1. Demonstrate critical understanding of a range of theories, concepts and elements of professional practice, including digital learning tools, demonstrating an understanding of the linked legal, professional and accountability frameworks in place. Knowledge and Understanding Digital Literacy

2. Engage with educational research and evidence by analysing, evaluating, debating and applying ethical principles, in order to make informed, principled decisions about classroom practice. Research Skills Critical Reasoning and Collaboration

3. Plan your own piece of small-scale research, based on your own practice, understanding the practicalities of undertaking research in the classroom and the importance of a thorough understanding of existing research in this area. Research Skills Application and Problem-Solving

Research proposal for small scale action research, to be carried out in L6. Identify an area of your own practice you would like to investigate in more detail. As part of the research proposal, you should undertake a literature review identifying current literature around this aspect of practice.

Your proposal should outline the rationale for the study and justify the chosen research approach, including discussion of ethical considerations. You should also consider how the findings could contribute to improving teaching and learning in your context.

The proposal should be 2,000 words and written in an academic style, showing developing research skills and an understanding of action research in education.

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
- Peer and tutor feedback on research questions, aims and objectives
- Preparation of PowerPoint presentation intended for their research supervisor, outlining elements of their intended research
- Group discussion and questioning
- Tutorials for draft feedback
- Critical reflection and discussion of literature

Research Informed Teaching, Learning and Assessment Informed Teaching, Learning and Assessment-Informed Teaching, Learning and Assessment

Trainees will explore how educational research informs effective classroom practice, drawing on key studies to understand the principles underpinning formative and summative assessment. They will learn to use assessment data to guide planning, inform levels of challenge and support progression. Trainees will also develop an understanding of performance management, monitoring processes, school accountability data, and the legal and professional responsibilities associated with assessment and data handling.
Professional Identity, Reflection and Placement Links

Trainees will develop their personal, professional and academic identities by examining notions of professionalism outlined within Part 2 of the Teachers’ Standards. They will engage in reflective practice using models such as Brookfield’s lenses and consider how their beliefs, developing teaching styles and approaches to learning influence their practice during school placements.

Inclusion, Equality and Adaptive Teaching

Trainees will investigate the personal, cultural and structural factors that shape inclusive practice and equal opportunities in education. They will examine historical and legislative developments that influence inclusive provision and learn how to adapt teaching to meet the needs of diverse learners across primary settings, including EYFS. Adaptive teaching will be explored in terms of equality and equity and trainees will consider why, and how, adaptions may need to be made within a classroom.

Teaching, Learning and Wellbeing

Trainees will study the principles of effective teaching and learning outlined in the ITTECF, developing approaches that encourage creativity, appropriate risk taking and high expectations. They will explore strategies for supporting both pupil and teacher wellbeing and engage in simulated professional learning activities, including the use of current online safeguarding reporting and monitoring systems.-taking and high expectations. They will explore strategies for supporting both pupil and teacher wellbeing and engage in simulated professional learning activities, including the use of

Research Literacy and Methodological Understanding

Trainees will develop an understanding of the purposes of educational research and its role in shaping professional decision making. They will learn how researchers design studies, analyse data and draw conclusions, and explore research paradigms such as positivism and interpretivism. The module will introduce the rationale for qualitative, quantitative and mixed methods approaches and provide an overview of commonly used educational research methodologies.-making. They will learn how researchers design studies, analyse data and draw conclusions, and explore research paradigms such as positivism and interpretivism. The module will introduce the rationale for qualitative

Trainees will be introduced to qualitative and quantitative data collection tools, including questionnaires, surveys, interviews, observations and document analysis. They will consider issues such as sampling and the impact this can have on findings. They will examine ethical considerations such as confidentiality,
anonymity and informed consent. Trainees will also learn to evaluate research quality, reliability and validity, recognise limitations and interpret claims, as well as understand how research is disseminated and used to shape educational practice and policy.

Critical Engagement with Research and Professional Literature

Trainees will develop the skills to read, interpret and critically evaluate educational research and professional literature. They will analyse methodologies, data analysis techniques and research conclusions, distinguishing between evidence, guidance and opinion. The module also encourages trainees to examine common educational misconceptions and “urban myths,” including those around learning styles, questioning, grouping, homework and adaptive practice.

This module invites you to step deeper into what it truly means to be an evidence-informed, reflective and inclusive teacher. You’ll explore how educational research can transform everyday classroom practice, discovering how key studies influence the way teachers assess learning, plan for progress and create meaningful challenge. You’ll learn to use assessment data confidently and responsibly, while also building an understanding of the wider systems—such as performance management and school accountability—that shape professional practice.

As you develop your skills, you’ll also be exploring who you are becoming as a teacher. Using reflective tools like Brookfield’s lenses, you’ll examine how your values, experiences and emerging teaching style influence the choices you make on placement. You’ll consider what professionalism looks like in real classrooms and how the Teachers’ Standards guide your growing identity.

You will also investigate what inclusive and equitable teaching looks like in practice. By exploring personal, cultural and structural influences on children’s experiences, you’ll learn how to adapt teaching thoughtfully so that all learners in primary settings can thrive. You’ll examine why adaptations matter, how to make them effective and how legislation has shaped today’s inclusive classrooms.

Throughout the module, you’ll deepen your understanding of effective pedagogy, wellbeing and the practical realities of teaching. You’ll build strong research literacy, learning how studies are designed, how evidence is generated and how to evaluate research quality. Finally, you’ll develop the confidence to challenge common educational myths and make informed, principled decisions that shape your future classroom.

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.
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 National Curriculum. This will involve both independent and collaboratively working to plan, deliver and the reflection of 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 placement undertaken during Level 4 and the placement that will be completed in Level 5, 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 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 ITTECF
- communicate and debate

Cohen, L., Manion, L. and Morrison, K. (2018) Research methods in education. 8th edn. London: Routledge.
McNiff, J. and Whitehead, J. (2011) All you need to know about action research. 2nd edn. London: Sage.
Coe, R., Aloisi, C., Higgins, S. and Major, L.E. (2014) What makes great teaching? Review of the underpinning research. Durham: Sutton Trust.

- Blackboard
- Educational framework documentation
- 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.