1. Apply critical reasoning skills when responding to real-life challenges in primary contexts, both individually and in collaboration with other teaching professionals. Critical Reasoning and Collaboration Application and Problem-Solving

2. Critically reflect on knowledge, skills, behaviours and attitudes, across the curriculum using these insights to inform and strengthen professional decision-making. Reflection

3. Demonstrate detailed and current professional knowledge, alongside a systematic understanding of relevant theories, concepts, skills and practices within primary education. Knowledge and Understanding Personal Development and Entrepreneurshi

Design a 20-minute professional development training resource to be delivered at a staff meeting or PD day. The resource will take the form of a PowerPoint presentation, supported by any additional materials as appropriate. Select a highly focused area of teaching practice within the Early Years Foundation Stage (EYFS) or Primary curriculum. The presentation should present current views of teaching excellence in this area of the curriculum and be grounded in classroom practice. It should be critically reflective and research informed, and propose practical, realistic strategies that colleagues could implement in primary classrooms.

A variety of formative assessment opportunities will be offered, which may include but are not limited to:
- Mini teaching episode with peer feedback and reflection
- Group/paired work and reflective feedback
- Deliberate practice tasks with feedback aimed at differing audiences
- Self-assessment of subject knowledge
- Group discussion and questioning
- Tutorials for draft feedback

This module develops trainees’ understanding of teaching excellence across the Early Years Foundation Stage (EYFS) and Primary curriculum, with a focus on critical reflection, professional judgement and evidence-informed practice. Trainees are supported to identify, evaluate and refine high-impact aspects of classroom practice that contribute to effective teaching and learning across phases and subjects.

The module draws explicitly on trainees’ school-based experiences, enabling them to critically reflect on observed and enacted practice within Early Years and primary settings. Engagement with peer-reviewed research, national policy and professional guidance supports the evaluation of what constitutes high-quality practice and how this may be developed within diverse educational contexts.

A central feature of the module is the development of trainees’ ability to articulate professional knowledge and contribute to school-based professional learning. Through the assessment, trainees demonstrate their capacity to translate research and reflection into practical, professionally appropriate development resources, reflecting authentic expectations of early career teachers.

The module promotes a professional culture of continuous improvement, inclusion and high expectations, recognising the importance of children’s physical, mental, emotional, cultural and spiritual wellbeing. It is aligned with the Core Content Framework (DfE, 2019) and supports preparation for the Early Career Framework (ECF) by developing reflective, research-informed practitioners capable of engaging confidently in professional dialogue and development.

What does teaching excellence look like across the Early Years and Primary curriculum? In this module, you will use critical reflection to explore high-quality teaching across the EYFS and the full Primary curriculum, including core and foundation subjects. You will reflect on your placement experiences (from levels 4,5 and 6) and engage with research, policy and professional ideas to develop a clear rationale for effective, inclusive practice. The module supports you to evaluate pedagogy, pupil engagement and wellbeing, preparing you to contribute confidently to professional dialogue and continuous improvement as an Early Career Teacher.

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.
Lectures - Will draw on school-based placements from 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 independently and collaboratively working to plan, deliver and reflect on teaching episodes. These approaches are designed to enable all trainees to gain an authentic understanding of the primary classroom, developing their basic teaching skills, alongside their resilience and problem-solving abilities. 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, or the opportunity to be signposted to other departments of the University who can support individual needs.   

Independent study – A significant element of the trainees’ professional and academic development is based on further independent study. This will enhance their pedological and curriculum knowledge, underpinning this 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 

General Primary Teacher/Curriculum texts: Allison, S. and Tharby, A. (2015) Making Every Lesson Count, Carmarthen: Crown House Publishing Cremin, T. and Burnett, C. (2018) Learning to Teach in the Primary School (4th ed.) Oxon: Routledge. Rosenshine, B. (2012) ‘Principles of Instruction’, American Educator, Spring, pp. 12-39. Webster, M. & Misra, S. (2015) Teaching the Primary Foundation Subjects. Maidenhead; Open University Press

- Blackboard
- Educational framework documentation
- Children’s literature/text; films
- Subject appropriate practical resources
- Digital tools to support learning (e.g. Padlet, Mosaic, Mentee, Virti)

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 The 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.