Autumn 2025

This module offers students an opportunity to develop their understanding of an aspect of early childhood of particular interest through a supported individual study. The nature and scope of the study would be negotiated with an allocated tutor.

Observing young children is a key element in developing an understanding of their growth, wellbeing, development and learning. This module is designed to offer the opportunity for students to develop confidence and strength in their knowledge of young children and their important relationships, through study within the university and observations and building relationships in settings for young children. It aims to promote a respect for all young children and an understanding of the ethics of conducting observations. 

This module will introduce students to research-informed, practical approaches to important aspects of professional knowledge. These key areas of professional learning: Professional Behaviours, Behaviour Management, Curriculum, Pedagogy and Assessment. Students will learn in cross-curricular groups and a number of sessions will be led by expert practitioners in local schools. The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise their emerging pedagogical skills, and to meet current professional standards, currently the Teachers' Standards (2012). Throughout the module, students will be encouraged to think critically about aspects of learning and pedagogy in order to help them to become confident, autonomous professionals.

The APIED (40) portfolio (online) has been created as an explicit means of level 7 (master's degree level) accreditation of CPD/professional learning and development work for those working in the area of inclusive education and/or SEND and who are engaged in inclusive development work or projects in the area of the education of learners experiencing educational difficulty and/or who are at risk of exclusion or marginalisation - learners with learning differences or difficulties, disabled or differently-able learners or others with differences who are perceived to have 'difficulties'. It can only be taken by those studying part-time and it offers a very flexible means for practitioners' in education (school, colleges, PRUs, other in informal education contexts, local authority staff and others involved in inclusion in education), to gain level 7 credits through engaging in learning directly related to their work-place role, extending their knowledge and understanding through a critical engagement with literature, reflective analysis and making sense of practice and its contexts, required of level 7 submissions. Portfolio for APIED (40) will include the following: 1. Reflective experiential writing or practice report, documenting the inclusive educational development work (2300 words) 2. Essay or critical analysis of published material relating to inclusive education (2300 words) 3. Oral presentation, of the development, of practitioner's learning and including action plan for own proposed future action/change.

This 40-credit enquiry/research project module (10,000 words) is an alternative to undertaking the 60-credit Dissertation (enquiry/research project) module (15,000 words). It is only available for part-time students who have transferred 60 credits or more (at level 7) to this MA programme (either from a NASENCO training PGCE course, a PGCE ITT course, other related education or IESEND courses/credits). Students starting this module must have already undertaken research learning and research planning at level 7 and have created an approved project proposal to act as the basis for undertaking the 40-credit enquiry. The module involves undertaking small-scale, inclusion research (drawing on critical and qualitative approaches) in an area of inclusion/exclusion and SEND relating to the student’s own practice, lived experience or work. The Inclusion Research Project (40) is a two-term length enquiry/research project, worth 40 credits, starting either in the Autumn term or the Spring term: SEN040L019 Y: start late-September, submit in late-April. SEN040L019 B: start mid-January, submit in early September.

The programme orientation will consist of miscellaneous PGCE events and activities.

The dissertation project will need to demonstrate a clear and appropriate line of enquiry or investigation, a critical review of relevant literature, and a critical understanding of selected research methods (including the philosophical approaches that underpin them) and an ability to collect and analyse data. The topic of the module should be a pressing issue or problem of current professional interest within the field of education that the student intends to research in the second stage of the programme (Stage 2). The specific topic will be related to the student's research proposal as refined and amended appropriately in agreement with the supervisory team and subject to the University being able to provide appropriate supervision and training; the student having access to the necessary resources; and any issues relating to commercial funding, intellectual property and research ethics having been considered and being addressed appropriately.

The programme orientation will consist of miscellaneous PGCE events and activities.

In this module you will refine both your subject knowledge and your teaching skills in a chosen subject in the curriculum, or in the early years foundation stage (EYFS). This will allow you to develop specialist knowledge which will support you in your early career and as you begin to take on middle leadership responsibility in school. It may well set you apart at interview, giving you an important depth of knowledge that will make you a highly employable, skilled early career teacher. You will explore a subject, or the EYFS, in depth, learning more about how to structure highly effective learning and teaching and understanding how specialist subject or EYFS knowledge plays a role in your wider skills as a teacher. This will include using your specialist skills to secure learning for pupils with learning differences or special educational needs, those working with English as an additional language and groups vulnerable to underachievement. You will understand the role your own and children’s experiences can contribute to learning and will consider critically how policy and educational priorities have shaped the role of the subject or EYFS within the curriculum. Building on your own interests, you will become an articulate and passionate advocate for the EYFS or your specialism subject, sharing your own knowledge and expertise as an integral part of school experience and making the most of the exciting opportunity to conduct your own research in placement.

The Department for Education is launching the Market Review of Initial Teacher Education (ITE) in 2024-2025. A part of the Quality Requirements that all providers of ITE must meet, is a stipulation that all mentors working with ITE students must have 20 hours of training. In order to allow mentors to extend their learning, we are offering the opportunity for mentors to opt into this module and complete a reflective presentation and a critically reflective essay on the impact that the training has had on their mentoring and the mentees’ practice.

Mentors will enroll on a bespoke APEL module that is tailored specifically to explore their learning and mentoring experiences in relationship to the taught 20-hour training suite and their work with ITE trainees in their classrooms or schools. This module - Critical Reflections on Mentoring Practice – presumes completion of the training suite and so focuses the assessment on relevant knowledge, skills and experiences of mentoring within the assessment. As with all APEL modules, there is limited taught content with seminar content that focuses on research, writing and in this case presentation. Two individual tutorials will also support learning.

The module assessment will be in two distinct yet connected parts. Mentors will critically reflect on the impact that their mentoring is having on their mentees and how they have adapted their own practice in light of the training. The presentation (equivalent to 1,500 words) will need to analyse and synthesise theory and practice in reaching informed conclusions on their practice. The second part of the assessment focuses on the development of a critical incident analysis (2,500 words) which examines a key point in their mentoring experiences, analysing what happened and why and how the mentor attempted to deal with the situation. Mentors who successfully complete the module will have the option to transfer the credits into one of our Master's programmes, particularly the Master’s in Education Leadership and Management or the Master’s in Education.

Students will enhance and consolidate their understanding of the subjects within the four knowledge domains, building on the module subject specialism 1. The module will show how these subjects can contribute to pupil progress and development through coherent curriculum planning and schemes of work which support pupils’ progress throughout their primary education. It will apply principles of critical analysis and interpretation of curriculum planning and interventions in real-world contexts across the 3-11 age range.

Students will leave the module with an enhanced sense of the nature and content of the subject, teaching and learning processes involved and students’ own and children’s own experiences. Links will be made between what students know about how children learn, including those vulnerable to underachievement, through the understanding pedagogy and professional practice modules 1, 2 and 3 as well as exploring how educational policy influences practice in their chosen specialist subject. They will be articulate and passionate advocates for their specialism subject sharing their own knowledge and expertise as an integral part of school experience and the opportunity to conduct research in placement.

Subject specialism 2 affords the opportunity to develop research skills as a further strand of academic literacy. It prepares students effectively for subject specialism lead roles in schools as early career teachers.

These modules are intended to offer an opportunity to gain credit towards award bearing programmes for work or for prior experiential learning, which has been carried out in professional practice. This work may include practice-based projects; work done on short modules, practice based research and inquiry. The module aims to support and enable participants to critically analyse work carried out as part of their professional practice and to produce a reflective portfolio which substantiates the claim for credits at Level M.

These modules are intended to offer an opportunity to gain credit towards award bearing programmes for work or for prior experiential learning, which has been carried out in professional practice. This work may include practice-based projects; work done on short modules, practice based research and inquiry. The module aims to support and enable participants to critically analyse work carried out as part of their professional practice and to produce a reflective portfolio which substantiates the claim for credits at Level M.

These modules are intended to offer an opportunity to gain credit towards award bearing programmes for work or for prior experiential learning, which has been carried out in professional practice. This work may include practice-based projects; work done on short modules, practice based research and inquiry. The module aims to support and enable participants to critically analyse work carried out as part of their professional practice and to produce a reflective portfolio which substantiates the claim for credits at Level M.

This module is taken by students at the discretion of the Programme Convener. This module provides flexibility within the programme to accommodate students who, for example, transfer late into the programme or have exceptional circumstances that mean they could not otherwise attain the necessary credits to graduate. The module offers students an opportunity to develop their understanding of a particular aspect of education practice through supported study on a topic of interest in relation to an appropriate aspect of education practice.

The module focuses on students gaining wider experiences in education that will enhance their professional experiences, their subject knowledge and their employability beyond the taught assessed programme. Students are required to complete a three-to-five day placement in an alternative educational setting such as a museum, an outdoor education centre or a Special School. There will also be optional sessions exploring a variety of areas of subject knowledge designed to enhance their understanding from core modules. Students will also have opportunity to further develop and enhance their understanding of ICT within and across the curriculum.

The module prepares students for both the academic and professional sides of the BA Primary Education degree. Taught sessions focus on key academic study skills such as reading, referencing and editing work as well as core professional skills such as professionalism and safeguarding. Within this module students will participate in a six week block school experience which will focus on developing aspects of practice that will contribute to their overall Qualified Teacher Status. Students will also receive an introduction to the place and importance of ICT in the primary curriculum and develop key skills in this area.

Subject specialism 1 provides an introduction to a specialism subject within the early years and primary curriculum, explicitly relating substantive subject (content) knowledge to disciplinary pedagogical content knowledge (PCK). Teaching will include a balance between four knowledge domains: authoritative literature; substantive subject content; reflective appreciation of pedagogical content knowledge; and, current government / school initiatives and policies. Furthermore, creativity, and its associations with curiosity, risk taking, autonomy and making connections (Craft, 2005; Cremin, 2009; Cremin et al, 2009), will be at the heart of module and exemplified throughout. In addition, students will consider the roots of creativity in the notions of innovation, originality, ownership and control (Jeffrey and Woods, 2009).

The module will reflect the Froebelian ethos of educating the whole child, supporting the planning of lessons alongside partnership schools. Integration will be made with the ‘understanding pedagogy and professional practice’ curriculum. The module enhances and opportunities to deepen knowledge secured through the Core Curriculum 1 to 4 modules and the Wider Curriculum 1 to 3 modules.

Subject specialism 1 relates directly to professional practice and part of the learning will be facilitated through an ITaP which affords in-school experience to apply learning and reflect on practice and opportunities for group work.

In this module you will develop an understanding of how additional languages are learnt. You will develop practical skills for facilitating this learning and deepen your own language awareness. The module will extend your skills and knowledge for supporting people who are learning English as an Additional Language (EAL) and provide a bridge to further study or training in the wider field of teaching English to Speakers of Other Languages, such as our MA TESOL programme. You will learn to demonstrate knowledge of language and language learning and understand how to put this to practical use through a variety of real-world tasks.

Wellbeing impacts on people's ability to learn. As education practitioners, we need to ensure that our learners are feeling safe, well and in a good state of physical and mental health, ready to learn. On this module you will develop your knowledge and understanding of the essential aspects of personal, health, relationships and self-care education. You will discover how to support vulnerable learners, and gain insights into your professional caring responsibilities and legal safeguarding obligations. There will also be opportunities to gain Mental Health First Aid certification along with other skills to help you grow as an effective holistic and inclusive education practitioner.

This module focuses on the importance of the ability to plan a research project having due regard to ethical principles, time management, systematic analysis of data, sustained argument and a synthesised conclusion and recommendations. The module aims for students to plan and conduct ethical research within the student's workplace or within the general field of education, with supervision: this may be practical or theoretical.

Dissertation

Your key learning on this module concerns the contexts for education in the UK. Education does not happen in a vacuum; it’s important to understand the landscape in which schools and other institutions are set. We’ll use different disciplines within education to illuminate key education questions and provide possible answers: history, to help us understand why we have our current systems; sociology, to see how education reflects and contributes to build a fairer society; and philosophy, to interrogate the purpose of education and consider what should be taught and learned. All these disciplines can help us improve education, and society more broadly. They’ll serve as an essential grounding for your studies, giving you the foundations needed on your journey as an education practitioner.

This module provides an introduction to comparative and international education studies. It will focus on the students' knowledge and understanding of curricula as a social construct emergent from social, economic and political expectations. Students will consider the reasons why educational systems across the world differ, offering an understanding of the theoretical questions into the nature and functioning of educational systems and the complex relationships between society, culture and education with a view to gaining a more critical and wider perspective on their own working context.

This module focuses on the importance of developing a critical understanding of the education sector and the role of the educator within this, upholding public trust in the sector and maintaining high standards of ethics and professionalism. Students will be given the opportunity to consolidate their thinking through in-depth reflection in relation to the wider remit of education and statutory and regulatory frameworks. The student will also reflect upon their own CPD with a view to identifying the opportunities that exist to work at a higher level within a professional context. Students should evaluate the extent to which they make a positive contribution to the wider life and ethos of the school by developing effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support. They should also critically reflect on their role in communicating with families with regard to pupils' achievements and well-being.

This module offers students an opportunity to deepen their understanding of a particular aspect of sports coaching through supported study on a chosen topic of personal interest or concern. The nature and scope of the individual study will be negotiated with an allocated tutor. The rationale for this module is to give students who have reached the end of their study at level 6, but are still 20 credits short, the opportunity to graduate. They would be expected to embark on this module in the Autumn term (or the Spring term if they needed to interrupt). This independent study module gives them the opportunity to gain the additional credits by researching an aspect of sports coaching which is of particular interest to them. The module ensures that by the end of year three they have obtained the required number of credits to graduate.

This module offers students an opportunity to deepen their understanding of a particular aspect of sports coaching through supported study on a chosen topic of personal interest or concern. The nature and scope of the individual study will be negotiated with an allocated tutor. The rationale for this module is to give students who have reached the end of their study at level 6, but are still 20 credits short, the opportunity to graduate. They would be expected to embark on this module in the Autumn term (or the Spring term if they needed to interrupt). This independent study module gives them the opportunity to gain the additional credits by researching an aspect of sports coaching which is of particular interest to them. The module ensures that by the end of year three they have obtained the required number of credits to graduate.

This module will focus on the importance of understanding the ways in which children and young adults of compulsory school age learn. Students will consider the ways in which theories of learning and the role of the practitioner affect teaching and engagement with learning in educational settings. They will be encouraged to identify and apply theory to practice within a reflective and inclusive learning environment.

This module focuses on the importance of continuing professional and academic development contextualised within the statutory compulsory age range. In addition it will aim to develop the skills necessary for an education professional to work effectively and to improve their own performance. The opportunity to provide evidence for achievement of this module, such as reflective journals, developmental action plans, SWOTs and knowledge of the reflective process will be continuous throughout the Year 1 programme to enable learners to become reflective practitioners planning for future development.

This module aims to introduce students to academic skills and requirements for the successful completion of the Foundation Degree programme within the context of the taught syllabus.

Leadership and Development in Early Years

The Sociology of Childhood

Creating Inclusive Practice in Early Years

Language Development and Early Literacy

Developing Academic Literacy

EDS Event

EDS Event

EDS Event

This module offers students an opportunity to demonstrate their understanding of a particular aspect of early childhood studies through supported study on a chosen topic of personal interest or concern.

The nature and scope of the individual study will be negotiated with an allocated tutor. The work undertaken will address identified Programme Learning Outcomes.

The rationale for this module is to give students who have a summary of adjustment and/or a period of personal difficulties or medical issues, to catch up and be able to finish the degree with the appropriate number of credits.

What skills do you need to develop as an education practitioner to support learning in a range of contexts? In this module, you will become more knowledgeable about, and start to analyse the impact of, a range of approaches to teaching and learning. Academically, you will benefit from this module’’s deeper exploration and analysis of the fundamentals of effective pedagogy: understanding and developing learners’ thinking; designing and using resources for teaching; assessment, feedback and feedforward; and science of learning principles. This will build on your learning from Professional Practice 1, and you will meet these ideas again in Year 3. On your journey to becoming an education practitioner, this module will develop your skills of critical reflection, and support decision making around your education career development.

This module is in the first year of the Speech and Language Therapy programme and is the learner’s first introduction to practice learning across different settings. This year long module will combine teaching and preparation in a University setting, simulation environments and practice placement in local NHS, local authority education or charitable, private and voluntary settings. The University based learning elements will introduce learners to some of the key professional skills for practice including preparation of self, understanding of expectations. Communication skills such as introducing self, role and what service users should expect will be taught and practiced. Professional skills, observation skills and emerging skills around typical development will be built on from modules including ‘Foundations of professional practice’, ‘Communication process and building blocks’, ‘Development of eating and drinking a swallowing across the lifespan’ and ‘Working in partnership 1’. The focus of this module will be to introduce learners to practice learning and the knowledge and skills needed for safe and effective person-centered care. The Royal College of Speech and Language Therapists (RCSLT) Curriculum Guidance (2021) outline that the expectations for practice placement learning include mandatory placements are required for all learners over the duration of the programme, ensuring that there is a period of clinical practice close to the end of the programme, so that students have recent experience of clinical work when graduating. • All learners must achieve the mandatory 150 sessions of practice education across the duration of the pre-registration training. A session is equivalent to 3.75 hours. • 100 sessions must be overseen by an SLT, but the SLT does not need to be present with the student at all times. • 50 sessions can be completed through clinically related activities. • Of the 100 sessions over seen by an SLT, 30 should be in adult settings, 30 in child settings and the remainder should reflect local service delivery needs. • Within these practice hours, there are additional RCSLT requirements for learners to have a total of 60 hours experience across the range of aspects of EDS required. At least 30 hours must be direct, SLT-supervised, adult patient facing contact. At least 10 hours must be direct, SLT-supervised paediatric patient-facing contact. These requirements by the RCSLT mean that each student needs to have 563 hours of practice placement across the programme. The aim for the University of Roehampton Speech and Language Therapy course is to aim for 600 hours of practice placement, to support learning in a range of practice settings and to allow for some flexibility, ensuring that the requirements are achieved for each student. Placements have been included at all years of the programme and support the emerging practice skills of graduates alongside theoretical knowledge development. Simulated placements are an appropriate way to support students to develop some of the professional skills needed for practice and to support the Eating and Drinking Swallowing competencies needed. There are opportunities for interprofessional learning during university simulated placement weeks. NB: Simulated and University Placements will attract Placement Tariff from NHS England. Placement discussions are currently taking place with a wide range of practice partners. These early conversations have been positive about the possibility of placement offers, despite the fact that some of these London based practice settings already have relationships with other HEIs in London. This is a non-credit bearing practice placement need to be passed before completing the year. 1 session is equal to 3.75 hours which is half a working day. A working day of 8 hours (7.5 hours placement and 30 minutes lunch) is equal to 2 sessions.

This module introduces some core elements of Speech and Language Therapy practice and the programme is designed to build on these foundational elements as part of the spiral curriculum approach. This module has been designed to support learners to have clear detailed understanding of the communication process as a whole, and the constituent parts, which are the building blocks. Typical development of Speech and Language skills will be taught with milestones across the lifespan, discussing different theories of language acquisition and highlighting the importance of considering development as a whole. Linguistics and phonetics will be taught and practical workshop sessions will allow students to develop foundational skills in phonetic transcription and linguistic analysis, with English sounds. Material around sound, audiology, hearing and deaf society and culture will be explored in theoretical and practical workshop sessions. Pragmatics of language will be explored considering use and meaning in context and this will lead to consideration of communication at conversation level. Anatomy and physiology will be taught with detailed application to speech and language development in infancy and childhood including craniofacial disorders and cleft lip and palate.

This module is an introductory module on the Speech and Language Therapy programme and allows learners an opportunity to understand the professional and regulatory aspects of the role of a Speech and Language Therapist. This module has been designed with underpinning principles of professionalism and working in collaboration as a foundational aspect of the programme. There is an opportunity to apply the theoretical knowledge and use newly acquired reflective frameworks to consider their own skills and functioning in this area. These skills will support their practice placement learning and support the development of their own professional identity as the programme develops. This module introduces learners to the role and professional responsibilities of a Speech and Language Therapist, as well as the attitudes and behaviours which form part of the Health Care Professions Council (HCPC) requirements for practice. HCPC Standards of proficiency will be explored and aspects relevant to professional skills and professional identity. Issues around safeguarding, risk management and raising and escalating concerns will be introduced. The module will introduce learners to professional practice, with issues such as confidentiality and data protection being taught and applied and as well as ethical issues are social media use. The importance of clinical governance, case note writing, documentation, data quality, accessible information will be discussed in detail with case examples used. Learners will be supported to develop knowledge and skills around introductory clinical skills including observation skills and recording, managing time and priorities. These will be introduced and further developed in future modules. Fundamental concepts around person-centered care and holistic care will be introduced and returned to in further modules across the programme. Learners will have an introduction to the importance of working with others in a multi and interdisciplinary team. Team roles will be explored and case examples demonstrating practice will be used to support learning. Reflective opportunities will be used to support understanding the importance of professional interaction and communication when working with others including written communication, verbal interaction and underpinning professional behaviour and conduct. Support will be given to explore the leaner’s own communication style and approach, using reflective models and skills. This will be further applied in looking at the learner’s own development needs. Appreciating that reflecting on the learner’s own communication and learning, may highlight areas that were previously unknown to the individual, signposting and support to access support systems at the University will be done in a sensitive manner, modelling professional approaches to supporting difference and inclusion.

In this module you will learn about and critically examine the role of the Teaching Assistant (TA) within the primary and secondary classroom. You will explore specific teaching strategies and methods, which are known to be successful in overcoming barriers to learning for pupils. Whether you intend to pursue a career in teaching or as a TA, it is essential that you understand inclusive practice that promotes progress for all pupils including those with additional needs. You will analyse case studies to determine the characteristics of outstanding practice. This module fits within BA Education Practice by focusing on inclusion and encouraging you to consistently reflect analytically on practice to inform and enact the meeting of diverse needs in practice. ADDITIONAL OPTION: Students can also choose to go on to attain an additional accreditation; formal recognition of HLTA status, validated by the private company Strictly Education 4S. In order to be eligible, students need: a. To have worked as a Teaching Assistant for at least 2 terms (part-time) b. To be currently working as a Teaching Assistant and have permission from the Head Teacher to undertake the formal validation c. Have level 2 (GCSE Level 4 or higher) in English and Maths

This module aims to provide students with a project experience within an approved sport and / or management setting. It sets out to complement students’ academic studies by providing vocational insights through practical experience. During the project, students will have the opportunity to apply their theoretical knowledge of sport and management environment in real-life settings. In so doing it gives students an opportunity to learn from direct experience and observation; working with people in a practical context; organising, planning, and delivering sport and / or management related activities, programmes or events; analysing and reviewing the effectiveness of these professional activities; critically self-reflecting upon performance; and identifying personal and professional skill development, and professional competencies.

This module is taken by students at the discretion of the Programme Convener. This module provides flexibility within the programme to accommodate students who, for example, transfer late into the programme or have exceptional circumstances that mean they could not otherwise attain the necessary credits to progress to level 6. The module offers students an opportunity to develop their understanding of a particular aspect of education practice through supported study on a topic of interest in relation to an appropriate aspect of education practice.

What skills do you need to develop as an education practitioner to support learning in a range of contexts? In this module, you will become more knowledgeable about, and start to analyse the impact of, a range of approaches to teaching and learning. Academically, you’ll benefit from this module’s deeper exploration and analysis of the fundamentals of effective pedagogy: understanding and developing learners’ thinking; designing and using resources for teaching; assessment, feedback and feedforward; and science of learning principles. This will build on your learning from Professional Practice 1, and you will meet these ideas again in Year 3. On your journey to becoming an education practitioner, this module will develop your skills of critical reflection, and support decision making around your education career development.

In this module you will focus on how you can learn through reflection on your practice, and that of others. You will understand the key principles of reflective practice, and how to respond effectively to advice and feedback. During your placement, you will apply the knowledge and skills you have developed across the programme so far, integrating theory and practice. On your journey to becoming a professional, inclusive education practitioner, this module will develop your skills of critical reflection, and support decision making around your education career development. NOTE: This year-long module is structured to incorporate Placement activities.

In this module you will explore a range of approaches to creativity within various educational settings in the classroom and beyond. You will consider the role of creativity in lifelong learning and you will explore your own sense of creativity, both within a practical arena, and through diverse theoretical frameworks. You'll develop a questioning and critical approach to creativity and be able to challenge common preconceptions around what it means to be creative. On your career journey to becoming an education practitioner, this module will widen and deepen your understanding and experience of creativity in educational contexts and help you learn more about yourself as an educator and learner.

This module seeks to engage with some of the more complex and multi-faceted aspects and relationships in sport. Sport, especially at the highest level, provides considerable commercial opportunities, which are often directly or indirectly tied into performance that is – in essence – unpredictable. In fact, the unpredictability of sport is often tied into the more substantive and celebrated aspects of sport. The fact that sport is tied into a morality that sees merit in effort; valour in observing the rules; and sees the referee as the final arbiter of those rules, are some of the more celebrated aspects of sport. However, because of the increasing commercial interests, there is considerable pressure on managers, players and spectators of sport to find ways to make performance predictable. In fact, the history of sport is rife with instances of bribery; corruption; substance abuse and other behaviour that offends the morality of sport. In some cases, such behaviours may even infringe on the law. The module seeks to establish within managers of sport an understanding of the laws that affect the commercial management of sport, as well as access to an ethical framework that would allow them to investigate instances where morality is at risk of being compromised.

A research project is based on a research question or hypothesis, and uses primary research methods (such as questionnaires, interviews etc) involving participants in that research to answer that research question. A consultancy on the other hand would see the student involved with a commercial organisation to complete a time-limited project on behalf of that organisation. Finally, a civic engagement project would see the student engaged with a community-based organisation to address an issue that a concern within that community. The nature of the project will be informed by the student’s individual thinking around the direction their careers will take post-graduation. For those students with a desire to continue their academic studies, the ‘dissertation’ will connect them to relevant research methods, and ideas around research design, data collection and data analysis. In turn, student with a keen sense for entry into the commercial sports environment, the consultancy project/civic engagement project will be an ideal way to investigate real-world settings and apply commercial solutions to contemporary sports issues. In this way, students will not only be able to shape their degree towards a specific area of interest, but will be afforded the opportunity to develop a skill-set that is relevant to their career post-graduation.

The module seeks to develop a critical understanding of eSports and emerging new markets for sport. It analyses these phenomena in the context of existing theory around the Sports-Media context, and suggests that to fully understand the way sport is experienced, and is developed, one has to appreciate the influence of online platforms, and recognise that traditional frameworks for understanding (and experiencing) sport will need to be extended to further include technological advances and online content. On that basis, eSport is seen not as separate from more traditional forms of sport, but as a natural extension of a direction in which sport has been moving for some time. The support of eSport through online platforms, streaming and ‘following’ is analysed further through a marketing; media; and management framework that allows insight into a complex environment.

Description This module provides students with a work placement in an Early Childhood setting (e.g. nursery, children's centre, health or social care setting, school), building on the two previous years placements and making sure that they are provided opportunity for developing the Early Childhood Graduate Practitioner Competencies (ECGPC) in work with children in the range of ages in early childhood (see ECGPC documentation). Students will reflect critically on their practical experience and develop their understanding of the links between theories, research and practice while competing building their portfolio of ECGPC evidence. They will build on the skills developed in Year 2 and 3 with particular attention to equality of opportunity and widening their knowledge of leading practice and collaborating with multi-professional colleagues and parents. The module will focus on how to plan and take initiative within the workplace and how to engage in professional collaboration. It may be significant in increasing student employability because it provides opportunities for students to develop and consolidate key skills in communication, problem-solving, decision-making and negotiation, as well as a focus on setting career development goals. This module is required for students who choose to take the ECGPC.

This module supports you to produce an extended academic or professional piece of writing. It should support you in your professional roles, or be a jumping off point for further study at Post-graduate level. You may choose to do a theoretical, empirical or practice based project. Empirical studies will use qualitative methodology and methods taught in year 2 Research Methods. Practice Based research projects will generally sit within the Action Research methodology also taught in year 2 Research methods. Theoretical projects should examine at least two different theoretical perspectives in an area of Early Childhood Studies.

This module is taken by students at the discretion of the Programme Convener. This module provides flexibility within the programme to accommodate students who, for example, transfer late into the programme or have exceptional circumstances that mean they could not otherwise attain the necessary credits to progress to Level 5. The module offers students an opportunity to develop their understanding of a particular aspect of education practice through supported study on a topic of interest in relation to an appropriate aspect of education practice

What kind of education practitioner do you want to become? How can you effectively facilitate learning? In this module, you will learn about principles of learning and key concepts of different types of pedagogy across all ages. Academically, this module will help you gain familiarity with seminal theories of learning, and to recognise that learning is a holistic process. You will begin to consider the relevance and importance of using resources, artefacts and the wider environment to support learning. Additionally, you will begin to understand how to build professional relationships with learners, their parents and carers, and colleagues. This module will thus prepare you to support learning in a range of educational contexts, as you begin to form a belief system and identity as an education practitioner.

As an education practitioner, understanding Lifespan Development is essential, no matter what age group you are interested in working with when you graduate. Through this module, you will study how growth and development affect how we all learn throughout our lives. We will be using social psychology as a lens for examining how people think, sense, socialise, learn, behave, grow and change, and we will be building knowledge and appreciation of the impact of our emotions and personalities on how we learn. As a developing educationist, you will be learning how to adjust your practice to ensure that all your learners are engaged, supported and fully included, so they can learn effectively and flourish under your care.

Your key learning on this module concerns the contexts for education in the UK. Education does not happen in a vacuum; it’s important to understand the landscape in which schools and other institutions are set. We’ll use different disciplines within education to illuminate key education questions and provide possible answers: history, to help us understand why we have our current systems; sociology, to see how education reflects and contributes to build a fairer society; and philosophy, to interrogate the purpose of education and consider what should be taught and learned. All these disciplines can help us improve education, and society more broadly. Each one also has distinctive methods of enquiry and research and knowing about the fields and their methods will help you to understand what you read and watch when you are studying education. These different lenses through which we view education serve as an essential grounding for your studies, providing the foundations needed on your journey as a primary education practitioner.

Students will enhance and consolidate their understanding of the subjects within the four knowledge domains, building on the module subject specialism 1. The module will show how these subjects can contribute to pupil progress and development through coherent curriculum planning and schemes of work which support pupils’ progress throughout their primary education. It will apply principles of critical analysis and interpretation of curriculum planning and interventions in real-world contexts across the 3-11 age range. Students will leave the module with an enhanced sense of the nature and content of the subject, teaching and learning processes involved and students’ own and children’s own experiences. Links will be made between what students know about how children learn, including those vulnerable to underachievement, through the understanding pedagogy and professional practice modules 1, 2 and 3 as well as exploring how educational policy influences practice in their chosen specialist subject. They will be articulate and passionate advocates for their specialism subject sharing their own knowledge and expertise as an integral part of school experience and the opportunity to conduct research in placement. Subject specialism 2 affords the opportunity to develop research skills as a further strand of academic literacy. It prepares students effectively for subject specialism lead roles in schools as early career teachers.

The themes of ‘leadership’ and ‘management’ are ubiquitous across all walks of life. This is particularly notable and evident in the performance and results based domains of sport and business. Furthermore, each domain has been academically investigated, explored and scrutinised resulting in a greater theoretical and practical understanding of how performance and results can be enhanced. The enterprise and associated consumption and growth of sport from an economic and commercial perspective, a key driver for this BA programme, has witnessed unprecedented levels of expansion in recent years. This is demonstrated for example, by mega-events such as the Olympics and the football World Cup, to the astronomical TV deals struck between the English Premier League and leading global media organisations. The sheer scale of where and how sport and business meet in modern society, and the employment opportunities this represents for students, undeniably warrants an exploration of the human factors of leadership and management that underpin the delivery and success of this organisational commercial activity of sport. As such this module seeks to introduce students to the fundamental practicalities and pivotal theoretical themes of leadership and management within the context of sport. The module will: address the relationship of leadership and management to workplace performance considering the ‘sports-business metaphor’, explore theoretical approaches to the practices of leadership and management, look at case studies of how performance principles transfer, and furthermore transpose across from sport to business and business back to sport, and to finally think critically around topics such as gender, personal skills and authenticity in leadership and management.

This module enables students to use theory and research to evaluate policy and practice and develop their knowledge of the wider professional role of the teacher in the context of current issues and debates within education. In this final year, there is an emphasis on students drawing upon the knowledge and understanding they have thus far developed, to analyse and review critically local and national policies, and their own practice. They will use in-depth knowledge of seminal theories of learning and research to do this. Students will emerge with a more holistic view of practice and develop a broader understanding of the academic, societal and political influences on education that set the parameters for school and classroom practice. They will have secured knowledge and understanding in all aspects of the Core Content Framework (DfE, 2019), including awareness of the evidence base for this document, to prepare for smooth transition to the Early Career Framework (DfE, 2019). They will also develop an appreciation of the uncertainty and limits of their own and collective knowledge and recognise that effective teachers remain engaged in active enquiry throughout their professional lives. This will support students’ resilience and resourcefulness (4 Rs) for the ECT induction period and beyond, including the legal responsibilities and duties of primary school teachers.

Subject specialism 1 provides an introduction to a specialism subject within the early years and primary curriculum, explicitly relating substantive subject (content) knowledge to disciplinary pedagogical content knowledge (PCK). Teaching will include a balance between four knowledge domains: authoritative literature; substantive subject content; reflective appreciation of pedagogical content knowledge; and, current government / school initiatives and policies. Furthermore, creativity, and its associations with curiosity, risk taking, autonomy and making connections (Craft, 2005; Cremin, 2009; Cremin et al, 2009), will be at the heart of module and exemplified throughout. In addition, students will consider the roots of creativity in the notions of innovation, originality, ownership and control (Jeffrey and Woods, 2009).

The module will reflect the Froebelian ethos of educating the whole child, supporting the planning of lessons alongside partnership schools. Integration will be made with the ‘understanding pedagogy and professional practice’ curriculum. The module enhances and opportunities to deepen knowledge secured through the Core Curriculum 1 to 4 modules and the Wider Curriculum 1 to 3 modules.

Subject specialism 1 relates directly to professional practice and part of the learning will be facilitated through an ITaP which affords in-school experience to apply learning and reflect on practice and opportunities for group work.

A major social trend of the last 20 years has been the move from participation in competitive sports towards ‘pure’ fitness activities; with the key long-term ‘amateur’ trend being the desire for a healthier lifestyle. Various initiatives driven by Government have aimed to tackle issues such as sedentary behaviour and chronic disease, for example rising levels of obesity and diabetes. General methods have been to encourage healthy eating and increasing physical activity. Those who aspire to healthier lifestyles have a tendency to incorporate fitness and general exercise activities into their daily schedules. The most recent industry research (Keynote, 2010) suggests that this currently stands at over half the adult population of the UK participating in some kind of vigorous physical activity on a weekly basis. The vast majority of these people, particularly those over the ‘sport-intensive’ ages of 15 to 25, prefer to engage in a general activity that keeps them reasonably fit and healthy, rather than a codified, competitive sport. This is highlighted by the proliferation of privately owned health clubs, the increase in local authority leisure centres now offering a wider range of fitness and exercise services, and increased supply of fitness professionals such as personal trainers, aerobics instructors, and yoga and Pilates teachers. As such, opportunities to work and be employed within the health and fitness industry have increased accordingly. The purpose of this module will be to introduce students to relevant concepts and social themes identified by the Government and health organisations that fall under the umbrella of health, fitness, exercise and physical activity. The module has been purposefully designed and aligned in accordance with Skills Active and industry training providers of health and fitness courses. By completing this module students will have an increased awareness and understanding of the key areas that have been identified as relevant to this domain, and an enhanced ability to think critically around them. Students will be able to consider this with regard to their own skills and expand more broadly to potential avenues of future employability within the health and fitness industry.

This module provides students with the opportunity to experience a work placement in an Early Childhood setting (e.g. nursery, children’s centre, health or social care setting, school). Students will reflect critically on their practical experience and develop their understanding of the links between theories, research and practice. They will build on the observational skills that they have developed in Year 1 with particular attention to equality of opportunity and skills identified by employers and in early childhood policy. The module will focus on how to plan and take initiative within the workplace and how to engage in professional collaboration. It may be significant in increasing student employability because it provides opportunities for students to develop and consolidate key skills in communication, problem-solving, decision-making and negotiation, as well as a focus on setting career development goals. This module is required for students who choose to take the Graduate Practitioner Competencies.

This module provides a broad foundation for learning and studying inclusion, additional needs and SEND. It is designed to enable students to gain a broad overview of the field of inclusive education both internationally and in the UK, in relation to the education of learners identified as having educational difficulties relating to SEN, disability, other difference or additional needs. The taught sessions firstly address broad concepts including educational difficulty, SEN, disability, additional needs and difference, drawing on different perspectives, including historical development of special education and current global perspectives of inclusive education. Students will be introduced to the idea of the contested meanings involved in inclusion/inclusive education in the context of struggles and changes made for inclusion, human rights and equalities for groups traditionally marginalized from and within society including education. The module also introduces students to some key contemporary issues as a basis for critical examination and further development of their knowledge and understanding of inclusive education, additional needs and SEND in practice and policy, in order to be able to apply analysis to their own national and local contexts. Students will be enabled to explore the connections between issues, perspectives and debates in theory, policy and practice, drawing on international literature, their own experiences and other resources.

We are determined to introduce a work-related aspect to all of our modules. During your visit to our professional sports partner, you will be encouraged to think about and explore the environment in which the organisation exists. How is the organisation linked to other bodies, how is its functioning affected by other organisation and frameworks. During our class-based sessions, we will try to bring these issues to life using the information you gained during your visit. Back in the classroom, the core content for the module will be delivered through lectures, which will then feed into seminar discussions. Students will be working in small groups to explore core content and related this to real life situations and case studies. In some cases, we may flip the classroom and ask students to complete work away from their attendance, in order to prepare them for a larger discussion. There will be at least two formative assessment task that prepare students for their summative assessment, one of which will be a task that involves students presenting to their peers in small groups based on an analysis they have complete.

Research and Debates in Sport introduces undergraduate students of sport to a range of academic and critical thinking skills that they will need as they progress through their degree programme. It seeks to take students on a journey where they will gain the required skills and apply these to a variety of sports specific case studies. Central to the module is the desire to foster within students a desire to move away from the every day analyses of issues within sport, to a more considered and critically informed perspective that treats sports as a case study to which academic knowledges are applied. Such an analysis of sport is driven by an approach to understanding sport that is informed by theory and driven by a desire to go beyond what is immediately obvious. The module starts off with a whole day visit to one of our sports industry partners, who will give insight to the way in which the organisations works, and the environment in which it operates. Our partnership organisation will give you an understanding of what is important to them, and how they manage various aspects of their organisation, and you will be able to use this information in your reflections on a variety of subjects we will discuss in the course of the module.

What does it mean to lead? What does it mean to manage? What are the conundrums of leadership and management? What are the emerging issues in education, organisations and society that challenge leaders and managers today? How do I lead in times of change? How do I thrive as a leader? The sessions in the module are not designed to provide answers for there is no one answer to any of these questions. Instead, the sessions are designed around a topical area within education, education leadership or leadership broadly to promote discussion, debate, finding common ground from which to craft potential solutions and working together to suggest possible solutions. Using a problem-based learning approach to build community, collegiality, autonomy and efficacy, students will begin to view leadership and not as a solo endeavour but as a process where solutions can be constructed through dialogue and action. Students, therefore, should demonstrate that they can use a research informed approach to develop an understanding of complex issues that leaders face and have the skills in which to lead solutions. In recognising that this is an entry point for students on the course, the module will also focus on developing the discreet skills that students will need to be successful postgraduate students. Two sessions will delve into time management, literature searches, reading academic literature and building academic writing skills. These sessions will work alongside of the identified topics utilising literatures from journals, policy briefs and media to develop critical reading, analysis and writing skills.

The module is designed for professionals who would like to develop their capacity to coach or mentor at work. It includes an introduction to the key concepts, theories, skills and processes that competent coaches and mentors require. It gives students a strong foundation on which to build their practice as a coach or a mentor. It will also enable them to create a culture of coaching and mentoring in their workplace. The critical importance of ethical awareness and practice will be explored throughout the module. Students will be expected to behave in ethical ways when mentoring and coaching. The importance of protecting coachees’ data will be emphasised. Students will develop their capabilities as reflective writers and keep journals in order to evaluate their own coaching and mentoring. For some students, this will be an end in itself. For others, this will be an opportunity to develop leadership and management skills. The module comprises a mixture of evening and Saturday sessions at Roehampton University, blended learning tasks and webinars. There are 60 hours of taught input with up to 540 hours of independent study. During this time, students will deepen their thinking about a specific aspect of coaching and/or mentoring and present their findings to each other in order to develop a supportive, professional community. They will also practise coaching and mentoring and demonstrate their competence by recording and critically reflecting on a coaching/mentoring session.

This module builds on the skills and knowledge developed in School Experience 1 and places students in the school environment, in the role of sharing teacher. It facilitates students’ professional development in the five Areas of Professional Learning (behaviour management, pedagogy, curriculum, assessment, professional behaviours), which align with the five core areas of the Core Content Framework (DfE, 2019). Students will begin to apply, in practice, the knowledge, skills and behaviours that define great teaching, as taught in UPPP2 and subject sessions (subject specialism, WC3 and CC3). 15 days of intensive training and practice placements (ITaP) will form part of the school experience, the other part of which is made up of a 50-day block of school experience delivered in two parts – 20 days in the autumn term and 30 days in the summer term of the academic year. Students will be placed in settings within the 3-11 age range.

Children and childhood can be conceptualised in a variety of different ways: as 'innocent', 'vulnerable', 'dangerous', 'as rights' holders' and so on and these ideas are often regarded as self-evident. Moreover, some ideas about childhood come to prominence at particular times. This module aims to develop students' critical awareness of a variety of discourses of children and childhood including the way childhoods are gendered, classed and raced. Students will engage critically with how children and childhood are understood through different representations from different genres. The module will also examine the potential implications of such constructions, in particular how they relate to adult responses to children and the value placed on children's childhoods. This module will enable students who are interested in a sociological perspective on early childhood to study these topics. These topics are not currently part of the syllabus for any other modules on the current MA.

Wider Curriculum 4 (curriculum design) is a capstone module in the BA Primary Education course.  It provides students with the opportunity to consolidate all-important pedagogical and foundation subject knowledge and helps them secure connections in learning from across the curriculum. It allows them to think about how they can support children to make similar connections, thus deepening pupils’ learning. It has an additional focus intended to explore the holistic aims of primary education concerned with equality, diversity and inclusion and allows students to explore key element of the Core Content Framework (DfE, 2019) ‘A school’s curriculum enables it to set out its vision for the knowledge, skills and values that its pupils will learn, encompassing the national curriculum within a coherent wider vision for successful learning.’

The module is structured to mirror continuing professional development opportunities in school, and the intensive training and practice (ITaP) learning the students will have experienced throughout the course. It provides opportunities to engage in workshops and a group project which is delivered in school and which forms the basis for the assessment. It brings together all knowledge and experience acquired before students embark on their ECT induction.

Students will build on previous core curriculum modules extending their subject and pedagogical content knowledge in English, Science and Mathematics. This will enable them to meet the expectations set out in the Core Content Framework (DfE, 2019) for subject knowledge and go beyond these in their understanding of how to apply this knowledge to the learning of all pupils.

Drawing on a range of sources, including peer-reviewed research, students will develop their understanding of pedagogical approaches and principles in English, mathematics and science, making explicit connections between the taught course and practice in schools. They will be in a position to analyse the components of effective practice and make evidence-based choices about learning and teaching these subjects in their final Block School Experience.

Students will demonstrate an ability to scaffold and extend pupils’ understanding and to plan and teach sequences with confidence, meeting the expectations of the fourth strand of the Core Content Framework (DfE, 2019). Drawing on previous intensive training and practice experiences (ITaPs) (building a positive classroom culture, scaffolding, questioning), they should be able to critically evaluate decisions about how to plan for progression.

In this module you will critically explore, examine and evaluate the significance of the cultural, historical and contemporary features of policies, institutions and agencies in a globally in relation to Early Childhood. A central focus will be on identifying and exploring inequalities in society which impact children’s well-being, development, learning and opportunities to thrive. You will adopt an approach that challenges these inequalities and considers ways of eliminating them.

Representations of childhood and childhood poverty are explored. The module additionally aims to provide you with the knowledge and skills with which to analyse and critique representations of childhood.

This module will be your capstone project - your opportunity to choose the area of the degree that has interested you the most and to build an enquiry that really inspires you. As well as picking the topic you’d like to investigate, you can choose from a range of different ways to present your work. The module offers you a unique possibility to investigate some aspect of education practice in depth and whilst projects of this scale are challenging, they are also very rewarding. Your Enquiry Project plays an important role in preparing you for the world of work or further study, as it combines the application of all your learning on the degree into practice along with helping you to hone your professional knowledge and skills. The module builds on the enquiry skills you have developed in Y1 (Education Contexts) and Y2 (Education Placement) - you will have conducted your own enquiries on these modules, preparing you for this capstone project.

Students will enhance and consolidate their understanding of the subjects within the four knowledge domains, building on the module subject specialism 1. The module will show how these subjects can contribute to pupil progress and development through coherent curriculum planning and schemes of work which support pupils’ progress throughout their primary education. It will apply principles of critical analysis and interpretation of curriculum planning and interventions in real-world contexts across the 3-11 age range.

Students will leave the module with an enhanced sense of the nature and content of the subject, teaching and learning processes involved and students’ own and children’s own experiences. Links will be made between what students know about how children learn, including those vulnerable to underachievement, through the understanding pedagogy and professional practice modules 1, 2 and 3 as well as exploring how educational policy influences practice in their chosen specialist subject. They will be articulate and passionate advocates for their specialism subject sharing their own knowledge and expertise as an integral part of school experience and the opportunity to conduct research in placement.

Subject specialism 2 affords the opportunity to develop research skills as a further strand of academic literacy. It prepares students effectively for subject specialism lead roles in schools as early career teachers.

Students will enhance and consolidate their understanding of the subjects within the four knowledge domains, building on the module subject specialism 1. The module will show how these subjects can contribute to pupil progress and development through coherent curriculum planning and schemes of work which support pupils’ progress throughout their primary education. It will apply principles of critical analysis and interpretation of curriculum planning and interventions in real-world contexts across the 3-11 age range.

Students will leave the module with an enhanced sense of the nature and content of the subject, teaching and learning processes involved and students’ own and children’s own experiences. Links will be made between what students know about how children learn, including those vulnerable to underachievement, through the understanding pedagogy and professional practice modules 1, 2 and 3 as well as exploring how educational policy influences practice in their chosen specialist subject. They will be articulate and passionate advocates for their specialism subject sharing their own knowledge and expertise as an integral part of school experience and the opportunity to conduct research in placement.

Subject specialism 2 affords the opportunity to develop research skills as a further strand of academic literacy. It prepares students effectively for subject specialism lead roles in schools as early career teachers

Students will enhance and consolidate their understanding of the subjects within the four knowledge domains, building on the module subject specialism 1. The module will show how these subjects can contribute to pupil progress and development through coherent curriculum planning and schemes of work which support pupils’ progress throughout their primary education. It will apply principles of critical analysis and interpretation of curriculum planning and interventions in real-world contexts across the 3-11 age range.

Students will leave the module with an enhanced sense of the nature and content of the subject, teaching and learning processes involved and students’ own and children’s own experiences. Links will be made between what students know about how children learn, including those vulnerable to underachievement, through the understanding pedagogy and professional practice modules 1, 2 and 3 as well as exploring how educational policy influences practice in their chosen specialist subject. They will be articulate and passionate advocates for their specialism subject sharing their own knowledge and expertise as an integral part of school experience and the opportunity to conduct research in placement.

Subject specialism 2 affords the opportunity to develop research skills as a further strand of academic literacy. It prepares students effectively for subject specialism lead roles in schools as early career teachers.

Students will enhance and consolidate their understanding of the subjects within the four knowledge domains, building on the module subject specialism 1. The module will show how these subjects can contribute to pupil progress and development through coherent curriculum planning and schemes of work which support pupils’ progress throughout their primary education. It will apply principles of critical analysis and interpretation of curriculum planning and interventions in real-world contexts across the 3-11 age range.

Students will leave the module with an enhanced sense of the nature and content of the subject, teaching and learning processes involved and students’ own and children’s own experiences. Links will be made between what students know about how children learn, including those vulnerable to underachievement, through the understanding pedagogy and professional practice modules 1, 2 and 3 as well as exploring how educational policy influences practice in their chosen specialist subject. They will be articulate and passionate advocates for their specialism subject sharing their own knowledge and expertise as an integral part of school experience and the opportunity to conduct research in placement.

Subject specialism 2 affords the opportunity to develop research skills as a further strand of academic literacy. It prepares students effectively for subject specialism lead roles in schools as early career teachers.

Students will enhance and consolidate their understanding of the subjects within the four knowledge domains, building on the module subject specialism 1. The module will show how these subjects can contribute to pupil progress and development through coherent curriculum planning and schemes of work which support pupils’ progress throughout their primary education. It will apply principles of critical analysis and interpretation of curriculum planning and interventions in real-world contexts across the 3-11 age range.

Students will leave the module with an enhanced sense of the nature and content of the subject, teaching and learning processes involved and students’ own and children’s own experiences. Links will be made between what students know about how children learn, including those vulnerable to underachievement, through the understanding pedagogy and professional practice modules 1, 2 and 3 as well as exploring how educational policy influences practice in their chosen specialist subject. They will be articulate and passionate advocates for their specialism subject sharing their own knowledge and expertise as an integral part of school experience and the opportunity to conduct research in placement.

Subject specialism 2 affords the opportunity to develop research skills as a further strand of academic literacy. It prepares students effectively for subject specialism lead roles in schools as early career teachers.

Students will enhance and consolidate their understanding of the subjects within the four knowledge domains, building on the module subject specialism 1. The module will show how these subjects can contribute to pupil progress and development through coherent curriculum planning and schemes of work which support pupils’ progress throughout their primary education. It will apply principles of critical analysis and interpretation of curriculum planning and interventions in real-world contexts across the 3-11 age range.

Students will leave the module with an enhanced sense of the nature and content of the subject, teaching and learning processes involved and students’ own and children’s own experiences. Links will be made between what students know about how children learn, including those vulnerable to underachievement, through the understanding pedagogy and professional practice modules 1, 2 and 3 as well as exploring how educational policy influences practice in their chosen specialist subject. They will be articulate and passionate advocates for their specialism subject sharing their own knowledge and expertise as an integral part of school experience and the opportunity to conduct research in placement.

Subject specialism 2 affords the opportunity to develop research skills as a further strand of academic literacy. It prepares students effectively for subject specialism lead roles in schools as early career teachers.

This module aims to promote students' understanding of children's health and wellbeing by reflecting on issues such as healthy growth in early childhood, health inequalities, health promotion, and health provision for young children in the UK and in the global context. It also aims to promote understanding of safeguarding, including the issues and dilemmas of child protection. The module emphasises the roles and responsibilities of different agencies and professionals in promoting children's health and wellbeing.

Subject specialism 1 provides an introduction to a specialism subject within the early years and primary curriculum, explicitly relating substantive subject (content) knowledge to disciplinary pedagogical content knowledge (PCK). Teaching will include a balance between four knowledge domains: authoritative literature; substantive subject content; reflective appreciation of pedagogical content knowledge; and, current government / school initiatives and policies. Furthermore, creativity, and its associations with curiosity, risk taking, autonomy and making connections (Craft, 2005; Cremin, 2009; Cremin et al, 2009), will be at the heart of module and exemplified throughout. In addition, students will consider the roots of creativity in the notions of innovation, originality, ownership and control (Jeffrey and Woods, 2009).

The module will reflect the Froebelian ethos of educating the whole child, supporting the planning of lessons alongside partnership schools. Integration will be made with the ‘understanding pedagogy and professional practice’ curriculum. The module enhances and opportunities to deepen knowledge secured through the Core Curriculum 1 to 4 modules and the Wider Curriculum 1 to 3 modules.

Subject specialism 1 relates directly to professional practice and part of the learning will be facilitated through an ITaP which affords in-school experience to apply learning and reflect on practice and opportunities for group work.

Subject specialism 1 provides an introduction to a specialism subject within the early years and primary curriculum, explicitly relating substantive subject (content) knowledge to disciplinary pedagogical content knowledge (PCK). Teaching will include a balance between four knowledge domains: authoritative literature; substantive subject content; reflective appreciation of pedagogical content knowledge; and, current government / school initiatives and policies. Furthermore, creativity, and its associations with curiosity, risk taking, autonomy and making connections (Craft, 2005; Cremin, 2009; Cremin et al, 2009), will be at the heart of module and exemplified throughout. In addition, students will consider the roots of creativity in the notions of innovation, originality, ownership and control (Jeffrey and Woods, 2009).

The module will reflect the Froebelian ethos of educating the whole child, supporting the planning of lessons alongside partnership schools. Integration will be made with the ‘understanding pedagogy and professional practice’ curriculum. The module enhances and opportunities to deepen knowledge secured through the Core Curriculum 1 to 4 modules and the Wider Curriculum 1 to 3 modules.

Subject specialism 1 relates directly to professional practice and part of the learning will be facilitated through an ITaP which affords in-school experience to apply learning and reflect on practice and opportunities for group work.

Subject specialism 1 provides an introduction to a specialism subject within the early years and primary curriculum, explicitly relating substantive subject (content) knowledge to disciplinary pedagogical content knowledge (PCK). Teaching will include a balance between four knowledge domains: authoritative literature; substantive subject content; reflective appreciation of pedagogical content knowledge; and, current government / school initiatives and policies. Furthermore, creativity, and its associations with curiosity, risk taking, autonomy and making connections (Craft, 2005; Cremin, 2009; Cremin et al, 2009), will be at the heart of module and exemplified throughout. In addition, students will consider the roots of creativity in the notions of innovation, originality, ownership and control (Jeffrey and Woods, 2009).

The module will reflect the Froebelian ethos of educating the whole child, supporting the planning of lessons alongside partnership schools. Integration will be made with the ‘understanding pedagogy and professional practice’ curriculum. The module enhances and opportunities to deepen knowledge secured through the Core Curriculum 1 to 4 modules and the Wider Curriculum 1 to 3 modules.

Subject specialism 1 relates directly to professional practice and part of the learning will be facilitated through an ITaP which affords in-school experience to apply learning and reflect on practice and opportunities for group work.

Subject specialism 1 provides an introduction to a specialism subject within the early years and primary curriculum, explicitly relating substantive subject (content) knowledge to disciplinary pedagogical content knowledge (PCK). Teaching will include a balance between four knowledge domains: authoritative literature; substantive subject content; reflective appreciation of pedagogical content knowledge; and, current government / school initiatives and policies. Furthermore, creativity, and its associations with curiosity, risk taking, autonomy and making connections (Craft, 2005; Cremin, 2009; Cremin et al, 2009), will be at the heart of module and exemplified throughout. In addition, students will consider the roots of creativity in the notions of innovation, originality, ownership and control (Jeffrey and Woods, 2009).

The module will reflect the Froebelian ethos of educating the whole child, supporting the planning of lessons alongside partnership schools. Integration will be made with the ‘understanding pedagogy and professional practice’ curriculum. The module enhances and opportunities to deepen knowledge secured through the Core Curriculum 1 to 4 modules and the Wider Curriculum 1 to 3 modules.

Subject specialism 1 relates directly to professional practice and part of the learning will be facilitated through an ITaP which affords in-school experience to apply learning and reflect on practice and opportunities for group work.

Subject specialism 1 provides an introduction to a specialism subject within the early years and primary curriculum, explicitly relating substantive subject (content) knowledge to disciplinary pedagogical content knowledge (PCK). Teaching will include a balance between four knowledge domains: authoritative literature; substantive subject content; reflective appreciation of pedagogical content knowledge; and, current government / school initiatives and policies. Furthermore, creativity, and its associations with curiosity, risk taking, autonomy and making connections (Craft, 2005; Cremin, 2009; Cremin et al, 2009), will be at the heart of module and exemplified throughout. In addition, students will consider the roots of creativity in the notions of innovation, originality, ownership and control (Jeffrey and Woods, 2009).

The module will reflect the Froebelian ethos of educating the whole child, supporting the planning of lessons alongside partnership schools. Integration will be made with the ‘understanding pedagogy and professional practice’ curriculum. The module enhances and opportunities to deepen knowledge secured through the Core Curriculum 1 to 4 modules and the Wider Curriculum 1 to 3 modules.

Subject specialism 1 relates directly to professional practice and part of the learning will be facilitated through an ITaP which affords in-school experience to apply learning and reflect on practice and opportunities for group work.

Subject specialism 1 provides an introduction to a specialism subject within the early years and primary curriculum, explicitly relating substantive subject (content) knowledge to disciplinary pedagogical content knowledge (PCK). Teaching will include a balance between four knowledge domains: authoritative literature; substantive subject content; reflective appreciation of pedagogical content knowledge; and, current government / school initiatives and policies. Furthermore, creativity, and its associations with curiosity, risk taking, autonomy and making connections (Craft, 2005; Cremin, 2009; Cremin et al, 2009), will be at the heart of module and exemplified throughout. In addition, students will consider the roots of creativity in the notions of innovation, originality, ownership and control (Jeffrey and Woods, 2009).

The module will reflect the Froebelian ethos of educating the whole child, supporting the planning of lessons alongside partnership schools. Integration will be made with the ‘understanding pedagogy and professional practice’ curriculum. The module enhances and opportunities to deepen knowledge secured through the Core Curriculum 1 to 4 modules and the Wider Curriculum 1 to 3 modules.

Subject specialism 1 relates directly to professional practice and part of the learning will be facilitated through an ITaP which affords in-school experience to apply learning and reflect on practice and opportunities for group work.

In this module, students will develop their understanding of key concepts in learning and teaching and specifically, will gain an understanding of children as writers (English), multiplicative reasoning (mathematics) and misconceptions (science). This builds on the foundations of learning from previous modules and begins to secure depth of knowledge in key areas of pedagogical practice in core curriculum subjects.

Through the development of subject knowledge, students will become more adept at planning, teaching and assessing effectively and will be able to implement principles of instruction, cognitive science and formative assessment strategies during placement. This aligns with learning more about how children learn through the ‘understanding pedagogy and professional practice’ module which is studied concurrently. They will draw on previous intensive training and practice (ITaPs) experiences to critically evaluate decisions about how to plan for progression, which in turn will allow them to establish links between theory and practice.

Research and key concepts from the Core Content Framework (DfE, 2019) will continue to inform the reading which underpins the module.

In this module, students will be introduced to a range of current issues and debates in early childhood and education. They will be introduced to the EYFS statutory framework. They will be encouraged to understand and reflect on the issues in context, and to consider the different perspectives of e.g. children, pupils, families, teachers and policy makers. Students will begin to develop their ability to engage in debate within Early Childhood and Education and to be articulate in constructive and informed ways. A key aspect of the module will be a focus on inducting students into academic study and academic literacy, through reflective awareness of their own academic development and learning, alongside associated study skills, such as literature searches, critical reading, writing in an academic style, analysis and referencing.

The module provides an introduction to the philosophy of social science. It introduces students to some of the different philosophical ideas and perspectives that inform social scientists and their research. It aims to address the theoretical foundations of some of the concepts informing the module 'The Introduction of Research Design', which is taught in the Autumn term. The module provides understandings on the ontological, epistemological and methodological underpinnings of social science research in light of different philosophical traditions. It is intended to equip students with the knowledge, skills and confidence to address the theoretical and philosophical insights pertaining to research in the social sciences.

This module provides an introduction to research design. It will outline the purpose and key components of a research design and will discuss the different factors that influence how we design research, including the role of theory and ethics. It will present and critically analyse the different approaches to research design used in the social sciences and it will provide an introduction to core methods for data collection and analysis, their strengths and weaknesses. The module aims to help students develop a basic understanding of the different approaches and methods they can adopt when designing their research, how their theoretical positions are linked to their choice of research design, and the various steps involved in designing research. It aims to equip students with the knowledge, skills and confidence to design their own research and write a research proposal. The module fits well with the other MA SRM module offered in the Autumn term (The Philosophy of Social Science Research), as it will explain in detail and with concrete examples the role that different philosophical frameworks play in shaping the choice of research design. It will moreover provide a solid basis upon which students can develop a more nuanced understanding of research approaches, offered as part of the Spring term modules (Qualitative and Quantitative Research Approaches). Finally, it will prepare students for the Summer term module (General Research Skills), and in particular the 'Interactive session on Research Design' offered as part of the GRS module.

This module places students in the school environment, in the role of supporting teacher. It facilitates students’ professional development in the five Areas of Professional Learning (behaviour management, pedagogy, curriculum, assessment, professional behaviours), which align with the five core areas of the Core Content Framework (DfE, 2019). Students will begin to apply, in practice, the knowledge, skills and behaviours that define great teaching, as taught in UPPP1 and subject sessions (WC1 and CC1). 30 days of assessed placement (six weeks) and 12 days of intensive training and practice (ITaP) will form the school experience. Students will be placed in settings within the 3-11 age range.

Students will secure a grounding in subject knowledge and pedagogical content knowledge in the national curriculum foundation subjects. They will be introduced to age and phase requirements in subject knowledge and will make links with the wider pedagogical understanding they are developing through the ‘understanding pedagogy and professional practice 1’ module which runs concurrently.

They will be prepared to support learning in these subjects in classroom practice and will become familiar with curriculum guidance and sources of curriculum support. This module is a parallel to Wider Curriculum 2 (running in the spring semester in HE4) and provides an introduction to four of the foundation subjects: art and design, computing, design and technology, geography, history, music and physical education. The four not introduced in this module are introduced in Wider Curriculum 2.

Students will be introduced to authoritative literature that underpins each subject, together with a practice-based pedagogy. They will analyse effective practice through supported observations of learning and teaching and will develop skills in planning and assessing these subjects. The module introduces students to key elements of the Core Content Framework (DfE, 2019), particularly strand three on curriculum and subject knowledge. This knowledge is used and applied in Wider Curriculum 1, and then in placement to meet the ‘curriculum’ area of professional learning.

Students will explore the primary core curriculum subjects of English, mathematics and science, and their associated pedagogies. They will secure foundational subject knowledge and the pedagogies associated with these subjects (including early reading and numeracy) which will support their development as beginning teachers. Students will be introduced to key theoretical perspectives on the teaching of core subjects and will be supported in their engagement with authoritative texts and relevant research to secure the foundations of evidence-based practice. The Core Content Framework (DfE, 2019) will inform some pedagogical and subject-specific content and links will be made to students’ understanding of how children learn from the ‘understanding pedagogy and professional practice’ module, which is studied in parallel with this one.

This module aims to develop in students a sound theoretical knowledge of child development and learning, together with their ability to apply this understanding to the fundamental principles of effective pedagogy with links made through intensive training and practice.  

With reference to the Core Content Framework (DfE, 2019) and wider research, students will start to acquire a theoretical knowledge and understanding of children - their development and their learning - to begin conceptualising the role of the teacher as one who holds the education, development, wellbeing and safeguarding of every child at the centre of her or his professional practice.  This accords with the Froebelian principles on which the School of Education was founded.     

Students will gain familiarity with seminal theory, cognitive science and research and will begin to recognise that learning is a holistic process which cannot be separated from a child’s concept of themselves, nor from social, cultural and political influence.  In this way, students will start to form a professional identity and belief system which will prepare them for their chosen career in education.

This module is designed for a range of students on MA programmes in the School of Education, most of whom are practicing professionals within educational or early childhood settings, including part-time, full-time, home, EU and international students. This is a shared module that develops knowledge and understanding of research both broadly and at a course specific level. The key aim of the module is to develop students' knowledge and understanding of empirically-based social and educational research in diverse contexts. Successful completion of the module will provide students with the knowledge, understanding and research tools to enable students to design and plan their own empirical studies as part of the Dissertation module. The module introduces students to the key issues and dilemmas surrounding research in the broad field of education, while also enabling them to develop a critical understanding of research on policy and practice within their specialist area. The module provides students with opportunities to engage with the philosophical foundations of social and educational research and to explore the values, purposes and ethical considerations that underpin research methodologies. The module also addresses the practicalities of planning, conducting and completing a small-scale empirical study in their specialist area, with an emphasis on common methods of data collection and interpretation that are accessible, relevant and appropriate to students' needs. As part-time and full-time students encounter the module at different stages of their programme, the content of module sessions is adapted in order to ensure that the needs of all students in each cohort are fully met.

The module aims to develop students' knowledge of children's development and learning and advance students' ability to use the knowledge they have acquired to evaluate critically the different approaches to pedagogy and professional practice. Through a combination of the academic study of a broad range of authoritative literature and the split phase block school experience, students will become more knowledgeable about, and start to analyse the impact of, a range of approaches to teaching and learning. These will include a deeper exploration and analysis of the fundamentals of effective pedagogy: assessment, planning, behaviour for learning, the teacher's role in securing learning. To secure additional dimensions to students' knowledge about effective pedagogy, there will be a sharper focus on understanding why some groups of pupils may be vulnerable within the education system, for example children with SEND, EAL or those identified as disadvantaged. Study will also be made of national and local policy guidelines and documents to allow for critical analysis of theory, policy and practice. From this, students will be able to start to propose solutions to problems that arise from analysis and provide justification and develop a clear rationale for their choice of approach underpinning their practice in the context of the professional Teachers' Standards (DfE, 2021) and their progress against the Areas of Professional Learning.

This module is intended to provide a flexible opportunity for students in one of three circumstances: 1.to study, theoretically a specific area of interest within the field of the programme where no appropriate taught module is available (this may be called an 'alternative study'); or 2. to extend their study on a taught module taken, by undertaking an additional assessment (this may be called an 'extension study'); 3. to critically describe and reflect on practice learning undertaken in the course of a practical work placement within a work setting relevant to the programme (this may be called a 'work placement study'). The Programme Convener will decide if the Independent Study is appropriate for the student's profile in meeting the requirements of the intended MA programme and that it is relevant to their needs and interests. For an alternative study, the Programme Convenor will identify an appropriate tutor to guide the student and mark the assignment. For an extension study, the student will be guided by the Module Convenor, who will also mark the assignment. For a work placement study the Programme Convenor will agree on an appropriate work placement for the study and will identify an appropriate tutor. Generic learning outcomes, and assessment criteria will apply. It is noted that no more than 60 credits should be gained through APEL and the Independent Study module, combined.

The module offers an in-depth study of the growth of children as communicators and meaning makers, considering verbal and non-verbal communication, reading and mark-making/writing. Students have opportunities to reflect on a range of theoretical understandings about how children can be supported in these areas. The module enables students to develop skills in observing and analysing the communication of young children whilst considering the ethical implications of such empirical work. It links to the areas of Communication and Language and Literacy in the EYFS framework.

A critical understanding of play is vital for adults working with young children. The module aims to offer insight, understanding and the means to reflect critically on theoretical perspectives and research on play, creativity and imagination in young children’s wellbeing and learning. The module content is concerned with children’s developing mastery of symbolic systems in early childhood and recognizing the importance of play in supporting children’s social relationships. The module also focuses on the use representation and symbolic systems in two of the areas of the EYFS: firstly in Expressive Arts and Design, in the imaginative and creative use of materials and in The Mathematics. Students will explore number, pattern, shape, volume and measure through use of different materials and be encouraged to make connections.

The module will examine key concepts underpinning the development and use of the Sounds of Intent framework and other frameworks related to music and SEND. Students will engage in critical analysis of the different theoretical and practical perspectives pertaining to Sounds of Intent, and the contexts in which it is embedded. Students will become familiar with the Sounds of Intent website and the thinking underpinning its development. In addition, students will have an introduction to postgraduate study. The students are expected to reflect on their use of Sounds of Intent in their own practice, and engage with their own students using Sounds of Intent materials. The lectures develop the topics further with practical demonstrations and activities by expert practitioners guided activities and group discussions.

This module focuses on young children's developing capacity for play, thought and the use of symbols and signs to represent, think about and communicate their ideas and emotions. We consider the interconnected and multi-modal nature of children's representational languages, such as talk, narrative, mark-making, drawing, block building, construction, movement, music and dance and their links with play, thinking imagination and creativity. The module aims to deepen participants' understanding of children's play, thinking and communication, taking an inclusive approach and from a range of theoretical perspectives. The module looks critically at the values and assumptions which underpin these different theoretical perspectives. Theory and research are used to analyse samples of play, thinking and communication, to raise critical questions and to consider the wider implications for research, policy and practice. This module is an essential module that introduces all students, in their first term, to the overall programme aims, including the Froebelian principles in relation to children's experiences of early life, growth, and being.

In this module you will focus proactively on opportunities for self-development, centred around what you can do to maximise your chances of securing the Initial Teacher Education training place of your choice. You will understand the various routes into teaching, and evaluate which route might be suited to your developing identity as a teacher and your personal circumstances. Academically, this module will help you to synthesise the theoretical and practice-based elements that you have studied across the programme, and consider how you will apply your knowledge and understanding of inclusive, reflective practice to secure your future career as a teacher.

This module has been developed with the purpose of equipping you to become principled, politically-engaged professionals in the field, preparing you to take on a role of advocacy where the well-being of children is concerned.  Recent governments have generated broad-ranging initiatives that impact on early years practitioners in terms of the services they provide, their roles, practices and professional ethics.  Therefore, it is important that early childhood studies students are well-informed about the necessarily political nature of early years work and issues relating to professionalism and professionalisation. This is also important for you if you are considering an MA in Early Childhood Studies or undertaking further research in the field. It provides an overview of the field in terms of policy and practice.

The period from conception through birth to three is the most rapid and most significant phase of development in human growth, yet it is frequently perceived only in terms of physical and emotional care. The module aims to promote a holistic understanding of this phase of learning and development that takes account of the rapidly expanding knowledge in this field.

Subject specialism 1 provides an introduction to a specialism subject within the early years and primary curriculum, explicitly relating substantive subject (content) knowledge to disciplinary pedagogical content knowledge (PCK). Teaching will include a balance between four knowledge domains: authoritative literature; substantive subject content; reflective appreciation of pedagogical content knowledge; and, current government / school initiatives and policies. Furthermore, creativity, and its associations with curiosity, risk taking, autonomy and making connections (Craft, 2005; Cremin, 2009; Cremin et al, 2009), will be at the heart of module and exemplified throughout. In addition, students will consider the roots of creativity in the notions of innovation, originality, ownership and control (Jeffrey and Woods, 2009).

The module will reflect the Froebelian ethos of educating the whole child, supporting the planning of lessons alongside partnership schools. Integration will be made with the ‘understanding pedagogy and professional practice’ curriculum. The module enhances and opportunities to deepen knowledge secured through the Core Curriculum 1 to 4 modules and the Wider Curriculum 1 to 3 modules.

Subject specialism 1 relates directly to professional practice and part of the learning will be facilitated through an ITaP which affords in-school experience to apply learning and reflect on practice and opportunities for group work..