BA (Hons) Primary Teaching with Early Years (QTS)

Foundations in Primary English

This module introduces students to the content, pedagogical, and curricula knowledge, along with the attitudes necessary to be teacher of English in primary and early years settings. In doing so, the module support students in developing the foundational knowledge required to be a teacher of English.

Through seminar sessions, students will examine good practice in the teaching of reading and writing whilst addressing the statutory requirements of the National Curriculum. Strong links will be made between theory and practice, as students explore the value of different texts in school. Integral to the module is an understanding of progression in English and how to teach this through drawing upon the language modes of communication, reading and writing.

Foundations in Primary Mathematics

This module introduces students to the subject matter knowledge, pedagogical content knowledge and curriculum knowledge that contribute to becoming an outstanding teacher of mathematics in primary and early years settings.

The module will explore how these elements interplay and will draw on the students’ own experiences of being a learner of mathematics.  Strong links will be made between relevant theory and current practice, encouraging students to critically evaluate these. The module will provide an opportunity for student teachers to develop their professional understanding of effective approaches to teaching mathematics.

Foundations in Primary Science

This module introduces students to the content, pedagogical, and curricula knowledge, along with the attitudes necessary to be teacher of science in primary and early years settings.  The module seeks to develop student teachers’ understanding of science whilst addressing the statutory requirements of the national curriculum and EYFS.

Good practice in teaching primary, and early years curriculum is dependent on well-developed subject knowledge; as such, this module will partially focus on developing student teachers’ scientific understanding of key concepts. In addition, the module will begin to explore the importance of the interplay between substantive and disciplinary knowledge and science-specific pedagogy in order to enable student teachers to teach practical investigative science.

Student teachers will also identify how theory and practice are linked so that they can recognise how research informs practice.  Integral to the module is an understanding of progression.  Student teachers will understand the need to create an inclusive learning environment (e.g. will begin the learn how the science capital teaching approach applies to lesson planning).

Strong foundations in the wider curriculum

This module introduces the foundation subjects to student teachers. Students will develop their understanding of the teaching and learning of the range of foundation subjects taught in primary schools.

The module explores the uniqueness of each subject area through drawing upon key literature to emphasise pedagogical underpinnings, subject knowledge and the skills that children need to acquire during the primary and early years.  This module allows student teachers to experience the distinctive challenges and affordances of each subject area.

Learners and Learning

This module focuses on the behaviours and needs of the learner and the implications of this for teachers. It will explore how different conditions for learning are established and how these conditions are influenced by school-based factors, as well as the range of other factors that can inhibit or promote pupils’ ability to learn, including children’s social, physical and cognitive development.

The module sessions, student discussion and reflection, supplemented by school experience, will therefore include reference to current research, including aspects of neuro-science, learning theory from seminal theorists and the observation of learning behaviours and environments in school.

This combination aims to aid the establishment of links between theory and effective practice, as well as highlighting issues regarding children’s holistic development which may impact learning in the classroom.

The module will support the key study skills needed for reading and writing at HE Level 4. It also includes 12 days of school experience enabling student teachers to begin to understand how the teacher as researcher can be effective in shaping classroom practice.

Teachers and teaching

This module supports students in becoming a teacher. Students will be supported in recognising and developing their teacher identity, knowledge, understanding and appreciation of professional roles and responsibilities within professional frameworks.

This module will equip students with the skills, knowledge and organisational structure needed in preparation for their first full-time 4 week school experience placement.

School Experience 1

This module will complement university-based studies, particularly the level 4 professional studies content. The module aims to develop student teacher confidence and competence in the classroom. The student teacher must demonstrate their potential to teach whilst also making the theoretical and evidence-based links to university taught content.

Primary English: Developing and Refining expertise

This module builds upon the first core module ‘Foundations in Primary English’.  It is designed to allow student teachers to extend their substantive, syntactical and pedagogical curriculum knowledge through the exploration of communication, reading and writing.

In doing so, they will learn how to be an effective teacher of English within the context of developing as a professional. Student teachers will be asked to articulate a personal philosophy for the effective learning and teaching of English, drawing on current educational research and inspection evidence.

Primary Mathematics: Developing and Refining expertise

The subject-matter, pedagogical content and curriculum knowledge acquired during the core module in Year One and school placement will be built upon to develop students’ skills and confidence to plan and teach sequences of mathematics lessons.

Knowledge and understanding of progression and complexity in mathematical learning will be central to the module and support students’ ability to respond to and meet differing needs. They will explore strategies that support connections within and between mathematical procedures and concepts in more depth.

The professional use of source material to inform and critique practice will be developed further to include more focused evaluation and support decision making.

Primary Science: Developing and Refining expertise

This module builds upon the Year One Core module ‘Foundations in Primary Science’.  Student teachers will be expected to continue to develop their knowledge of less familiar, but important, concepts in science and will deepen their understanding of how learners learn and create more complex schemas over time.

In addition to this, there will be an emphasis on developing student teachers’ ability to know that curriculum design is underpinned by deep understanding of how children learn and utilise key insights from current thinking on cognitive science. Student teachers will apply knowledge and understanding of when and how to use models and worked examples in combination with verbal exposition and other strategies (e.g. dual coding and concrete representations).

The module will consolidate the importance of the interplay between substantive and disciplinary knowledge and science-specific pedagogy in order to enable student teachers to teach practical investigative science. Student teachers will also identify how theory and practice are linked so that they can recognise how research informs practice.

Integral to the module is an understanding of progression and the importance of building on foundational knowledge. Student teachers embed their knowledge of the importance of access to a rich learning environment through an intersectional approach (e.g. applying the science capital teaching approach when lesson planning).

Wider Curriculum: Developing and Refining expertise

This module builds upon the Year One mandatory module ‘Foundation Curriculum – Good Foundations’. Students will continue to develop their substantive and pedagogical knowledge of Foundation subjects throughout the module through discussions, and engagement in personal reading and research.

The module will enable student teachers to develop coherent learning sequences in the Foundation curriculum in the primary and early years.  Students will consider how to adapt, develop and deepen learner’s knowledge in each of the Foundation subjects. Drawing on current educational research and inspection evidence in the Foundation subjects, students will critically reflect upon the effectiveness of approaches used.

The Inclusive Classroom

This module aims to enable student teachers to develop and refine students understanding of the principles of equality and inclusive. This understanding can then be applied to the primary classroom. Students will explore key legislation, critically reflect on effective practice and consider the multiple barriers that children can face as they move through their primary schooling. Key concepts, such as ‘intersectionality’ will be explored within the context of current thinking and practice in primary schools.

Developing Pedagogic Practice

This module is designed to develop student teachers’ understanding of the relationship between quality first teaching and pupil outcomes. It builds upon the professional studies module ‘The Inclusive Classroom’.

Student teachers will look at research into a range of pedagogies enabling them to critically reflect on their practice.  The link between theory and practice will be foregrounded as students use key research ideas from the module to reflect upon their own and others’ teaching.

School Experience 2

Student teachers will complete whole class teaching for a range of primary subjects across this placement.  Student teachers will be expected to plan for, assess and evaluate their lessons as they develop their skills as a teacher.

It is assumed that, by the end of this placement, student teachers will be regularly planning for and teaching the whole class, carefully reflecting upon their practice to identify the way in which their teaching skills are developing and the impact of their teaching upon the pupils learning experiences.

During the course of the placement, student teachers will have to demonstrate a competent level of subject and pedagogical knowledge with respect to the subjects they teach. They must also demonstrate an awareness of inclusion issues and begin to demonstrate an ability to plan and assess for a range of needs in the classroom (as appropriate to the placement).

Global Citizenship for Primary Teaching

This module builds on the principles of the Global Citizen dimension from the Vision of a Chichester Teacher met through other modules.

It aims to support you in understanding the relationship between global issues and the role of the primary teacher in helping children make sense of these.

In doing so, it will draw upon statutory guidance, non-statutory guidance and ambitious objectives from international, national and local frameworks (e.g. national curriculum and UN sustainable development goals).

You will refine your understanding of social justice and injustice, equality and diversity and realise the interconnected nature of local and global policies, actions and events (inc. those that are natural, political and social).

Professionalism in Primary Teaching

This module aims to develop you as a professional and consider your own professional values, attitudes, behaviours and approaches within the current educational landscape.

In this module, you will develop a critical approach when considering what is needed to support teachers to become effective professionals.

You will analyse what it means to engender appropriate pedagogies and classroom cultures in school within national and local frameworks.

You will analyse how teachers build effective and authentic relationships with the school community and the impact of that . You will also analyse the key aspects of social justice education that support reflect teachers’ positions as professionals.

Professional enrichment

This module aims to develop your skills and confidence in your professional world.

To do so, it aims to engage you in effective professional development within an area of interest relevant to primary teaching.

You will hone skills and develop their knowledge, including transferrable skills in preparation for the dynamic workplace.

You will be directed towards different areas of the curriculum to work through.

Independent Project

This double module aims to provide a context in which you can broaden and deepen their knowledge and understanding of a chosen educational topic as well as the importance of teachers being research literate.

Areas of interest will be identified, developed and refined into a research project. During this process, you will be provided with guidance and support to raise awareness of different approaches to the investigation and presentation of your project.

School Experience 3

On this school placement, you will take on the responsibilities associated with being a class teacher.  You will plan, teach, evaluate, assess and monitor pupils’ progress in arrange of subjects.

You should plan, teach, evaluate and assess those foundation subjects not taught on their last school experience in Year 2.

You will be required to evaluate progress and set personal targets with the mentor.  You are expected to demonstrate a high level of competence, and by the end, independence in your practice.

You should be fully aware of the requirements of National Curriculum and EYFS, national assessment requirements and the characteristics of progression across year groups. In order to pass this module, you will be expected to demonstrate that they meet the Teachers’ Standards.

Subject Study 1: Enrichment

You will select a subject to focus on in greater depth from the following options: English, Social Justice Education (humanities), SEND, STEM, Physical Education. Early Years students will focus on the Advanced Study of Early Years as their subject.

This module will build on what you have already learnt about your subject from the compulsory modules of the programme. You will develop a deeper understanding of the ways that pedagogy and curriculum can be enriched through a critical understanding of contemporary, research-informed practice.

You will engage with current research reports, debates and good practice to explore specific aspects of their subject in doing so, reflect on how primary schooling can be enriched through this deeper understanding.

Subject Study 2: Promoting best principles

You will select a subject to focus on in greater depth from the following options:  English, Social Justice Education (humanities), SEND, STEM, Physical Education. Early Years students will focus on the Advanced Study of Early Years as their subject.

This module will build on what you have already learnt about your subject from the compulsory modules of the programme and the first semester subject study module. You will grow in confidence to become an advocate for the best principles of Early Years in primary schools.

You will critically reflect on your positionality as a teacher and explore the subject’s importance in primary schools. In so doing, you will consider where and how their area of interest fits into school frameworks and policy. Whilst this module is not about becoming a subject co-ordinator, the importance of leadership values and attributes will be explored through the context of the subject.