1. Apply critical reasoning to complex real-world challenges in primary education, including ethical and sustainability issues, using digital tools effectively and working both independently and collaboratively to enhance professional practice. Digital Literacy Application and Problem-Solving

2. Demonstrate systematic understanding of contemporary theories, concepts and professional practice in primary education, integrating knowledge and transferable skills to develop evidence-based solutions and engage in reflective lifelong professional development. Personal Development and Entrepreneurship Reflection

Assessment 2000-word reflection on strengths and an area for development. Trainees will reflect briefly on up to 3 areas of strength and then focus on an area for development that relates to their Career Entry Development Plan (CEDP). Trainees will construct and submit an action plan as part of this assignment, which directly relates to the identified and discussed area for development. Trainees will be provided with an appropriate proforma, used widely across the course, on which to record their rationale, success criteria, actions and timeframes.

Indicative content will include, but is not limited to:

Professional Identity and Leadership
- Continued development of personal, professional, and academic identity linked to placement-based experiences in Levels 4, 5 and 6.
- Progression to leading 80% whole-class teaching responsibilities, developing classroom leadership, autonomy, and management skills
- Examination of educational leadership models and their application within primary schools
- Roles and responsibilities of staff within and beyond the school in supporting children and colleagues academically and emotionally
- Reflection on professional growth and decision-making in complex classroom and school contexts

Data Analysis, Assessment and Accountability
- Using assessment data to inform planning, progression, challenge, and inclusion
- Understanding school accountability systems, including performance management, monitoring, and statutory inspection frameworks
- Engagement with Ofsted findings, expectations, and grading criteria to inform professional practice - Critical evaluation of school and pupil data to support evidence-based decision-making

Research-Informed Practice and Professional Standards
- Integration of research-informed pedagogical principles into classroom practice
- Analysis of contemporary educational research and policy, including ITTECF, and Teachers’ Standards (DfE, 2013)
- Development and application of a Career Entry Development Plan (CEDP) to support transition into first-year teaching
- Applying theory, research, and policy to complex issues in primary education

Current and Emerging Issues in Education
- Exploring contemporary debates and government-led initiatives in primary education, including:
- Relationships, Sex and Health Education curriculum and associated challenges
- Ofsted’s Review of Sexual Abuse and resultant policy implications
- The impact of deprivation and Pupil Premium funding on primary provision
- Policies relating to immigration and support for minority or marginalised groups
- Performativity, inspection pressures, and engaging multiple stakeholders
- Critical discussion of challenges and solutions for effective teaching and inclusive practice

Employability and Professional Skills Development
- Preparation for employment: mock application forms and interviews with oral and written feedback
- Development of communication, professionalism, and reflective skills for recruitment and workplace readiness
- Engagement with simulated professional learning, including:
- CPOMS 3 - DCPRo
- Stoke-E visits
- Panel-style interviews

Inclusive, Adaptive and Wellbeing-Focused Practice
- Principles of effective teaching and learning as outlined in the ITTECF and CCF
- Promoting adaptive teaching to support equality, diversity, and inclusion
- Developing strategies to support pupils’ physical, emotional, mental, cultural, and spiritual wellbeing
- Application of professional skills developed in previous modules to complex, real-world educational scenarios.

This module is designed to support the final stage of your professional development as a primary school teacher. You will take on greater responsibility in the classroom, leading teaching for the majority of the school day, and developing the skills, knowledge, and confidence required to manage and lead effectively.
You will continue to explore and consolidate your personal, professional, and academic identity, linking your learning directly to placement experiences in levels 4,5 and 6. The module provides opportunities to
apply research-informed practice, critically engage with current educational policy, and reflect on complex issues affecting primary education, including assessment, inclusion, wellbeing, and leadership.

You will also develop key employability skills, including preparing and submitting mock applications, participating in panel-style interviews, and receiving feedback to support your transition into full-time teaching. The module encourages you to construct a Career Entry Development Plan (CEDP), helping you plan for your first year in post and beyond.

Contemporary challenges in primary education, such as Relationships, Sex and Health Education, safeguarding, the impact of deprivation, and supporting minority or marginalised groups, will be explored in depth. You will critically analyse research, policy, and leadership models to inform your classroom practice, promoting adaptive, inclusive, and evidence-based teaching.

By the end of this module, you will be prepared to lead a primary classroom with professional confidence, apply theory and research to practice, and engage critically and reflectively with the complex realities of primary education.

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.

Trainees 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 4, 5 and 6 and will aim to integrate practical classroom experience with appropriate theory and the pedagogy associated with the effective delivery of the National Curriculum. This will involve both independent and collaboratively working to plan, deliver and the reflection of 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 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 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.

This module will also provide opportunities for trainees to:
- work with their peers and colleagues
- develop interpersonal and professional skills outlined within the ITTECF
- communicate and debate subject content
- effectively use the National Curriculum to plan and deliver effective learning opportunities during placement
Formative assessment opportunities include:
- Tutorials for draft feedback
- Collaborative opportunities to discuss practice
- Discussion and critical evaluation of key texts and documents
- Mini teaching episodes

Blatchford, R. (2020) The teachers’ standards in the classroom. London: Sage Publications Ltd.

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

- Blackboard
- Educational framework documentation
- Children’s literature/text; films
- Subject appropriate practical resources
- Digital tools to support learning (e.g. Padlet, Mosaic, Mentee, Virti)
- Online tools for safeguarding, behaviour management, pupil tracking and school visits, such as CPOMS, DCPro, Stoke e-visits

Unless otherwise stated, all books will be available online through The University of Staffordshire 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. Further guidance and support with academic writing can be obtained from University of Staffordshire Library Academic skills. The study skills team can also provide 1 to 1 support.

The University VLE enables access to course materials, lecture notes, PowerPoint presentations and reading lists.