The module will develop student teachers’ understanding of both formative and summative assessment within the Core Curriculum. Student teachers will consider their own experiences, evaluate recent policy and research and complete practical tasks to embed and extend their knowledge and understanding of the effective delivery of a creative Core Curriculum. The role, purpose and potential for effective assessment will be considered. Additionally, student teachers will consider how to utilise new technologies to support and enhance learning and assessment. The potential of new technologies in supporting a range of learners and their families will be explored and evaluated. Throughout the module, students will be encouraged to reflect on their own practice.

Assignment 1 (Semester 1)
Audio Reflection on Core Curriculum Assessment
Create a 10-minute audio reflection on a chosen assessment practice in a core subject (own teaching) linked to literature.
(10 minutes – (LO 1, 2 and 4) 90%

Assignment 2 (Semester 1)
Level 6 Core Curriculum Subject Knowledge Audit
Carry out a subject knowledge audit of core curriculum subjects and complete an action plan for development and self-study.
(500 words) – (LO 3) 10%

Formative assessment opportunities include;
Tutorials for draft feedback.
Group discussion around practice

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 – Teacher identity and research informed practice module, also delivered throughout Level 6.
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 5 and 6 and will aim 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 6, 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.

1. Demonstrate a detailed knowledge and systematic understanding of the Core Primary National Curriculum. Knowledge & Understanding Learning, Communication

2. Accurately deploy techniques of analysis and enquiry to reflect on the links between curriculum content, classroom practice and educational theory. Knowledge & Understanding, Learning, Enquiry, Analysis

3. Apply the methods and techniques learnt to review, audit, consolidate, extend and apply their knowledge and understanding of the Core Curriculum. Knowledge & Understanding, Application

4. Critically evaluate assessment methods in the core subjects to make judgments and frame appropriate questions to address issues. Knowledge & Understanding, Analysis, Problem Solving, Reflection

MS Teams and Blackboard.
Copies of the English, maths and science National Curriculum (DfE, 2013)
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 (magnets, rocks, wires, bulbs, buzzers, 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.
Gamble, N. (2013) Exploring Children’s Literature (3rd. ed.). London: Sage.

Earle, S. (2019). Assessment in the Primary Classroom: Principles and practice. Los Angeles: Learning Matters.

Clausen-May, T. (2013) Teaching mathematics visually and actively (2nd ed.) London: Sage.

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

Peacock, A. & Dunne, M. (2015) Primary Science: a guide to teaching practice. London: Sage.

Serret, N. & Earle, S. (2018) ASE Guide to Primary Science Education (4th ed.) Hatfield: ASE.

Student must have successfully completed all modules at L4 and L5 of the BA Primary Education (QTS) course and passed the L4 and L5 school-based teaching placements.

This module will build on the previous two year’s study to ensure that you have an excellent knowledge and understanding of the core curriculum subjects (English, Mathematics and Science) and prime and specific areas of the Early Years Foundation Stage (EYFS) in the context of learning and teaching in the primary school and early years settings. This module provides a strong philosophical underpinning to the importance of your subject knowledge in the primary school and EYFS curriculum. By studying this module, you will cement your own rationale for your approach to the teaching of the core subjects and meet the needs of all learners. The module will provide you with an extensive understanding of teaching and assessment approaches within the core curriculum in schools and provides substantial support for your professional teaching practice.