1. Demonstrate knowledge and understanding of the statutory requirements of the Primary National Curriculum and EYFS. Knowledge and Understanding

2. Apply subject knowledge and evidence-informed strategies to plan and evaluate creative approaches to teaching. Application and Problem Solving

3. Communicate and reflect on your understanding of curriculum content and teaching strategies, using appropriate academic and professional language in written formats. Communication Reflection

Main assessment additional details: Reflection on own teaching Plan and teach an appropriate, age-related teaching activity to support learning for a group of children, which improves their understanding and learning in one aspect of a primary curriculum subject.
- Reflect on the teaching episode, identifying strengths within your teaching
- Identify two key development points for their future practice, based on this teaching episode

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

In this module, trainees will be introduced to the Primary National Curriculum (DfE, 2013), with a focus on developing secure subject knowledge across all areas of the curriculum. They will examine statutory requirements for the Early Years Foundation Stage (EYFS) and Key Stages 1 and 2, considering progression and continuity in learning. Indicative topics will include but are not limited to:
- Early reading and phonics development
- The effective use of the Concrete–Pictorial–Abstract (CPA) approach in mathematics
- Key concepts in addition and subtraction
- Approaches to knowledge development across foundation subjects

The module will also explore principles of effective teaching and learning within the primary classroom, as outlined in the Initial Teacher Training and Early Career Framework (ITTECF) (DfE, 2025). This includes fostering a professional culture of creativity, risk-taking, and high expectations, while prioritising the physical, mental, emotional, cultural and spiritual wellbeing of both trainees and pupils.

The concept of adaptive teaching, as emphasised in the ITTECF, will underpin all sessions, promoting equality, diversity, and inclusion as essential to effective practice.

This module is primarily focused on developing trainees’ subject knowledge, covering all National Curriculum subjects alongside selected EYFS content.

This module will provide you with a secure knowledge and understanding of the primary curriculum subjects, as well as the prime and specific areas of the Early Years Foundation Stage (EYFS). You will explore how these areas are taught in the context of learning and teaching in primary schools and early years settings.

By studying this module, you will begin to develop your own rationale for teaching and learn how to meet the needs of all learners. You will examine statutory requirements for the Primary National Curriculum and the EYFS, and gain insight into progression across Key Stages 1 and 2. This module also provides a strong philosophical underpinning for the importance of subject knowledge in effective teaching. It will support you in developing creative approaches to curriculum delivery and prepare you for professional teaching practice.

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 subject content 
effectively use the National Curriculum and EYFS curriculum documents to plan and deliver effective learning opportunities during placement

General Primary Teacher/Curriculum texts: Cremin, T. and Burnett, C. (2018) Learning to Teach in the Primary School (4th ed.) Oxon: Routledge. Webster, M. & Misra, S. (2015) Teaching the Primary Foundation Subjects. Maidenhead; Open University Press The most recent version of 'The National Curriculum' Department of Education The most recent version of 'The Early Years Foundation Stage Framework' Department of Education

English specific texts: Quigley, A. (2018) Closing the Vocabulary Gap. London: Routledge. Quigley, A. (2020) Closing the Reading Gap. London: Routledge.

Maths specific texts: Mattock, P. (2019) Visible Maths, Carmarthen: Crown House Publishing McCrea, E. (2019) Making Every Maths Lesson Count, Carmarthen: Crown House Publishing

Science specific texts: Peacock, G., Sharp, J. Johnsey, R. and Wright, D. (2017) Primary Science: knowledge and understanding. LA: Learning Matters. Cross, A., Borthwick, A., Beswick, K., Board, J. and Chippindall, J. (2016) Curious learners in primary maths, science, computing and DT. SAGE.

- 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.