In this module student teachers will deepen their knowledge of the core subject requirements in the Primary National Curriculum and develop a critical understanding of how to deliver these expectations when teaching English, maths, and science in Key Stage 2.
Topics include but are not limited to; children’s writing and spelling development, key concepts and progression in number and calculation, and using data collected from science investigations.
This module supports student teachers to develop creative teaching strategies to deliver the core curriculum and is aligned with the requirements of the Core Content Framework (DfE, 2019). Accordingly, student teachers will develop in confidence to effectively plan, teach and assess core curriculum subjects, adapting the learning to meet the needs of all pupils.

Assignment 1 (Semester 1)
Maths Teaching and Learning Representation Pedagogy
Maths focus – written assignment on using representation within primary maths teaching and learning.
(2000 words) - (LO 1 and 2) 60%

Assignment 2 (Semester 2)
Promoting Working Scientifically in the Primary Classroom
Science focus – 10-minute voiced presentation reflecting on the use of various strategies to promote pupils’ understanding of working scientifically skills drawing either placement observations or own classroom practice.
(8 slides max) - (LO 4) 30%

Assignment 3 (Semester 2)
Level 5 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 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 – critical analysis and professional competencies module, also delivered throughout Level 5.
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 Levels 4 and 5 aiming 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 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 Placements 2A - 2C.

1. Critically demonstrate knowledge and understanding of the core Primary National Curriculum and how the principles underlying this documentation have developed over time, policy, with a key focus on maths. Knowledge & Understanding Learning, Communication

2. Apply understanding of curriculum requirements and educational theory to adopt an informed approach to classroom practice, with a key focus on maths. Knowledge & Understanding, Learning, Application

3. Audit core curricular knowledge and be proactive in developing existing skills and acquire new competences through self-study and continuing professional development. Knowledge & Understanding, Reflection

4. Critically evaluate the appropriateness of the approaches currently used in schools to deliver the core curricular subjects in light of well-established theory and educational policy, with a key focus on science. Knowledge & Understanding, Learning, Analysis, Reflection

MS Teams and Blackboard
Copies of the English, maths and science National Curriculum
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 (lifecycles visuals, small world play animals, torches, Earth, planets and sun models, different materials, 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

Cremin, T. (2015) Teaching English Creatively. London: Taylor & Francis.

Jolliffe, W., Waugh, D. & Gill, A. (2015) Teaching Systematic Synthetic phonics in Primary Schools (2nd ed.). Exeter: Sage.

Medwell, J., Wray, D., Moore, G. & Griffiths, V. (2017) Primary English: knowledge and understanding (8th ed.). LA: Learning Matters.

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

Haylock, D. (2017) Understanding mathematics for young children. London: Sage.

Mooney, C., Briggs, M., Hansen, A., McCulloch, J. and Fletcher, M. (2104) Primary mathematics: teaching theory and practice (7th ed.). Los Angeles: Learning Matters.

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

Sharp, J. & Peacock, G. (2017) Primary science: teaching theory and practice (8th ed.). London: Learning Matters.

Student must have successfully completed all modules at Level 4 of the BA Primary Education (QTS) course and passed the Level 4 school-based teaching placement.

This module will build on your previous year’s studies as you deepen your knowledge and understanding of the core curriculum subjects (English, Mathematics and Science) in the context of learning and teaching in the primary school. This module provides a strong philosophical underpinning to the importance of student teachers’ subject knowledge in the primary school. By studying this module, you will continue to shape 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 approaches the core curriculum in schools and provides substantial support for your professional teaching practice.