1. Critically analyse developments in your professional role and responsibilities in the role of a teacher.¿

2. Reflect on your development as an education professional when working in an educational setting.

3. Demonstrate an understanding of the needs of differing stakeholders when disseminating information.

Assignment 1 (70%) – Semester 2

Leaflet

Critically analyse policy, initiatives and documentation that informs educational organisations.¿

Produce a leaflet for parents to explain a school’s approach to marking & feedback or children’s health & wellbeing.

(1000 words) (LO 1, 2, 4)

Assignment 2 (30%) – Semester 2

Voiced Presentation

Design a 7-minute voiced presentation explaining the underpinning theory and rationale for the school’s policy connected with selected focus area of either assessment or health, being mindful of stakeholder needs.

(7-minutes) (LO3)

In this module trainees will continue to explore their developing personal, professional and academic identities, linking these to their placement-based experiences. They will focus on developing their understanding of what it means to be a professional teacher, with reference to Part 2 of the Teachers’ Standards (DfE, 2013). This will further explore the research and practice connected to the effective deployment of other adults within their classrooms along with a focus on EEF based practice. A further focus will be on the use of both summative and formative approaches to assessment within the primary classroom and how this informs planning to ensure challenge.

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 trainees’ 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.

Building on the Professional Studies module from Level 4, this module will deepen your understanding of issues in education and your development as a professional. You will learn more about how schools monitor the safety and wellbeing of their children and will also investigate the wide range of assessment activities that take place and how the information from these is used. You will continue to reflect on your continuing professional development and continue to develop your professional persona and 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 of working within a professional environment.

Sessions - Will draw from the various school-based placements throughout Levels 4 and 5 and will aim to integrate these experiences with appropriate theory and pedagogy to promote a strong professional teacher identity.

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 trainees 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.

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 trainees’ 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 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 CCF¿

communicate and debate subject¿content¿

effectively develop their professional skills outlined within the CFF
Formative assessment opportunities include:

Tutorials for draft feedback

Collaborative opportunities to discuss practice

Discussion and critical evaluation of key texts and documents.

Cremin, T. and Burnett, C. (2018).¿Learning to teach in the primary school (4thedition). London: Routledge¿

Hall, F., Hindmarch, D., Hoy, D. and Machin, L. (2015) Supporting Primary Teaching and Learning.¿ Northwich: Critical Publishing.¿

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Further reading:¿

Beckley, P. (Ed.) (2019) Supporting vulnerable children in the early years: practical guidance and strategies for working with children at risk. London: Jessica Kingsley Publishers.

Breslin, T. (2021) Lessons from lockdown. Milton: Taylor & Francis Group.

Campbell, E. (2000). Professional ethics in teaching: Towards the development of a code of practice.¿Cambridge Journal of Education,¿30(2), 203-221.¿

Campbell, E. (2008). The ethics of teaching as a moral profession.¿Curriculum Inquiry,¿38(4), 357-385.¿

Carr, D. (2005).¿Professionalism and ethics in teaching. Routledge.¿

Demirkasimoglu, N. (2010). Defining “Teacher Professionalism” from different perspectives.¿Procedia-Social and Behavioural Sciences,¿9, 2047-2051. Harris, A. (2004). Distributed leadership and school improvement: leading or misleading?.¿Educational Management Administration & Leadership,¿32(1), 11-24.¿

Department for Education (2021) Keeping children safe in education, Available at: Keeping children safe in education - GOV.UK (www.gov.uk) (NB You are required to read the most up to date version of this document available on the DfE website)

Servage, L. (2009). Who is the" professional" in a professional learning community? An exploration of teacher professionalism in collaborative professional development settings.¿Canadian Journal of Education,¿32(1), 149.¿

Wiliam, D. and Black, P. (1998) Inside the black box: raising standards through classroom assessment. London: GL Assessment

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Academic study skills development:

Bolton, G. (2010) Reflective Practice: Writing and Professional Development (3rd edition).¿ London: Sage Publications ¿

Moon, J. (2008) Critical Thinking: an exploration of theory and practice. London: Routledge¿

Weyers, J. and McMillan, K. (2011) How to Write Essays and Assignments (2nd Edition)¿¿

MS Teams and Blackboard.

No specific resources required.

Unless otherwise stated, all books will be available online through Staffordshire University 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. Support with referencing will be provided by the module tutor with the trainees 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.

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