In this module student teachers will focus on the development of their specialist knowledge of a selected foundation curriculum subject. They will undertake an action research project involving interviewing a subject leader In their placement school to develop an understanding of the role.
The two key elements of the module are firstly, the development of subject knowledge engaging with peer-reviewed research examining current professional practice and pedagogy. Secondly, the development of student teachers’ understanding of subject leadership in preparation for their ECF.
This module will continue to build upon the material introduced during L4 and 5 drawing from student teachers’ experiences gained during placement.
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 student teachers’ 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.

Assignment 1 (Semester 2)
Presentation Delivering CPD as a Subject Lead
Student teachers give a 10-minute presentation to the rest of the group as if they were a foundation subject leader delivering CPD/INSET. Cover: current best practice in subject, overview and analysis of current practice in school and next steps.
(10-minute) - (LO 1, 2 and 4) 90%

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

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

All elements of assessment must be passed.

All subjects will require resources that would be used to teach the foundation subjects in the classroom. For example, art resources, pencils, paints and paper.
MS Teams and Blackboard.
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 http://staffs.rebuslist.com/ 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 https://libguides.staffs.ac.uk/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 https://libguides.staffs.ac.uk/study-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.

1. Demonstrate a detailed knowledge and systematic understanding of the Foundation 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 Foundation Curriculum. Knowledge & Understanding, Application

4. Critically evaluate the appropriateness of the approaches currently used in schools to deliver the Foundation curricular subjects in light of well-established theory and educational policy. Knowledge & Understanding, Analysis, Problem Solving, Reflection

MS Teams and Blackboard.
All subjects will require resources that would be used to teach the foundation subjects in the classroom. For example, art resources, pencils, paints and paper.

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 ed.) Oxon: Routledge.

Garnett, S. (2009) The Subject Leader: An introduction to leadership and management: An Introduction to Leadership & Management. London: Crown House Publishing

Blatchford, R. (Ed) (2019) The Primary Curriculum Leader's Handbook. London: John Catt Publishing

Ashbee, R. (2021). Curriculum: Theory, Culture and the Subject Specialisms. London: Routledge.

Misra, S. & Webster, M. (2015) teaching the Primary Foundation Subjects. Maidenhead: McGraw-Hill.

Wyse, D. & Rogers, S. (2016) A guide to early years & primary teaching. LA: Sage.

Alexander, R. (2017) Towards dialogic teaching: rethinking classroom talk (5th ed.). Thirsk: Dialogos.

Allott, K. & Waugh, D. (2016) Language and Communication in Primary Schools. London: Sage.

Fisher, R. (2009) Creative dialogue: talk for thinking in the classroom. London: Routledge.

Mercer, N. (2000) Words and minds: how we use language to think together. London: Routledge.

Art & Design
Ogier, S, (2017) Teaching Primary Art & Design. LA: Sage.

Edwards, J. (2013) teaching primary Art. Harlow: Pearson.

History
Doull, K., Russell, C. & Hales, A. (2019) Mastering Primary History. London: Bloomsbury.

Geography
Catling, S. & Willy, T. (2009) Teaching primary geography. Exeter: Learning Matters.

Catling, S. & Willy, T. (2018) understanding and teaching primary geography. LA: Sage.

Music
Pugh, A. & Pugh, L. (1998) Music in the Early Years. London: Routledge.

Daubeney, A. (2017) Teaching primary music. LA: Sage.

RE
Hemming, P. (2017) Religion in the primary school: ethos, diversity, citizenship. London: Routledge.

PSHE
Goddard, G. Smith, V. & Boycott, C. (2013) PSHE in the primary school: principles and practice. Harlow: Pearson.

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 placement.

This module enables you to explore a foundation subject of your choice in greater depth. You will use your time on school placement to carry out a piece of action research in your subject area, examining how creative teaching approaches can engage pupils in their learning and support progress. You will also develop an understanding of the role of a foundation subject leader in a primary school setting, including the strategies they use to raise the status of their subject in the curriculum, mapping progression, the use of assessment and monitoring achievement.