This module will adapt 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. The aim of the module is to develop high level professional practitioners who are reflective and critical thinkers with a clear understanding of the complexities of primary education. Potential key areas of focus could include, the Relationships, Sex and Health Education curriculum and the associated challenges, the debate associated with Ofsted’s Review of Sexual Abuse and the resultant policy and practice. The changing impact of deprivation and the use of Pupil Premium, policies associated with immigration and their influence on primary provision with respect to the supporting of minority / marginalised groups. The module could also potentially examine, the arguments connected to performativity and school inspection, along with a focus on engaging all stakeholders and the wider community. This module will promote the opportunity for student teachers to apply the professional skills developed during the three professional studies modules to current educational issues. This will enable them to confidently discuss these during job interviews occurring during Semester 2 whilst underpinning their professional practice with current theory, research and policy.

Assignment 1 (100%)
Contemporary Issues Poster
Design a poster of a selected contemporary issue that presents a critical analysis of the issue and the impact on student teacher’s placement school.
(1500 words) – (LO 1, 2 and 3)

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.
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 teaching and learning.

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, adapting to recognise and engage with the key educational issues as they appear.

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.

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 Core National Curriculum to plan and deliver effective learning opportunities during Placement 1B and 1C.

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

1. Demonstrate knowledge and critical understanding of the wider requirements of the British education system, including British values, Prevent, RSHE inclusive of LGBT+, supporting inclusion and gender identity. Knowledge & Understanding, Learning, Enquiry, Analysis, Reflection

2. Demonstrate critical knowledge and understanding of the different reliability and authority of information sources including school data, national data and education policy.
Knowledge & Understanding, Learning, Enquiry, Analysis, Communication, Reflection

3. Develop a critical understanding of the effective management and accountability of primary schools and the current challenges facing British education.
Analysis, Problem Solving, Communication

MS Teams and Blackboard,
No specific resources required.
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., and Burnett, C.. (2018). Learning to teach in the primary school (4th edition). London: Routledge.

Bartlett, S. and Burton, D. (2016) Introduction to Education Studies. London: Sage.

Bennett, N. (2003). The role and purpose of middle leaders in schools. Nottingham: NCSL

Briggs, M. and Hansen, A. (2012) Play-based learning in the primary school, Sage

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.

Hansen, A. (2018) Primary Professional Studies, Learning Matters

Hindmarch, D., Hall, F., Machin, L. Murray, S. (2017) A Concise Guide to Education Studies. Northwich: Critical Publishing.

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.

Moyles, J (2007) Beginning Teaching, Beginning Learning: in Primary Education, OU Press ISBN 0335221300

Piercy, H., & Hayter, M. (2009). Effective sex education in primary schools: A study. British Journal of School Nursing, 4(4), 182-186.

Pykitt, G (2019). Shifting sands : contemporary issues in primary education. St Albans: Critical Publishing.

Smith, E (2012). Key issues in education and social justice. London Sage.

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/

Student must have successfully completed all modules at L4 & 5 of the BA Primary Education (QTS) course. Also, they must have passed L4 & 5 school-based teaching practices.

Your professional teacher identity has been developed over the past two years and this module enables you to reflect on some of the issues that professional teachers may encounter in order to improve your practice. You will learn what research and policy has to contribute to these issues and reflect on your own practice in light of these challenges. Potential issues could include the implementation of the Relationships, Sex and Health Education curriculum and engaging all stakeholders and the wider community.