PGCE Primary (3-7)

Curriculum subject knowledge:

• Literacy skills underpin the entire curriculum and stem from the ‘Communication and Language’ and ‘Literacy’ areas of the EYFS
• Three Programmes of Study in the English National Curriculum (Spoken Language, Reading, Writing) encompass four inextricably linked language modes: Speaking, listening, reading and writing
• A language-rich environment is essential and the teacher has a crucial role in developing vocabulary
• Reading comprises two elements: Word reading (decoding) and comprehension. The route to decoding words is through phonic knowledge

Knowledge and skills to be covered:

• Disciplinary knowledge: Knowledge of how skilled speakers, readers and writers create, shape and share meaning for different purposes and audiences, thinking both critically and creatively
• Substantive knowledge: Knowledge of a wide range of texts, language, grammar and punctuation (i.e. what is identified in the National Curriculum)
• The richness and scope of English: Through the use of high-quality texts, English can also make a significant contribution to children’s personal, moral, spiritual, social and cultural development

Curriculum subject knowledge:

• Developing understanding in spatial reasoning, pattern and connections, and number underpins the mathematical outcomes of the EYFS
• The aims of the mathematics curriculum (fluency, reasoning and problem solving) underpin all work on curriculum content
• Teachers should be aware of the progression in each strand of the primary national curriculum for mathematics, and the key concepts and vocabulary associated with these

Knowledge and skills to be covered:

• Substantive and syntactic knowledge relating to declarative, procedural and conditional subject-matter knowledge
• Pedagogical exploration draws on examples from across EYFS and primary curriculum content, through which key teaching and learning points are identified
• Understanding of different visuals and manipulatives available, and how these can be used most effectively to develop conceptual understanding
• Recognition of connections between mathematical strands and other curriculum subjects
• Anticipation of complexity, including development of strategies for adaptive teaching
• Knowledge of common misconceptions and how to address these

Curriculum subject knowledge:

• Know how science emerges in Understanding the World in EYFS
• There are three disciplines the science National Curriculum: biology, chemistry and physics. Teachers should be familiar with the key concepts and vocabulary of all three areas
• Children regularly revisit concepts through a spiral curriculum, whereby themes are revisited periodically and each time explored in greater depth in order to develop and create more complex schemas

Knowledge and skills to be covered:

• Substantive and disciplinary knowledge
• Know how the different types of science enquiry can support children with their scientific understanding (develop an understanding of the nature, processes and methods of science)
• Explore science capital; recognise and challenge stereotypes, assumptions and generalisations that are barriers to learning science
• Address and challenge misconceptions when teaching to help pupils master important concepts in science
• Have a depth and breadth of subject and pedagogical knowledge- including adaptive teaching that enables progressive and sequential learning across multiple science lessons
• Have a secure knowledge of how to foster and maintain pupils’ interest in science

• Systematically identify the range of knowledge, skills and understanding children need to develop in the foundation subjects (wider curriculum), and know how to synthesise this into a holistic and creative approach to learning and teaching;
• Be able to critically evaluate a range of pedagogical approaches applied in the foundation curriculum, with reference to advanced scholarly activity, current research and inspection evidence to inform best practice in pedagogy;
• Systematically review and apply approaches to develop inclusive practices in the foundation curriculum that challenge disadvantage;
• Be a good role model by modelling high-quality oral and written language.

• Demonstrate a systematic understanding of primary education and its underlying philosophies and theories, and a critical awareness of current problems and new insights regarding primary teaching, much of which is at, or informed by, the forefront of educational theory and practice
• Demonstrate a critical awareness of inclusion and knowledge of how to apply their understanding of pupils’ backgrounds and needs to engage, motivate and support learners to succeed
• Show originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge about pedagogy
• Demonstrate conceptual understanding that enables the student to evaluate critically current research, inspect evidence and advanced scholarship in education; and to evaluate methodologies and develop critiques of them and, where appropriate, to propose new applications to teaching
• Deal with complex pedagogic issues both systematically and creatively, make sound professional judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences
• Continue to advance their knowledge and understanding through professional development, and to develop new skills to a high level

Topics will include lesson planning, teaching strategies, assessment methods, behaviour management and other important aspects of teaching.

A particular focus will be on issues of inclusion, equality and diversity and the module will develop your ability to apply your knowledge and understanding in the classroom.

By the end of the year, you will have developed your own personal educational philosophy and be able to apply this in the classroom and articulate it to other professionals.