In this module student teachers will be introduced to the Primary National Curriculum (DfE, 2013), with a focus on the foundation subjects of, Art and design, Computing, Design and technology, Geography, History, Languages, Music and Physical education in the Early Years Foundation Stage and Key Stages 1 and 2. Student teachers will examine the statutory requirements of the curriculum in parallel to the development of their teaching practice based upon established pedagogy and educational theory.
Topics include but are not limited to; the evaluation and analysis of creative works using the language of art, craft and design, the development of children’s understanding and application of the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation, the understanding of the history of these islands as a coherent, chronological narrative.
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 2)
Reflection based on lesson observations
A reflection of effective foundation curriculum teaching and learning based on observations from 1A and 1B placements. Own choice of foundation subject focus.
(1500 words) – (LO 1, 2) 90%

Assignment 2 (Semester 2)
Level 4 Foundation Curriculum Subject Knowledge Audit
Continue to complete a subject knowledge of the foundation curriculum audit and complete an action plan for professional development and self-study.
(500 words) – (LO 3) 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 Foundation 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 Foundation 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 Foundation 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 a basic knowledge and understanding of the content of statutory requirements of Foundation Primary National Curriculum subjects. Knowledge & Understanding, Learning, Communication

2. To demonstrate a basic understanding of links between the National Curriculum statutory requirements and classroom practice. Knowledge & Understanding, Learning, Application

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

All subjects will require resources that would be used to teach the foundation subjects in the classroom. For example, art resources, pencils, paints and paper.
MS Teams and Blackboard.
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.

Misra, S. & Webster, M. (2015) teaching the Primary Foundation Subjects. Maidenhead: McGraw-Hill.

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

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

Alexander, R. (2017) Towards dialogic teaching: rethinking classroom talk (5th ed.). Thirsk: Dialogos.

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

Fisher, R. (2009) Creative dialogue: talk for thinking in the classroom. London: Routledge.

Mercer, N. (2000) Words and minds: how we use language to think together. London: Routledge.

Art & Design
Ogier, S, (2017) Teaching Primary Art & Design. LA: Sage.

Eglinton, K. (2003) Art in the Early Years. London: RoutledgeFalmer.

Edwards, J. (2013) teaching primary Art. Harlow: Pearson.

History
Doull, K., Russell, C. & Hales, A. (2019) Mastering Primary History. London: Bloomsbury.

Geography
Catling, S. & Willy, T. (2009) Teaching primary geography. Exeter: Learning Matters.

Catling, S. & Willy, T. (2018) understanding and teaching primary geography. LA: Sage.

Palmer-Cooper & Birch, J. (2004) Geography in the Early Years. London: RoutledgeFalmer.

Music
Pugh, A. & Pugh, L. (1998) Music in the Early Years. London: Routledge.

Daubeney, A. (2017) Teaching primary music. LA: Sage.

RE
Ashton, E. (2000) Religious Education in the Early Years. London: Routledge.
Hemming, P. (2017) Religion in the primary school: ethos, diversity, citizenship. London: Routledge.

This module explores how teachers can develop creative approaches to teaching the Foundation Subjects at Key stages 1 & 2 and in the Early Years. You will be introduced to key areas of learning for each of the subjects and supported to understand the statutory and non-statutory curriculum guidance, and theoretical perspectives and resources used by schools to deliver these subjects. The importance of schools achieving a broad and balanced curriculum is reflected here as the relevance of each subject within the National Curriculum and how they support one another and can be linked through cross-curricular themes is considered. This module engages students with a diverse and dynamic range of strategies to motivate and inspire children in their learning of the foundation subjects. Moreover, it is characterised by being highly practical with sessions exploring ‘hands-on’ activities which student teachers can use and adapt in their own teaching. You will understand how teachers can support pupils to make progress in their learning within each subject. Opportunities are provided for students to apply their learning to their own planning and delivery of lessons through peer-to-peer teaching episodes and school practice placements.