In this module trainees will continue to explore their developing personal, professional and academic identities, linking these to their placement-based experiences. This will involve the development of data analysis skills, an understanding of Ofsted expectations and findings/gradings and an in-depth study of the various educational leadership models.

The module will also examine the roles of different staff within and beyond the school in supporting the needs of children and staff both academically and emotionally. The sessions will draw from trainees’ professional and personal experiences.

Within this module trainees will be given guidance to prepare them for their first employing school’s application. This will involve the submission of mock application forms, based on real jobs, followed by a 30-minute mock interview. Oral and written feedback to be given. This is aimed at having a direct impact on employability.

The module will further introduce the trainees to the Early Career Framework (ECF) requiring the construction of an action plan to take forward into their first year of full-time teaching.

This module will continue to 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 trainees’ 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 (40%) – Semester 2

Action Plan – To inform ECF target setting

Trainees to construct and submit an action plan identify areas of curriculum and pedagogical strengths and development, using provided proforma. Evidence to be drawn from L5 and L6 placement booklets and CCF progress grid. To be used to inform Assignment 2.

(1000 words) (LO 1, 3)



Assignment 2 (60%) – Semester 2

Voiced Presentation – Career Development Profile

Trainees to construct and submit a 10-minute voiced presentation outlining their career development profile drawing from their action and linked to ECF. To be based on Placement 3 feedback.

(LO 2)

Within this module a number of learning strategies will be used, including seminars, tutorials, peer group discussion, teaching episodes and mock applications and interviews. 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 of working within a professional environment.



Sessions - Will draw from the various school-based placements throughout Level 5 and 6 and will aim to integrate these experiences with appropriate theory and pedagogy to promote a strong professional teacher identity.

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 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 placements undertaken during Levels 5 and 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.¿

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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.¿¿

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This module will also provide opportunities for trainees to:¿

work with their peers and colleagues

develop interpersonal¿and professional skills outlined within the CCF¿

communicate and debate subject¿content¿

effectively develop their professional skills outlined within the CCF and ECF



Formative assessment opportunities include:

Tutorials for draft feedback

Collaborative opportunities to discuss practice

Discussion and critical evaluation of key texts and documents.

1. Critically reflect on the development of professional teacher identity with respect to demonstrating practical competence when working in an educational setting against professional standards.

2. Evaluate own future professional development needs with reference to Early Career Framework.

3. Critically analyse policy, initiatives and documentation that informs educational organisations.¿

MS Teams and Blackboard.

No specific resources required.

Unless otherwise stated, all books will be available online through Staffordshire University 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. Support with referencing will be provided by the module tutor with the trainees 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.¿

Chartered College of Teaching (2020) The Early Career Framework Handbook London: SAGE Publications

Freberg, M. (2021) Applying For A Teaching Job: Interview Advice And Observed Lesson Ideas: Guide To Interviews For A Teaching Job. London: Independently Published

Price, S. (2019) Essential Guides for Early Career Teachers: Mental Well-being and Self-care. London: Critical Publishing Ltd¿

Bates, B. (2019) Learning Theories Simplified (2nd ed.) London: Sage.

Blatchford, R. (2017) The Teachers’ Standards in the Classroom (3rded.). London: Sage.

Bush, T., & Glover, D. (2003). School leadership: Concepts and evidence.¿

Carroll, J. & Alexander, G. (2020) The Teachers’ Standards in Primary Schools. London: Sage.

Harris, A. (2003). Teacher leadership as distributed leadership: heresy, fantasy or possibility?¿School leadership & management,¿23(3), 313-324.¿

Southworth, G. (2008). Primary school leadership today and tomorrow.¿School leadership and management,¿28(5), 413-434.¿

Warnick, B. R., Bitters, T. A., Falk, T. M., & Kim, S. H. (2016). Social media use and teacher ethics.¿Educational Policy,¿30(5), 771-795.¿

Student must have successfully completed all modules at L4 and 5 of the BA Primary Education (QTS) course and passed L4 and 5 school-based teaching placements.

This module builds on the previous Professional Studies modules in Levels 4 & 5. In your final year, you will develop an understanding of different structures in the education system and the implications for staff and children. The module will also focus on preparing you for your first job interview, guiding you through the whole application process using a supportive but challenging approach.