This module will change year on year as it aims to engage with contemporary issues in education. This will link to government led initiatives, sector driven concerns as well as future challenges within the wide field of primary education.

Learning Outcome 1
Demonstrate knowledge and critical understanding of the wider requirements of the British education system, including British values, Prevent and SRE. 1, 2, 3, 4

Learning Outcome 2
To develop critical understanding of the wider requirements of the primary teacher, including the role of subject lead, community, global engagement and the planning of educational visits. 1, 2, 3, 4, 6, 8

Learning Outcome 3
To develop a critical understanding of the effective management and accountability of primary schools and the current challenges facing British education. 4, 5, 6

This module to focus on introducing and recapping the key concepts and practices associated with the wider role of the primary class teacher, with reference to Teacher Standard 8.
Trainees to observe and reflect on the various strategies used by teachers within their placement school in the delivery of the wider statutory requirements, i.e. a broad and balanced curriculum, which promotes spiritual, moral, social and cultural development of all pupils.
Trainees to engage with and reflect upon the current management structures used within primary schools, starting to identify potential roles following the completion of their NQT period, particularly the role of subject leader.
Trainees to engage with the concept of pupil voice.
Trainees to develop a critical understanding of the various accountability processes currently used within British primary schools, including leagues tables and Ofsted inspections.
Trainees to have the opportunity to engage in the process of planning educational visits and the completion of risk assessments.
Trainees to develop deep understanding of the communities in which they teach, and deal with complex issues by drawing on their own knowledge, practice, research and a range of data, in order to activity promote school/community engagement.

Task 1 (50%): Write a 2000 word (?) assignment, which identifies the strengths and potential barriers to active engagement of their placement school’s community. Also, consider the opportunities the community might offer, in terms of supporting teaching and learning from a funds of knowledge perspective.
Task 2 (50%): Plan, deliver and evaluate a unit of work linked to the promotion of British values (or another area taken from Learning Objective1) and the requirements of the school, during the Semester 1 block placement.

All elements of assessment must be passed

The teaching strategies to employ a range of methods, including:
• Lectures outlining key curriculum content, linking this to current primary policy and practice
• Seminars to effectively model the planning and delivery of the content outlined in learning objective 1
• Current practitioners to discuss the requirements of subject lead role
• One to one tutorials to identify current curriculum knowledge requirements and action planning
• One to one tutorials to support in school practice and assignment writing
• Peer group discussion and the use of Blackboard to allow students to share ideas and experiences and to encourage reflection and evaluation.
Context of this module Semester 1 (38 days):
• two days per week placement for 9 weeks during Semester 1
• four week block placement.
Learning strategies for students - 300 learning hours:
• 72 hours contact time
• 228 hours independent study.

Cremin, T., and Arthur, J. (2014). Learning to teach in the primary school (3rd edition). London: Routledge.

Bennett, N. (2003). The role and purpose of middle leaders in schools. Nottingham: NCSL
Burnitt, M., & Gunter, H. (2013). Primary school councils: Organization, composition and head teacher perceptions and values. Management in education, 27(2), 56-62.
Esteban-Guitart, M., & Moll, L. C. (2014). Lived experience, funds of identity and education. Culture & Psychology, 20(1), 70-81.
Mason, S. (2010). Braving it out! An illuminative evaluation of the provision of sex and relationship education in two primary schools in England. Sex Education, 10(2), 157-169.
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into practice, 31(2), 132-141.
Piercy, H., & Hayter, M. (2009). Effective sex education in primary schools: A study. British Journal of School Nursing, 4(4), 182-186.
The Key (2018). ‘Promoting British values in the curriculum’ https://schoolleaders.thekeysupport.com/curriculum-and-learning/curriculum-guidance-all-phases/structuring-curriculum/promoting-british-values-in-the-curriculum/ (assessed 13.4.18)

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