1. Describe how key safeguarding, behaviour management and professional practice principles (including use of online professional tools) can be applied to create safe, inclusive learning environments. Knowledge & Understanding Digital literacy

2. Explain how trauma, wellbeing, school values and ethos can shape pupil behaviour. Knowledge & Understanding Reflection

3. Engage with educational research to inform evidence-based teaching including Harvard referencing when locating, interpreting and evaluating sources. Research Skills

Assignment – An analysis of behaviour management approaches in a case study school Using the case study provided, identify elements of effective behaviour management and those requiring further development. Link the analysis to relevant theory and peer-reviewed research. Within the case study, identify the impact of the school’s policies on the children. Identify two development points for your own professional practice related to behaviour management, based on your analysis of the case study.

A variety of formative assessment opportunities will be offered, which may include, but are not limited to, the following:
- Group/paired work and reflective feedback
- Deliberate practice tasks with feedback aimed at differing audiences
- Self-assessment of subject knowledge
- Digital interactive resources
- Group discussion and questioning
- Tutorials for draft feedback
- Critical reflection and discussion of literature

Safeguarding and Professional Practice

Trainees will learn that safeguarding is both a statutory and professional responsibility and will develop an understanding of the importance of maintaining professional boundaries, ensuring confidentiality, and keeping accurate records. They will learn to recognise indicators of risk and apply appropriate professional responses, including making referrals and engaging effectively in multiagency working. Trainees will explore contemporary safeguarding challenges—such as contextual risks, online harm, and peer on peer abuse—and consider how these shape current practice. They will also examine the impact of Adverse Childhood Experiences (ACEs) and develop insight into trauma informed approaches. Additionally, trainees will understand how safeguarding underpins positive behaviour, wellbeing, and inclusion within educational and care settings.

Behaviour Management

Trainees will learn about the importance of clear rules and consistent routines in creating a supportive learning environment. They will develop an understanding of effective behaviour management strategies and how these contribute to establishing positive learning behaviours in the classroom. The module introduces trainees to differing perspectives on behaviour management and examines how various systems can influence pupil outcomes. Trainees will also explore how a school’s behaviour approach reflects its core values. In addition, they will engage with key theories and practices in behaviour management, considering how contemporary ethical standards shape the interpretation of historic research in this field.

Research-Informed Pedagogy

Trainees will learn what educational research is and why it plays a vital role in informing professional practice. They will develop an understanding of research informed practice and evidence-based decision making, recognising how these approaches contribute to effective teaching and learning. The programme introduces trainees to key principles within the science of learning, including:
- Working memory and cognitive load
- Attention and motivation
- Prior learning and misconceptions
- Breaking down content and sequencing learning
- Worked examples, modelling and scaffolding
- Metacognition and metacognitive strategies

Academic Skills and Research Engagement

Trainees will develop an understanding of educational curiosity and why it is an essential attribute for reflective and adaptive professional practice. They will learn how to locate high quality educational research and peer reviewed literature, and how to read and interpret research effectively. The module supports trainees in critically evaluating both academic and non-academic sources, enabling them to make informed judgements about the credibility and relevance of evidence. Trainees will also be introduced to key academic writing conventions, including the use of a formal tone and the principles of Harvard referencing. In addition, they will gain an introductory understanding of research ethics and the ethical considerations that underpin responsible education research.

Get ready to dive into a module that will transform the way you think, teach, and engage with education. In this module, you’ll explore what it really means to be a reflective, research informed professional and discover how curiosity, critical thinking, and evidence shape great practice.

You’ll learn why safeguarding is a vital part of your role, how to recognise risks, work confidently within professional boundaries, and respond to contemporary challenges such as online harm. You’ll also deepen
your understanding of behaviour management, gaining practical strategies for establishing positive learning environments and managing behaviour effectively.

As you move through the module, you’ll strengthen your ability to make evidence-based decisions. You’ll examine cutting edge ideas from the science of learning—like working memory, cognitive load, motivation, and metacognition—and discover how these concepts directly impact the way you plan lessons, sequence content, and support pupil progress.

You’ll also build the skills you need to navigate educational research with confidence. You’ll learn how to find high quality studies, interpret findings, evaluate sources critically, and write academically using clear conventions and Harvard referencing. Along the way, you’ll explore the ethical principles that guide responsible and meaningful research in education.

By the end of the module, you won’t just know more—you’ll think differently. You’ll be more analytical, more informed, and more able to connect theory, research, and practice in ways that genuinely elevate your work with learners.

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.

Trainees 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.
Lectures - Will draw on school-based experiences and will aim to integrate practical classroom experience with appropriate theory and the pedagogy associated with the effective delivery of the National Curriculum. This will involve both independently and collaboratively working to plan, deliver and reflect on teaching episodes. These approaches are designed to enable all trainees to gain an authentic understanding of the primary classroom, developing their basic teaching skills, alongside their resilience and problem-solving abilities. 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, or the opportunity to be signposted to other departments of the University who can support individual needs.   

Independent study – A significant element of the trainees’ professional and academic development is based on further independent study. This will enhance their pedological and curriculum knowledge, underpinning this 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 trainees to engage with relevant and appropriate debates.     

This module will also provide opportunities for trainees to: 
- work with their peers and colleagues
- develop interpersonal and professional skills outlined within the ITTECF 
- communicate and debate

Safeguarding Department for Education (annual update) Keeping Children Safe in Education: Statutory Guidance for schools and Colleges (This document is updated annually, so you should refer to the most recent version for your studies)

Department for Education (2015) The Prevent duty: Departmental advice for schools and childcare providers. London: The Stationery Office

Behaviour Management 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)

- Blackboard
- Educational framework documentation
- Children’s literature/text; films
- Subject appropriate practical resources
- Digital tools to support learning (e.g. Padlet, Mosaic, Mentee, Virti)

Unless otherwise stated, all books will be available online through The University of Staffordshire 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. Further guidance and support with academic writing can be obtained from University of Staffordshire Library Academic skills. The study skills team can also provide 1 to 1 support.

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