing Reflective Practice in the Early Years. Maidenhead: OUP.

Wiliam, D. and Black, P. (1998) Inside the black box: raising standards through classroom assessment. London: GL Assessment

Academic study skills development:

Bolton, G. (2010) Reflective Practice: Writing and Professional Development (3rd edition). London: Sage Publications

Moon, J. (2008) Critical Thinking: an exploration of theory and practice. London: Routledge

Weyers, J. and McMillan, K. (2011) How to Write Essays and Assignments (2nd Edition)

MS Teams and Blackboard

No specific resources required.

Unless otherwise stated, all books will be available online through Staffordshire University library website.¿If trainees have difficulty accessing these, they can contact the¿University¿Library.¿There is also an online reading list for each module on this course.¿ To access this, they go to¿Reading lists and then type in the module code in the search box.

Tutors will also advise trainees on the relevant texts and sections of texts to read.¿They will be encouraged to engage with a wide range of literature to access the latest research within their study area. Support with referencing will be provided by the module tutor with the trainees being encouraged to access Refzone¿for further guidance. They must use the Refzone¿Harvard system when referencing their research.

Further guidance and support with academic writing can be obtained from Staffordshire University Library Academic skills. The study skills team can also provide 1 to 1 support.¿¿

The University VLE and MS Teams enables access to course materials, lecture notes, PowerPoint presentations and reading lists.