1. DEMONSTRATE A SYSTEMATIC KNOWLEDGE AND UNDERSTANDING OF SUBJECT KNOWLEDGE TO PLAN AND CRITICALLY EVALUATE LESSONS AND SEQUENCES OF LESSONS WHICH UTILISE APPROPRIATE TEACHING AND LEARNING STRATEGIES, AS WELL AS SUITABLE RESOURCES
2. DESIGN AND CRITICALLY EVALUATE LESSONS AND TEACHING, LEARNING METHODOLOGIES AND TECHNIQUES USING SUBJECT KNOWLEDGE AND CURRENT EDUCATIONAL RESEARCH
3. ANALYSE AND CRITICALLY EVALUATE THE ROLE OF SUBJECT KNOWLEDGE, USING SPECIFIC TEACHING AND LEARNING ACTIVITIES, IN THE CURRICULUM
4. ANALYSE AND CRITICALLY EVALUATE THE EFFECTIVENESS OF THE LESSON ON PUPIL LEARNING

Written assignment, based on lessons planned, taught and evaluated, weighted at 100%
The following formative assessment opportunities are provided after the initial Assignment briefing session:
Live Q& A session, written feedback on draft assignment plan and three additional support sessions (1, 2 and 3) regularly spaced between the assignment briefing session and the submission date. This allows the trainees regular opportunities to receive additional support and feedback as they complete their assignment.

Introduction, Literature Review, Evaluation, Recommendations and Clarity of Reasoning and Written Style
(3000 words, LOs 1,2,3,4)
This is a pass/fail module.

The module provides an overview of subject based education in a connected curriculum and the preparation for teaching and learning. As such it explores:

- key education theories
- the importance of the curriculum
- effective learning and teaching strategies
- planning lessons for pupil progress

This module gives you opportunities to explore the place and role of your subject within the School Curriculum. You will explore the aims and objectives of subject education; subject curriculum history and current curriculum debate; and the nature of subject learning. This will be explored through a variety of contexts: KS4 and KS3; and academic and vocational dimensions. You will also explore links with other subject areas and cross curricular issues, recent curriculum developments and potential future directions.

This module also prepares you for Learning and Teaching. In this element of the module you will learn about setting learning objectives and lesson planning; how to develop learning resources; preparing a series of lessons and issues in progression; teaching strategies and common student misconceptions. You will also explore subject knowledge in the context of age, level, ability and programme of study and building challenge into subject learning.

University sessions will involve reviewing subject content and examples of lesson planning. The sessions will respond to the emerging needs of the trainee teachers in their preparation of material for teaching. This will involve examining appropriate approaches to particular topics, taking into account both contemporary thinking within the discipline, and the constraints of the school curriculum. Where appropriate, trainees will be asked to draw on their personal experience of their subject or phase. They will also make use of key learning resources to refine their subject understanding and apply the understanding gained through their reading and participation in the university sessions to their lesson planning and teaching strategies. They will have opportunities to discuss with their school-based mentor and university tutor specific issues concerning the nature and significance of various aspects of their subject or phase.

University workshops will draw heavily upon their school experience and help trainees to interpret that experience in the light of current practice in subject education. Links will often be made to the Education and Professional Issues module with a view to setting these issues in a subject specific context that makes reference to current educational thinking and research. Trainees will often be asked to collaborate with others in preparing and presenting views on key issues and in the development of specific learning activities. They will also frequently be required to research issues in school or contribute examples of their school work to university sessions as the basis for discussion.

Further support is available during timetabled sessions with their University tutor.
Further academic skills support is available from the academic skills tutors:¿ https://libguides.staffs.ac.uk/study-skills
and IT support also available: from Digital Services:¿¿ https://libguides.staffs.ac.uk/get-digital

Gov.uk Initial Teacher Training (ITT): core content framework. Accessed online at: www.gov.uk/government/publications/initial-teacher-training-itt-core-content-framework

As well as the document above,¿learners will find the following specifically useful for this module:

McGill, R.M., (2021). Mark. Plan. Teach. 2.0: New edition of the bestseller by Teacher Toolkit. Bloomsbury Publishing.
Rosenshine, B., (2010). Principles of instruction. Brussels, Belgium: International Academy of Education.
Sherrington, T., (2020). Learning Rainforest: Great Teaching in Real Classrooms. John Catt Educational.
Sherrington, T., (2020). Rosenshine's Principles in Action. John Catt Educational.

University teaching sessions
Tutorials
Placement School/College meetings with Mentor
Teams and Blackboard VLE will be used throughout the programme.¿ All books on the module reading list are available as e-books¿from the university library*
*Correct at time of going to print.¿

DBS and Occupational Health check