In this module student teachers will be introduced to the Primary National Curriculum (DfE, 2013), with a focus on the core subjects of English, maths and science in the Early Years Foundation Stage and Key Stages 1 and 2. Student teachers will examine the statutory requirements curriculum in parallel to the development of their teaching practice based upon established pedagogy and educational theory.
Topics include but are not limited to; early reading and phonics development, the effective use of the Concrete Pictorial Abstract (CPA) approach; addition and subtraction, and the promotion of a working scientifically methodology to children’s investigations.
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 student teachers’ 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.

Assignment 1 (Semester 1)
Case Study
Analyse the case study of a Year 1 pupil’s progress in reading. Consider their attitude towards reading, words reading and language comprehension.

Identify the next steps in the pupil’s development and the teaching strategies that should be used to support progress in these areas.
(2000 words) – (LO 3) 50%

Assignment 2 (Semester 2)
Teaching Episode Reflection
Select an appropriate, age related, activity to support teaching and learning with a child or group of children which improves their understanding and learning in one of the core subjects.

To reflect on a teaching episode.

To identify two key development points, reflecting on current curriculum knowledge and confidence.
(1500 words) – (LO 1 and 2) 40%

Assignment 3 (Semester 2)
Level 4 Core Curriculum Subject Knowledge Audit
Continue to carry out a subject knowledge audit of core curriculum subjects and complete an action plan, using a proforma to support formative assessment, for development and self-study.
(500 words) – (LO 4) 10%
Formative assessment opportunities include:

Tutorials for draft feedback
Collaborative opportunities to discuss practice
Discussion and critical evaluation of key texts and documents.

All elements of assessment must be passed.

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 and promote critical practice-based reflection, which develops the work undertaken within the Professional Studies – reflection and professional problem-solving module, also delivered throughout Level 4.
Student teachers will be encouraged to be active participants in their learning, contributing to group activities and individual tasks including flipped-learning opportunities. Some sessions require prior reading and independent research to become familiar with the key concepts and practical activities to be covered.

Sessions - Will draw from the various school-based placements throughout Level 4 and will aim to integrate practical classroom experience with appropriate theory and the pedagogy associated with the effective delivery of the Core National Curriculum. This will involve both independent and collaboratively working to plan, deliver and the reflection of various teaching episodes. These approaches are designed to enable all of the student teachers 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 three blocks of 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 student teachers’ 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.

Guided reading – A reading list and appropriate resources will be provided to enable student teachers to engage with relevant and appropriate debates.

This module will also provide opportunities for student teachers to:

work with their peers and colleagues

develop interpersonal and professional skills outlined within the CCF

communicate and debate subject content

effectively use the Core National Curriculum to plan and deliver effective learning opportunities during Placement 1B and 1C.

Formative assessment opportunities include:
Tutorials for draft feedback
Collaborative opportunities to discuss practice
Discussion and critical evaluation of key texts and documents.

1. Demonstrate knowledge and understanding of the Core Primary National Curriculum and the key principles underpinning the statutory requirements. Knowledge & Understanding, Learning, Communication

2. Interpret the effectiveness and relevance of classroom practice in light of curriculum content and appropriate educational theory and high-quality research and literature. Knowledge & Understanding, Learning, Application

3. Evaluate different teaching approaches in relation to educational policy and theory, with a key focus on reading and language comprehension. Knowledge & Understanding Learning, Analysis, Reflection

4. Audit current core curricular knowledge and confidence to identify areas for further development and self-study. Knowledge & Understanding, Reflection

MS Teams and Blackboard.
Copies of the English, maths and science National Curriculum (DfE, 2013)
Children’s literature / texts; film
Phonics resources (grapheme/phoneme cards, musical instruments, rhyming books)
Primary maths equipment (counters, blocks, number fans, shapes, coins, clocks, whiteboards)
Primary science equipment (magnets, rocks, wires, bulbs, buzzers, magnifying glasses)
Unless otherwise stated, all books will be available online through Staffordshire University library website. If student teachers 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 student teachers 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 student teachers 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. The University VLE and MS Teams enables access to course materials, lecture notes, PowerPoint presentations and reading lists.

Cremin, T. and Burnett, C. (2018) Learning to Teach in the Primary School (4th ed.) Oxon: Routledge.

Wyse, D. and Rogers, S. (2016) A guide to early years & primary teaching. LA: Sage.

Allott, K. and Waugh, D. (2016) Language and Communication in Primary Schools. London: Sage.

Medwell, J., Wray, D., Griffiths, V. and Coates, E. (2016) Essential Primary English. London: Open University Press.

Mooney, C. Hansen, A. Ferrie, L. and Wrathmell, R. (2014) Primary mathematics: knowledge and understanding (7th ed.). Los Angeles: Learning Matters.

Peacock, G., Sharp, J. Johnsey, R. and Wright, D. (2017) Primary Science: knowledge and understanding. LA: Learning Matters.

Pound, L. and Lee, T. (2015) Teaching mathematics creatively. London: Routledge

This module will provide you with a solid knowledge and understanding of the core curriculum subjects (English, Mathematics and Science) and prime and specific areas of the Early Years Foundation Stage (EYFS) in the context of learning and teaching in the primary school and early years settings. This module provides a strong philosophical underpinning to the importance of student teachers' subject knowledge in the primary and EYFS curriculum. By studying this module, you will begin to develop your own rationale for your approach to the teaching of the core subjects and to meet the needs of all learners. The module will provide you with a good understanding of creative approaches to the delivery of the core curriculum in schools and provides substantial support for your professional teaching practice.