In this module student teachers will gain further knowledge of 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; current research outlined within the Ofsted subject reviews, the effective assessment of children’s understanding and the development of a creative cross-curricular approach to the teaching of foundation subjects.
This module will continue to build upon the material introduced at Level 4 drawing from student teachers’ experiences gained during placement.
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)
Sequential Lesson Planning
Plan a sequence of four foundation curriculum lessons and discuss rationale and planning for progression (context-based planning)
(1500 words) - (LO 1 and 2) 30%

Assignment 2 (Semester 2)
Assessment for Learning Evaluation
Written evaluation – To provide a detailed evaluation of teaching and learning. Highlighting pupil impact and accurate use of Assessment for Learning strategies to inform planning.
(2000 words) - (LO 3) 60%

Assignment 3 (Semester 2)
Level 5 Foundation Curriculum Subject Knowledge Audit
Carry out a subject knowledge audit and complete an action plan for professional 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 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 2A-2C.

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

1. To confidently plan lessons which demonstrate knowledge and critical understanding of the Foundation Primary National Curriculum content and underpinning principles. Knowledge & Understanding, Learning, Communication

2. To demonstrate an informed approach to classroom practice by reference to the requirements of the Foundation Primary National Curriculum and educational theory. Knowledge & Understanding, Learning, Application

3. Critically evaluate the appropriateness and effectiveness of professional practice currently used in schools to plan and assess pupil progress in the Foundation curricular subjects.Knowledge & Understanding, Learning, Analysis, Reflection

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

MS Teams and Blackboard.
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.

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.

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.

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.

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

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

RE
Hemming, P. (2017) Religion in the primary school: ethos, diversity, citizenship. London: Routledge.
PSHE

Goddard, G. Smith, V. & Boycott, C. (2013) PSHE in the primary school: principles and practice. Harlow: Pearson.

Student must have successfully completed all modules at L4 of the BA Primary Education (QTS) course and passed the L4 school-based teaching placement.

This module explores how teachers can develop creative approaches to teaching the Foundation Subjects at Key stage 2 and how these progress at Key Stage 3. You will be develop your knowledge of 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 builds on the level 4 work and continues to engage student teachers 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 students 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.