Autumn 2026

In this module, you will explore how to create and sustain safe, inclusive learning environments across different early years settings, considering the role of teaching approaches, culture, and relationships including effective collaboration with professionals, families, and communities in shaping children’s and young people’s experiences. You will learn about the four areas of need in SEND frameworks, focusing on Neurodiversity and autism, and critically examine different ways of understanding disability, including the medical and social models. The module also covers inclusive teaching approaches and effective collaboration with professionals, families, and communities. By connecting theory to practice, you will also develop practical skills in observation, reflection, and analysis, helping you create spaces where all children and staff feel valued and supported.

This module will provide an understanding of how curriculum design must meet the statutory requirements for Learning and Development in England as set out in EYFS (DfE 2025).



By developing an understanding of the strengths, limitations and opportunities of different approaches, you will critically evaluate how a curriculum can be designed to enable the social, emotional, linguistic, physical, cognitive and creative development of young children.



This module builds on learning from Year 1 modules for Child Development and Pedagogy and Play, Froebel and Beyond. You will apply in practice, the knowledge, skills and behaviours that are required to meet the occupational duties as outlined in the EYTDA Apprenticeship Documentation and the University Mapping Document for Year 2 (Detailed below in the KSB’s) (DfE, 2025).

Expert guidance and feedback from staff at the university and school will enable you to put learning into practice and to reflect. Respect for all young children, their growth, wellbeing and development will remain at the core of your professional learning and practice.

This module places you in the setting environment; it facilitates professional development in the Early Years Teacher Standards (EYTS) (Department for Education {DfE}, 2013). You will apply, in practice, the knowledge, skills and behaviours that are required to meet the occupational duties as outlined in the EYTDA Apprenticeship Documentation and the University Mapping Document for Year 1 (Detailed below in the KSB’s) (DfE, 2025). The module brings together the learning and pedagogy acquired through the taught course and secures the opportunity for immersion in professionally focused learning in an Early Years setting. It will provide you with expert-supported guidance and feedback so that you can practice the strategies and skills you have refined and rehearsed during the first weeks of learning.

This module is the school-based element of the PGCE course which will facilitate your professional development and progress towards meeting the Teachers Standards (DfE, 2021). You will develop your skills in the five core areas of practice – behaviour management, pedagogy, curriculum, assessment and professional behaviours – and apply, in practice, the knowledge, skills and behavious that define great teachers and the high-quality learning they deliver for children. You will implement all you have learnt through your Professional Studies, Core and Wider Curriculum modules so that you become confident teachers ready for your early career induction. You will choose an age-phase preference for placements, focusing either on Early Years Foundation Stage and Key Stage 1, or Key Stage 1 and 2 for these school experiences.

You will have two, contrasting school experiences (varied by age phase and other school-related factors such as size and the percentages of disadvantaged pupils it serves) and across these placements build up from initially supporting the class teacher to latterly taking the lead in assessment, planning and choosing appropriate learning and teaching activities for children. You will ensure that practice is adapted to support the learning of every child, including those who might be vulnerable to underachievement. You will learn how to interact and engage fully in the life of the school, demonstrating the skills to contribute to children’s learning and development beyond those in your class. You will start to fulfil the wider responsibilities of teachers and learn new skills to help you manage workload and wellbeing when sustaining an 80% teaching timetable for an extended period of time. Throughout, you will be supported by expert mentors working in the school and from a Lead Mentor working with the programme team who will ensure that your placement provides the best opportunities for you to develop your practice. For students on a Lead Partner route or Apprentices, placements are arranged by the Lead Partner or apprentice-employing school. 

In addition to the two placements, you will also secure foundational learning and teaching skills through four intensive training and practice (ITaP) weeks which will focus on behaviour, systematic synthetic phonics, scaffolding and questioning.

Throughout the module, you will be encouraged to think critically, in order to become a confident, autonomous professional. Your learning will be informed by the current Department for Education’s (2024) Initial Teacher Training and Early Career Framework (ITTECF) but the module extends beyond the ITTECF in enabling you to develop the attributes set out in Roehampton’s 4Rs: resilience, respectfulness, resourcefulness and the ability to reflect on what you have done. In all these ways you will be effectively prepared for the process of applying for a teaching post and for your early career teacher (ECT) induction period.

This module can be undertaken by students enrolled on the Doctor of Education (EdD) who wish to be considered for an exit award. An exit award is most likely to be considered if a student has failed their RDCom2 twice and is not permitted to progress through the EdD.

The module aims to give credit for the reading and writing already undertaken in your area of interest. You would work with your supervisor to write and submit a 4,000-word literature review.

This module can be taken by students at the discretion of the Programme Leader. It provides flexibility within the student’s home 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 complete at postgraduate level. This module provides an opportunity for students to undertake a focused independent project on an approved subject-related topic, balancing directed and independent learning at an advanced level. The topic will relate directly to the student’s home programme by allowing the student to pursue an aspect of intellectual or professional interest that connects to their specialist discipline. Students will identify an area of focus, which must be agreed by the programme team to ensure it fits coherently within the overall programme of study and is pitched appropriately for postgraduate-level enquiry. The Independent Project gives the student the opportunity to draw on scholarly literature, professional practice and/or areas of personal academic interest, thus demonstrating advanced critical thinking skills, intellectual independence, professional judgement and effective self-management. It also allows the student to extend their engagement beyond the set curriculum, deepening their expertise and personalising their postgraduate learning experience. In some cases, the content of the Independent Project must be taken from a module missed or failed. The tutor will advise on this.

This module can be taken by students at the discretion of the Programme Leader. It provides flexibility within the student’s home 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 complete at postgraduate level. This module provides an opportunity for students to undertake an independent project on approved subject-related topics which balances directed and independent learning at an advanced level. The topics will relate directly to the student’s home programme by allowing the student to pursue aspects of intellectual or professional interest that connect to their specialist discipline. Students will identify areas of focus, which must be agreed by the programme team to ensure they fit coherently within the overall programme of study and are pitched appropriately for postgraduate-level enquiry. The Independent Project gives the student the opportunity to draw on scholarly literature, professional practice and/or areas of personal academic interest, thus demonstrating advanced critical thinking skills, intellectual independence, professional judgement and effective self-management. It also allows the student to extend their engagement beyond the set curriculum, deepening their expertise and personalising their postgraduate learning experience. In some cases, the content of the Independent Project must be taken from modules missed or failed. The tutor will advise on this.

This placement module will allow you to make progress in your knowledge and practice of teaching in secondary schools. It is based on the University of Roehampton threads and stages approach to progression in professional knowledge, skills and attributes across the PGCE year (see programme specification for more details).

The programme is structured with the Initial Teacher Training and Early Career Framework in mind so that you ‘learn that’ and ‘learn how’ to become a teacher.

You will be supported by a school-based mentor and a University Lead Mentor to meet the Teachers’ Standards by the end of the module. This will include being able to plan and deliver lessons. At the same time, you will become resilient, resourceful, respectful; and reflective in your practice. You will be observed teaching once a week on placement (this will vary for part-time students) and be given feedback with actionable targets so that you can enhance your practice.

In addition to the two placements, you will also secure foundational learning and teaching skills through four intensive training and practice (ITaP) weeks which will focus on behaviour, oracy, subject pedagogy and assessment.

The module should be read in conjunction with your subject module to allow you to integrate theory and practice.

The module aims to teach you to:

• demonstrate the knowledge and skills set out in of the Department for Education's ITTECF;
• deepen your understanding of how to plan for pupil progress in your chosen subject and generate a repertoire of appropriate assessment strategies;
• enhance your professional practice through research, reading, analysis and reflection;
• reflect on your achievements with support from mentors and identify and implement areas for professional development.

This placement module will allow you to make progress in your knowledge and practice of teaching in secondary schools. It is based on the University of Roehampton threads and stages approach to progression in professional knowledge, skills and attributes across the PGCE year (see programme specification for more details).

The programme is structured with the Initial Teacher Training and Early Career Framework in mind so that you ‘learn that’ and ‘learn how’ to become a teacher.

You will be supported by a school-based mentor and a University Lead Mentor to meet the Teachers’ Standards by the end of the module. This will include being able to plan and deliver lessons. At the same time, you will become resilient, resourceful, respectful; and reflective in your practice. You will be observed teaching once a week on placement (this will vary for part-time students) and be given feedback with actionable targets so that you can enhance your practice.

In addition to the two placements, you will also secure foundational learning and teaching skills through four intensive training and practice (ITaP) weeks which will focus on behaviour, oracy, subject pedagogy and assessment.

The module should be read in conjunction with your subject module to allow you to integrate theory and practice.

The module aims to teach you to:

• demonstrate the knowledge and skills set out in of the Department for Education's ITTECF;
• deepen your understanding of how to plan for pupil progress in your chosen subject and generate a repertoire of appropriate assessment strategies;
• enhance your professional practice through research, reading, analysis and reflection;
• reflect on your achievements with support from mentors and identify and implement areas for professional development.

This module can be taken by students at the discretion of the Programme Leader. It provides flexibility within the student’s home 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.

This module provides an opportunity for students to undertake a project on approved subject-related topics which balances directed and independent learning. The topics will relate directly to the student’s home programme by allowing the student to consider aspects of interest to them that relate to the discipline they are studying. Students will choose the areas of focus but these must be agreed by the programme team to ensure that they fit coherently to the overall programme of study.

The Independent Project gives the student the opportunity to draw on first-hand experience and/or areas of personal interest, thus demonstrating critical thinking skills, independence, motivation and time management. It also allows the student to go beyond the set syllabus of their degree, thus personalising their learning experience.

This module can be taken by students at the discretion of the Programme Leader. It provides flexibility within the student’s home 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.

This module provides an opportunity for students to undertake an independent project on approved subject-related topics which balances directed and independent learning. The topics will relate directly to the student’s home programme by allowing the student to consider aspects of interest to them that relate to the discipline they are studying. Students will choose the areas of focus and the format for the assignment in consultation with their tutor to ensure that they fit coherently to the overall programme of study.

The Independent Project gives the student the opportunity to draw on first-hand experience and/or areas of personal interest, thus demonstrating critical thinking skills, independence, motivation and time management. It also allows the student to go beyond the set syllabus of their degree, thus personalising their learning experience. In some cases, the content of the Independent Project must be taken from modules missed or failed. The tutor will advise on this.

This module can be taken by students at the discretion of the Programme Leader. It provides flexibility within the student’s home 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.

This module provides an opportunity for students to undertake an independent project on approved subject-related topics which balances directed and independent learning. The topics will relate directly to the student’s home programme by allowing the student to consider aspects of interest to them that relate to the discipline they are studying. Students will choose the areas of focus but these must be agreed by the programme team to ensure that they fit coherently to the overall programme of study.

The Independent Project gives the student the opportunity to draw on first-hand experience and/or areas of personal interest, thus demonstrating critical thinking skills, independence, motivation and time management. It also allows the student to go beyond the set syllabus of their degree, thus personalising their learning experience.

This module can be taken by students at the discretion of the Programme Leader. It provides flexibility within the student’s home 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.

This module provides an opportunity for students to undertake an independent project on approved subject-related topics which balances directed and independent learning. The topics will relate directly to the student’s home programme by allowing the student to consider aspects of interest to them that relate to the discipline they are studying. Students will choose the areas of focus but these must be agreed by the programme team to ensure that they fit coherently to the overall programme of study.

The Independent Project gives the student the opportunity to draw on first-hand experience and/or areas of personal interest, thus demonstrating critical thinking skills, independence, motivation and time management. It also allows the student to go beyond the set syllabus of their degree, thus personalising their learning experience. In some cases, the content of the Independent Project must be taken from modules missed or failed. The tutor will advise on this.

This module can be taken by students at the discretion of the Programme Leader. It provides flexibility within the student’s home 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.

This module provides an opportunity for students to undertake an independent project on approved subject-related topics which balances directed and independent learning. The topics will relate directly to the student’s programme by allowing the student to consider aspects of interest to them that relate to the discipline they are studying. Students will choose the areas of focus and the format for the assignment in consultation with their tutor to ensure that they fit coherently to the overall programme of study.

The Independent Project gives the student the opportunity to draw on first-hand experience and/or areas of personal interest, thus demonstrating critical thinking skills, independence, motivation and time management. It also allows the student to go beyond the set syllabus of their degree, thus personalising their learning experience. In some cases, the content of the Independent Project must be taken from modules missed or failed. The tutor will advise on this.

This module can be taken by students at the discretion of the Programme Leader. It provides flexibility within the student’s home 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.

This module provides an opportunity for students to undertake an independent project on approved subject-related topics which balances directed and independent learning. The topics will relate directly to the student’s programme by allowing the student to consider aspects of interest to them that relate to the discipline they are studying. Students will choose the areas of focus and the format for the assignment in consultation with their tutor to ensure that they fit coherently to the overall programme of study.

The Independent Project gives the student the opportunity to draw on first-hand experience and/or areas of personal interest, thus demonstrating critical thinking skills, independence, motivation and time management. It also allows the student to go beyond the set syllabus of their degree, thus personalising their learning experience. In some cases, the content of the Independent Project must be taken from modules missed or failed. The tutor will advise on this.

This module can be taken by students at the discretion of the Programme Leader. It provides flexibility within the student’s home 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.

This module provides an opportunity for students to undertake an independent project on approved subject-related topics which balances directed and independent learning. The topics will relate directly to the student’s programme by allowing the student to consider aspects of interest to them that relate to the discipline they are studying. Students will choose the areas of focus and the format for the assignment in consultation with their tutor to ensure that they fit coherently to the overall programme of study.

The Independent Project gives the student the opportunity to draw on first-hand experience and/or areas of personal interest, thus demonstrating critical thinking skills, independence, motivation and time management. It also allows the student to go beyond the set syllabus of their degree, thus personalising their learning experience. In some cases, the content of the Independent Project must be taken from modules missed or failed. The tutor will advise on this.

This module can be taken by students at the discretion of the Programme Leader. It provides flexibility within the student’s home 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.

This module provides an opportunity for students to undertake an independent project on approved subject-related topics which balances directed and independent learning. The topics will relate directly to the student’s programme by allowing the student to consider aspects of interest to them that relate to the discipline they are studying. Students will choose the areas of focus and the format for the assignment in consultation with their tutor to ensure that they fit coherently to the overall programme of study.

The Independent Project gives the student the opportunity to draw on first-hand experience and/or areas of personal interest, thus demonstrating critical thinking skills, independence, motivation and time management. It also allows the student to go beyond the set syllabus of their degree, thus personalising their learning experience. In some cases, the content of the Independent Project must be taken from modules missed or failed. The tutor will advise on this.

This module can be taken by students at the discretion of the Programme Leader. It provides flexibility within the student’s home 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.

This module provides an opportunity for students to undertake an independent project on approved subject-related topics which balances directed and independent learning. The topics will relate directly to the student’s programme by allowing the student to consider aspects of interest to them that relate to the discipline they are studying. Students will choose the areas of focus and the format for the assignment in consultation with their tutor to ensure that they fit coherently to the overall programme of study.

The Independent Project gives the student the opportunity to draw on first-hand experience and/or areas of personal interest, thus demonstrating critical thinking skills, independence, motivation and time management. It also allows the student to go beyond the set syllabus of their degree, thus personalising their learning experience. In some cases, the content of the Independent Project must be taken from modules missed or failed. The tutor will advise on this.

This placement module will allow you to make progress in your knowledge and practice of teaching in secondary schools. It is based on the University of Roehampton threads and stages approach to progression in professional knowledge, skills and attributes across the PGCE year (see programme specification for more details). The programme is structured with the Initial Teacher Training and Early Career Framework in mind so that you ‘learn that’ and ‘learn how’ to become a teacher. You will be supported by a school-based mentor and a University Lead Mentor to meet the Teachers’ Standards by the end of the module. This will include being able to plan and deliver lessons. At the same time, you will become resilient, resourceful, respectful; and reflective in your practice. You will be observed teaching once a week on placement (this will vary for part-time students) and be given feedback with actionable targets so that you can enhance your practice. In addition to the two placements, you will also secure foundational learning and teaching skills through four intensive training and practice (ITaP) weeks which will focus on behaviour, oracy, subject pedagogy and assessment. The module should be read in conjunction with your subject module to allow you to integrate theory and practice. The module aims to teach you to: • demonstrate the knowledge and skills set out in of the Department for Education's ITTECF; • deepen your understanding of how to plan for pupil progress in your chosen subject and generate a repertoire of appropriate assessment strategies; • enhance your professional practice through research, reading, analysis and reflection; • reflect on your achievements with support from mentors and identify and implement areas for professional development.

The module explores how different types of sport organisations operate within the contemporary sport industry. Through academic study and industry engagement, including visits to sport organisations, students examine how governing bodies, event organisers and community clubs manage stakeholders, develop strategy and deliver sporting and commercial outcomes.

This module critically examines the role of sport and sport events as vehicles for social change and development within local communities. Students will explore various models of local community-based sport and event provision, investigating the complex challenges of funding, volunteer management, and sustainable resource allocation. A central theme is the application of strategies to overcome barriers to participation and to design inclusive and accessible sporting initiatives, facilities, and events within local communities. The curriculum equips students to analyse the real-world impact of sport, and locally based sport events for and the impact they have within communities fostering judgement on how to measure success and ensure long-term viability. Through engagement with contemporary case studies and policy frameworks related to the provision of sport and the organisation of sport-based events, students will develop a practical understanding of how to leverage sport and local events to address key social issues, preparing them for professional roles in community sport and event management.

This module is the school-based element of the PGCE course which will facilitate your professional development and progress towards meeting the Teachers Standards (DfE, 2021). You will develop your skills in the five core areas of practice – behaviour management, pedagogy, curriculum, assessment and professional behaviours – and apply, in practice, the knowledge, skills and behavious that define great teachers and the high-quality learning they deliver for children. You will implement all you have learnt through your Professional Studies, Core and Wider Curriculum modules so that you become confident teachers ready for your early career induction. You will choose an age-phase preference for placements, focusing either on Early Years Foundation Stage and Key Stage 1, or Key Stage 1 and 2 for these school experiences.

You will have two, contrasting school experiences (varied by age phase and other school-related factors such as size and the percentages of disadvantaged pupils it serves) and across these placements build up from initially supporting the class teacher to latterly taking the lead in assessment, planning and choosing appropriate learning and teaching activities for children. You will ensure that practice is adapted to support the learning of every child, including those who might be vulnerable to underachievement. You will learn how to interact and engage fully in the life of the school, demonstrating the skills to contribute to children’s learning and development beyond those in your class. You will start to fulfil the wider responsibilities of teachers and learn new skills to help you manage workload and wellbeing when sustaining an 80% teaching timetable for an extended period of time. Throughout, you will be supported by expert mentors working in the school and from a Lead Mentor working with the programme team who will ensure that your placement provides the best opportunities for you to develop your practice. For students on a Lead Partner route or Apprentices, placements are arranged by the Lead Partner or apprentice-employing school. 

In addition to the two placements, you will also secure foundational learning and teaching skills through four intensive training and practice (ITaP) weeks which will focus on behaviour, systematic synthetic phonics, scaffolding and questioning.

Throughout the module, you will be encouraged to think critically, in order to become a confident, autonomous professional. Your learning will be informed by the current Department for Education’s (2024) Initial Teacher Training and Early Career Framework (ITTECF) but the module extends beyond the ITTECF in enabling you to develop the attributes set out in Roehampton’s 4Rs: resilience, respectfulness, resourcefulness and the ability to reflect on what you have done. In all these ways you will be effectively prepared for the process of applying for a teaching post and for your early career teacher (ECT) induction period.

This module is the school-based element of the PGCE course which will facilitate your professional development and progress towards meeting the Teachers Standards (DfE, 2021). You will develop your skills in the five core areas of practice – behaviour management, pedagogy, curriculum, assessment and professional behaviours – and apply, in practice, the knowledge, skills and behavious that define great teachers and the high-quality learning they deliver for children. You will implement all you have learnt through your Professional Studies, Core and Wider Curriculum modules so that you become confident teachers ready for your early career induction. You will choose an age-phase preference for placements, focusing either on Early Years Foundation Stage and Key Stage 1, or Key Stage 1 and 2 for these school experiences.

You will have two, contrasting school experiences (varied by age phase and other school-related factors such as size and the percentages of disadvantaged pupils it serves) and across these placements build up from initially supporting the class teacher to latterly taking the lead in assessment, planning and choosing appropriate learning and teaching activities for children. You will ensure that practice is adapted to support the learning of every child, including those who might be vulnerable to underachievement. You will learn how to interact and engage fully in the life of the school, demonstrating the skills to contribute to children’s learning and development beyond those in your class. You will start to fulfil the wider responsibilities of teachers and learn new skills to help you manage workload and wellbeing when sustaining an 80% teaching timetable for an extended period of time. Throughout, you will be supported by expert mentors working in the school and from a Lead Mentor working with the programme team who will ensure that your placement provides the best opportunities for you to develop your practice. For students on a Lead Partner route or Apprentices, placements are arranged by the Lead Partner or apprentice-employing school. 

In addition to the two placements, you will also secure foundational learning and teaching skills through four intensive training and practice (ITaP) weeks which will focus on behaviour, systematic synthetic phonics, scaffolding and questioning.

Throughout the module, you will be encouraged to think critically, in order to become a confident, autonomous professional. Your learning will be informed by the current Department for Education’s (2024) Initial Teacher Training and Early Career Framework (ITTECF) but the module extends beyond the ITTECF in enabling you to develop the attributes set out in Roehampton’s 4Rs: resilience, respectfulness, resourcefulness and the ability to reflect on what you have done. In all these ways you will be effectively prepared for the process of applying for a teaching post and for your early career teacher (ECT) induction period.

This module provides a critical exploration of the historical, political, and economic frameworks that constitute global sport systems. Students will examine the development and influence of key national and international governing bodies. They will analyse how policy, commercial interests, and community needs intersect in contemporary sport. A core focus is on developing the analytical skills needed to address complex, real-world challenges in the sports industry. The curriculum is designed with a strong international perspective, using comparative case studies to foster a deep understanding of sport and sport events in different societal contexts. This international perspective is placed alongside the needs of local communities, and the way people access sport and sport events in their everyday lives. Students will engage with issues of social justice and inclusive access, evaluate the environmental responsibilities of sporting events. They will use digital tools and information to research and present policy analyses. The assessments are professionally focused, mirroring tasks encountered in sports policy and management roles, to equip students with both theoretical knowledge and practical, employability-focused skills.

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

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.

Professional Studies is the core module in the PGCE Primary Programme. Its focus is the core knowledge, skills and understanding necessary to support a teacher as they achieve the Teachers' Standards (DfE 2012) and enter the teaching profession. The emphasis will be on the 'whole', e.g. ways of interlinking key aspects of practice and the wider role of the teacher. As the students move through this module of study there will be an increasing emphasis on analysing the primary practices experienced by the trainees with a consideration of contemporary issues and research. Embedded within the module is exposure to, and opportunities to reflect on, good and outstanding practice through effective partnership with local schools.

The Core Curriculum module focuses on subject knowledge and pedagogy in the core subjects; English, Mathematics and Science. It links closely with the Professional Studies module and the pedagogical understanding contained therein. The teaching and learning strategies adopted in this module aim to reflect, model and exemplify the range of approaches that students will encounter within primary teaching and learning and encourage students to become independent, autonomous learners. Students will be encouraged to analyse and evaluate the teaching and learning approaches they encounter within partnership schools. Principles underlying ongoing practice will be continually explored in the light of theory and research. Through this approach, students will be encouraged to generate their own provisional teaching and learning theories and to inform these through experience, critical reflection, discussion, research and reading. Throughout the module, taught units build on students' developing knowledge and understanding, and reflect current themes from the Professional Studies module. Learning to teach the primary curriculum involves reflective evaluation of the cycle of planning, teaching and assessment. Reflective practice is therefore an overarching aspect of this module, aiming to develop students' critical evaluation, through analysis of the curriculum and examination of recent research and current debate. Curriculum area units aim to introduce, enthuse and develop professional competence, including planning appropriate learning intentions, teaching and assessment strategies.

The Wider Curriculum module focuses on subject knowledge and pedagogy in the foundation subjects: Art and Design, Computing, Design and Technology, Modern Foreign Languages, Geography, History, Music and Physical Education, as well as in Religious Education. It links closely with the Professional Studies module and the pedagogical understanding contained therein. As well as being separate subjects, opportunities will be given, where possible, to make connections between subjects and learning in this module to allow for broad areas of learning and thematic work. Throughout the module, taught units draw upon the trainees' current stage of professional development and reflect current themes from the Professional Studies module. Learning to teach the primary curriculum involves reflective evaluation of the cycle of planning, teaching and assessment. Critical reflective practice is therefore an overarching aspect of this module, aiming to develop trainees' critical evaluation, through analysis of the curriculum and their understanding of effective learning and teaching in order to improve their practice. Curriculum area units aim to introduce, enthuse and develop professional competence, including planning appropriate learning intentions, teaching and assessment strategies.

This module will enable student teachers to develop their subject-specific knowledge of the Science curriculum with a focus on Biology. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be studied in conjunction with the Teaching Experience and Professional Studies modules.
The module aims to teach students to:
- acquire the knowledge and skills set out in the Department for Education's Core Content Framework;
- audit their existing understanding of the science curriculum with a focus on Biology build strategies for developing subject knowledge;
- develop a critical awareness of current debates about the content, value and purpose of science with a focus on Biology within the curriculum and link these to classroom practice;
- deepen their understanding of how to plan for pupil progress in science with a focus on Biology and generate a repertoire of appropriate assessment strategies. enhance their professional practice through research, reading, analysis and reflection;
- reflect on their achievements and identify areas for professional development.

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 school experience module is a minimum of 120 days assessed practice against the Teachers' Standards (2012). Trainees undertake a minimum of two placements in two contrasting schools within the 3-11 age range. Support is provided by mentors to develop their practice. Training is provided by the SCITT programme to develop knowledge and understanding of pedagogy and the curriculum.

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

This module places students in the school environment, via two placements in contrasting settings. It facilitates students’ professional development in the five areas of professional learning (APLs - behaviour management, pedagogy, curriculum, assessment, professional behaviours), which align with the five core areas of the Core Content Framework (DfE, 2019). Students will apply, in practice, the knowledge, skills and behaviours that define effective teaching, as taught in their Professional Studies, Core and Wider Curriculum modules. Intensive training and practice (ITaP) placements will form an additional part of the school experience. Students will train to teach children aged 3-11 and their assessed placements will be within this age range. For students on a Lead Partner route or Apprentices, placements are arranged by the Lead Partner or apprentice employing school.

The Wider Curriculum module focuses on subject knowledge and pedagogy in the foundation subjects and RE, allowing students to meet and exceed the requirements of the Core Content Framework (2019). It links closely with the Professional Studies module and the pedagogical understanding contained therein. As well as being separate subjects, opportunities will be given, where possible, to make connections between subjects and learning in this module to allow for broad areas of learning and thematic work. Throughout the module, taught units draw upon the students’ current stage of professional development and reflect current themes from the Professional Studies module. Learning to teach the primary curriculum involves reflective evaluation of the cycle of planning, teaching and assessment. Critical, reflective practice is therefore an overarching aspect of this module, aiming to develop students’ critical evaluation, through analysis of the curriculum and their understanding of effective learning and teaching in order to improve their practice.

The Core Curriculum module focuses on subject knowledge and pedagogy in the core subjects: English, Mathematics and Science. It links closely with the Professional Studies module and the pedagogical understanding contained therein.

The teaching and learning strategies adopted in this module aim to reflect, model and exemplify the range of approaches that students will encounter within primary teaching and learning and encourage students to become independent, autonomous learners. Students will be encouraged to analyse and evaluate the teaching and learning approaches they encounter within partnership schools. Principles underlying ongoing practice will be explored in the light of theory and research. Through this approach, students will be encouraged to generate their own provisional teaching and learning theories and to inform these through experience, critical reflection, discussion, research and reading.

Curriculum area units aim to introduce students to key concepts and enable them to develop professional competence, including planning appropriate learning intentions, teaching and assessment strategies. They aim also to enthuse students about the value of the subject within the curriculum and to inspire them to become passionate teachers of English, mathematics and science.

Embedded within the module is exposure to, and opportunities to reflect on, high quality practice through effective partnership with local schools including through intensive training and practice (ITaP) experiences.

The course is mapped against the Core Content Framework (DfE, 2019) drawing on literature from this document as well as other seminal research to provide a secure evidence base from which students can develop and evaluate their practice.

Professional Studies is the core module in the PGCE Primary Programme. The focus is on pedagogy rather than subject specific content so that students develop the wider knowledge, skills and understanding necessary to achieve the Teachers’ Standards (DfE 2021) and enter the teaching profession. There is a focus on understanding the assess-plan-learn cycle and on groups vulnerable to underachievement in the education system, as well as on professionalism. The module draws together the taught and school experience elements of learning through guided analysis of learning using videos, planning and, as the course progresses, students’ own in-school experiences. Embedded within the module is exposure to, and opportunities to reflect on, good and outstanding practice through effective partnership with local schools including through intensive training and practice (ITaP) experiences. The course is mapped against the Core Content Framework (DfE, 2019) drawing on literature from this document as well as other seminal research to provide a secure evidence base from which students can develop and evaluate their practice.

The Wider Curriculum module focuses on subject knowledge and pedagogy in the foundation subjects and RE, allowing students to meet and exceed the requirements of the Core Content Framework (2019). It links closely with the Professional Studies module and the pedagogical understanding contained therein. As well as being separate subjects, opportunities will be given, where possible, to make connections between subjects and learning in this module to allow for broad areas of learning and thematic work. Throughout the module, taught units draw upon the students’ current stage of professional development and reflect current themes from the Professional Studies module. Learning to teach the primary curriculum involves reflective evaluation of the cycle of planning, teaching and assessment. Critical, reflective practice is therefore an overarching aspect of this module, aiming to develop students’ critical evaluation, through analysis of the curriculum and their understanding of effective learning and teaching in order to improve their practice.

The Core Curriculum module focuses on subject knowledge and pedagogy in the core subjects: English, Mathematics and Science. It links closely with the Professional Studies module and the pedagogical understanding contained therein.

The teaching and learning strategies adopted in this module aim to reflect, model and exemplify the range of approaches that students will encounter within primary teaching and learning and encourage students to become independent, autonomous learners. Students will be encouraged to analyse and evaluate the teaching and learning approaches they encounter within partnership schools. Principles underlying ongoing practice will be explored in the light of theory and research. Through this approach, students will be encouraged to generate their own provisional teaching and learning theories and to inform these through experience, critical reflection, discussion, research and reading.

Curriculum area units aim to introduce students to key concepts and enable them to develop professional competence, including planning appropriate learning intentions, teaching and assessment strategies. They aim also to enthuse students about the value of the subject within the curriculum and to inspire them to become passionate teachers of English, mathematics and science.

Embedded within the module is exposure to, and opportunities to reflect on, high quality practice through effective partnership with local schools including through intensive training and practice (ITaP) experiences.

The course is mapped against the Core Content Framework (DfE, 2019) drawing on literature from this document as well as other seminal research to provide a secure evidence base from which students can develop and evaluate their practice.

The APIED Portfolio (Accreditation of Professional Inclusive Educational Development portfolio) has been created as an explicit means of level 7 accreditation of CPD/professional development work and learning for those working in the area of inclusive education and/or SEND and engaged in development work or projects in and for inclusive education. It offers a very flexible means for practitioners’, LA staff and other working staff to gain level 7 credits through engaging in learning directly related to their work-place role, extending their knowledge and understanding through an engagement with literature and critical analysis required of all level 7 submissions. Workshops, tutorials and independent learning are involved. Portfolio for APIED Practitioners will be required to submit a portfolio comprising the following: 1. A reflective experiential report comprising: a) A rationale for the professional work or project being undertaken, drawing on the principles of creating inclusion in education and society; b) A description of the inclusive educational development work undertaken; c) A self-reflective inclusive practitioner learning analysis; d) A critical evaluation of the development, drawing on the voices of others. 2. Critical essay or analysis of published literature/theory relating to the critical purposes and principles of inclusive education 3. Presentation of the development, of practitioner's learning and an action plan for own proposed future action/change.

Professional Studies is the core module in the PGCE Primary Programme. The focus is on pedagogy rather than subject specific content so that students develop the wider knowledge, skills and understanding necessary to achieve the Teachers’ Standards (DfE 2021) and enter the teaching profession. There is a focus on understanding the assess-plan-learn cycle and on groups vulnerable to underachievement in the education system, as well as on professionalism. The module draws together the taught and school experience elements of learning through guided analysis of learning using videos, planning and, as the course progresses, students’ own in-school experiences. Embedded within the module is exposure to, and opportunities to reflect on, good and outstanding practice through effective partnership with local schools including through intensive training and practice (ITaP) experiences. The course is mapped against the Core Content Framework (DfE, 2019) drawing on literature from this document as well as other seminal research to provide a secure evidence base from which students can develop and evaluate their practice.

The Wider Curriculum module focuses on subject knowledge and pedagogy in the foundation subjects: Art and Design, Computing, Design and Technology, Modern Foreign Languages, Geography, History, Music and Physical Education, as well as in Religious Education. It links closely with the Professional Studies module and the pedagogical understanding contained therein. As well as being separate subjects, opportunities will be given, where possible, to make connections between subjects and learning in this module to allow for broad areas of learning and thematic work. Throughout the module, taught units draw upon the trainees' current stage of professional development and reflect current themes from the Professional Studies module. Learning to teach the primary curriculum involves reflective evaluation of the cycle of planning, teaching and assessment. Critical reflective practice is therefore an overarching aspect of this module, aiming to develop trainees' critical evaluation, through analysis of the curriculum and their understanding of effective learning and teaching in order to improve their practice. Curriculum area units aim to introduce, enthuse and develop professional competence, including planning appropriate learning intentions, teaching and assessment strategies.

The Core Curriculum module focuses on subject knowledge and pedagogy in the core subjects: English, Mathematics and Science. It links closely with the Professional Studies module and the pedagogical understanding contained therein.

The teaching and learning strategies adopted in this module aim to reflect, model and exemplify the range of approaches that students will encounter within primary teaching and learning and encourage students to become independent, autonomous learners. Students will be encouraged to analyse and evaluate the teaching and learning approaches they encounter within partnership schools. Principles underlying ongoing practice will be continually explored in the light of theory and research. Through this approach students will be encouraged to generate their own provisional teaching and learning theories and to inform these through experience, critical reflection, discussion, research and reading.

Throughout the module, taught units build on students’ developing knowledge and understanding, and reflect current themes from the Professional Studies module. Learning to teach the primary curriculum involves reflective evaluation of the cycle of planning, teaching and assessment. Reflective practice is therefore an overarching aspect of this module, aiming to develop students' critical evaluation, through analysis of the curriculum and examination of recent research and current debate. Curriculum area units aim to introduce, enthuse and develop professional competence, including planning appropriate learning intentions, teaching and assessment strategies.

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

Professional Studies is the core module in the PGCE Primary Programme. Its focus is the core knowledge, skills and understanding necessary to support a teacher as they achieve the Teachers’ Standards (DfE 2012) and enter the teaching profession. The emphasis will be on the ‘whole’, e.g. ways of interlinking key aspects of practice and the wider role of the teacher. As the students move through this module of study, there will be an increasing emphasis on analysing the primary practices experienced by the trainees with a consideration of contemporary issues and research.

Embedded within the module is exposure to and opportunities to reflect on good and outstanding practice through effective partnership with local schools including through intensive training and practice (ITaP) experiences.

Apprenticeship students have the same input and assessment as core students. They will be drawing on a different range of experience to inform their understanding of the course owing to the structure of their placements in their host schools.

This module provides the opportunity for students to put into practice the subject and professional knowledge, skills and understanding they have acquired in subject modules 1 and 2 and the professional studies module and to thereby demonstrate that they have met the TDA's Standards required for the recommendation of the award of QTS. The module is essentially developmental with students taking increasing responsibility for auditing and acquiring the required subject and professional knowledge needed for the planning, teaching and assessment of their subject specialism, demonstrating their awareness of professional values, responsibilities and practice and the contribution they make to the successful education of all children.

The school experience provides the context for the students to critically reflect upon their teaching and its impact upon the effective learning of pupils, informed as it will be by their observation of others, discussion with mentors and Lead Mentors, their reading and research. It will also provide the setting for them to demonstrate their ability to work in teams, to manage themselves and others and be managed, to take and act upon the advice of professionals, to be flexible, creative, multi-skilled and responsible. It will be the first step in the students taking responsibility for their continuing professional development as teachers, allowing them to make informed career choices and to produce a BYCIT (Beginning your career in Teaching) with clear targets for their induction year. The school experience module should be seen in three distinct and developing phases; foundation, development and consolidation, corresponding with the Autumn, Spring and Summer Terms. Each phase will contain both formalised monitoring and formative assessment via the School Experience Profiles at the end of the Autumn and Spring terms and Summative assessment at the end of the Summer Term.

Note: Where a student has a fail against any Teaching Standard either at the formative phase at the end of teaching experience 1 or at the summative phase at the end of teaching experience on the consolidation phase then this may affect the ability to find a further placement where one is agreed. Placements are dependent on offers from schools, which the University has to request, and cannot guarantee the timing of. As such this can affect the length of time it takes to complete the course.

This module allows 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. Strong connections are made with taught course via Abyasa an online learning platform, so that there is full coverage of the CCF, including: Professional Behaviours, Behaviour Management, Curriculum, Pedagogy and Assessment.

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.

This module will enable student teachers to develop their subject-specific knowledge of language, literature, and the secondary Geography curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.

Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. The module should be studied in conjunction with the Teaching Experience and Professional Studies modules.

The module aims to teach students to:

- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;

- audit their existing understanding of the Geography curriculum and build strategies for developing subject knowledge;

- develop a critical awareness of current debates about the content, value and purpose of geography within the curriculum and link these to classroom practice;

- deepen their understanding of how to plan for pupil progress in Geography and generate a repertoire of appropriate assessment strategies;

- enhance their professional practice through research, reading, analysis and reflection;

- reflect on their achievements and identify areas for professional development.

This module will enable student teachers to develop their subject-specific knowledge of language, literature, and the secondary Geography curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. The module should be studied in conjunction with the Teaching Experience and Professional Studies modules.
The module aims to teach students to:
- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
- audit their existing understanding of the Geography curriculum and build strategies for developing subject knowledge;
- develop a critical awareness of current debates about the content, value and purpose of geography within the curriculum and link these to classroom practice;
- deepen their understanding of how to plan for pupil progress in Geography and generate a repertoire of appropriate assessment strategies;
- enhance their professional practice through research, reading, analysis and reflection;
- reflect on their achievements and identify areas for professional development.

This module will enable student teachers to develop their subject-specific knowledge of language, literature, and the secondary English curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.

Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. The module should be studied in conjunction with the Teaching Experience and Professional Studies module.

The module aims to teach students to:

- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;

- audit their existing understanding of the English curriculum and build strategies for developing subject knowledge;

- develop a critical awareness of current debates about the content, value and purpose of English within the curriculum and link these to classroom practice;

- deepen their understanding of how to plan for pupil progress in English and generate a repertoire of appropriate assessment strategies;

- enhance their professional practice through research, reading, analysis and reflection;

- reflect on their achievements and identify areas for professional development.

This module will enable you to develop and consolidate your subject knowledge and knowledge of the curriculum in their specialism, drama. It will teach you how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. You should take this module in conjunction with the Teaching Experience module, allowing you to practise these emerging skills.

Throughout the module, you will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help you to become a confident, autonomous professional. You will integrate your developing understanding of how to teach drama with your wider understanding of how to be a teacher through the Professional Studies module.

The module aims to support you to develop as a teacher by:

- enabling you to meet all areas of the Department for Education's Core Content Framework;

- auditing your existing knowledge and skills in the light of drama education requirements and developed strategies for on-going subject knowledge enhancement;

- developed a critical awareness of current debates about the content, value and purpose of drama within the curriculum and linked these to classroom practice;

- begun to develop an understanding of how pupils learn and make progress in drama;

- enhanced your understanding and professional practice through research, reading, analysis and reflection;

- reflected on your achievements and identified areas for on-going professional development.

This module will enable student teachers to develop their subject-specific knowledge of language, literature, and the secondary English curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. The module should be studied in conjunction with the Teaching Experience and Professional Studies module.
The module aims to teach students to:
- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
- audit their existing understanding of the English curriculum and build strategies for developing subject knowledge;
- develop a critical awareness of current debates about the content, value and purpose of English within the curriculum and link these to classroom practice;
- deepen their understanding of how to plan for pupil progress in English and generate a repertoire of appropriate assessment strategies;
- enhance their professional practice through research, reading, analysis and reflection;
- reflect on their achievements and identify areas for professional development.

This module will enable you to develop and consolidate your subject knowledge and knowledge of the curriculum in their specialism, drama. It will teach you how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. You should take this module in conjunction with the Teaching Experience module, allowing you to practise these emerging skills.

Throughout the module, you will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help you to become a confident, autonomous professional. You will integrate your developing understanding of how to teach drama with your wider understanding of how to be a teacher through the Professional Studies module.

The module aims to support you to develop as a teacher by:

- enabling you to meet all areas of the Department for Education's Core Content Framework;

- auditing your existing knowledge and skills in the light of drama education requirements and developed strategies for on-going subject knowledge enhancement;

- developed a critical awareness of current debates about the content, value and purpose of drama within the curriculum and linked these to classroom practice;

- begun to develop an understanding of how pupils learn and make progress in drama;

- enhanced your understanding and professional practice through research, reading, analysis and reflection;

- reflected on your achievements and identified areas for on-going professional development.

This module will enable student teachers to develop and consolidate their subject-specific knowledge across all specialisms within Design and Technology (D&T) and of the Secondary D&T curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
- audit their existing understanding of the Design and Technology curriculum and build strategies for developing subject knowledge;
- develop a critical awareness of current debates about the content, value and purpose of Design and Technology within the curriculum and link these to classroom practice;
- deepen their understanding of how to plan for pupil progress in Design and Technology; generate a repertoire of appropriate assessment strategies;
- enhance their professional practice through research, reading, analysis and reflection;
- reflect on their achievements and identify areas for professional development.

This module will enable student teachers to develop and consolidate their subject-specific knowledge across the Dance secondary curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.

Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.

The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.

The module aims to teach students to:
- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
- audit their existing understanding of the Dance curriculum and build strategies for developing subject knowledge;
- develop a critical awareness of current debates about the content, value and purpose of Dance within the curriculum and link these to classroom practice;
- deepen their understanding of how to plan for pupil progress in Dance; generate a repertoire of appropriate assessment strategies.
- enhance their professional practice through research, reading, analysis and reflection;
- reflect on their achievements and identify areas for professional development.

This module will enable student teachers to develop and consolidate their subject-specific knowledge across all specialisms within Design and Technology (D&T) and of the Secondary D&T curriculum. They will learn how to take a? research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.

Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.

The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.

The module aims to teach students to:

acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;

audit their existing understanding of the Design and Technology curriculum and build strategies for developing subject knowledge;

develop a critical awareness of current debates about the content, value and purpose of Design and Technology within the curriculum and link these to classroom practice;

deepen their understanding of how to plan for pupil progress in Design and Technology; generate a repertoire of appropriate assessment strategies;

enhance their professional practice through research, reading, analysis and reflection;

reflect on their achievements and identify areas for professional development.

This module will enable student teachers to develop and consolidate their subject-specific knowledge across the Dance secondary curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
- audit their existing understanding of the Dance curriculum and build strategies for developing subject knowledge;
- develop a critical awareness of current debates about the content, value and purpose of Dance within the curriculum and link these to classroom practice;
- deepen their understanding of how to plan for pupil progress in Dance; generate a repertoire of appropriate assessment strategies;
- enhance their professional practice through research, reading, analysis and reflection; reflect on their achievements and identify areas for professional development.

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 will introduce students to research-informed, practical approaches to important aspects of professional knowledge. These include: behaviour management; safeguarding; assessment for learning; differentiation; literacy; numeracy; special educational needs; inclusion and pastoral care. 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.

This module enables student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, computing. They learn how to take a research-informed approach to key pedagogical skills, including planning, teaching and assessment, as set out in the Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience and Professional Studies modules to allow student teachers to practice these emerging skills.

Throughout the module, students think critically about the curriculum and pedagogy in order to help them to become creative, confident, autonomous professionals. They will integrate their developing understanding of how to teach computing with their wider understanding of how to be a teacher through the Professional Studies module.

The module aims that students:

- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
- develop their existing understanding of computing and build strategies for developing their subject knowledge further;
- develop a critical awareness of current debates about the content, value and purpose of computing within and across the curriculum and link these to classroom practice;
- deepen their understanding of how to plan for pupil progress in computing, taking into account the needs, backgrounds and interests of their pupils;
- develop a repertoire of appropriate assessment strategies and to make evidence informed decisions;- enhance their professional practice through research, reading, analysis and reflection;
- reflect on their and their pupils’ achievements and identify areas for further professional development.

This module enables student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, computing. They learn how to take a research-informed approach to key pedagogical skills, including planning, teaching and assessment, as set out in the Department for Education’s Core Content Framework.
The module should be read in conjunction with the Teaching Experience and Professional Studies modules to allow student teachers to practise these emerging skills.Throughout the module, students think critically about the curriculum and pedagogy in order to help them to become creative, confident, autonomous professionals. They will integrate their developing understanding of how to teach computing with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims that students:
- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
- develop their existing understanding of computing and build strategies for developing their subject knowledge further;
- develop a critical awareness of current debates about the content, value and purpose of computing within and across the curriculum and link these to classroom practice;
- deepen their understanding of how to plan for pupil progress in computing, taking into account the needs, backgrounds and interests of their pupils;
- develop a repertoire of appropriate assessment strategies and to make evidence informed decisions;
- enhance their professional practice through research, reading, analysis and reflection;
- reflect on their and their pupils achievements and identify areas for further professional development.

This module will enable student teachers to develop their subject-specific knowledge of the Science curriculum with a focus on Chemistry. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.

Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.

The module aims to teach students to:
- acquire the knowledge and skills set out in the Department for Education's Core Content Framework;
- audit their existing understanding of the science curriculum with a focus on Chemistry and build strategies for developing subject knowledge;
- develop a critical awareness of current debates about the content, value and purpose of science with a focus on Chemistry within the curriculum and link these to classroom practice;
- deepen their understanding of how to plan for pupil progress in science with a focus on Chemistry and generate a repertoire of appropriate assessment strategies;
- enhance their professional practice through research, reading, analysis and reflection;
- reflect on their achievements and identify areas for professional development.

This module will enable student teachers to develop their subject-specific knowledge of language, literature, and the secondary Social Sciences curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.

Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. The module should be studied in conjunction with the Teaching Experience and Professional Studies module.

The module aims to teach students to:

- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;

- audit their existing understanding of the English curriculum and build strategies for developing subject knowledge;

- develop a critical awareness of current debates about the content, value and purpose of English within the curriculum and link these to classroom practice;

- deepen their understanding of how to plan for pupil progress in English and generate a repertoire of appropriate assessment strategies;

- enhance their professional practice through research, reading, analysis and reflection;

- reflect on their achievements and identify areas for professional development.

This module will enable student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, Social Sciences. It will teach them how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.

Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.

The module aims to support students to develop as teachers by:

- enabling them to meet all areas of the Department for Education's Core Content Framework;

- auditing their existing knowledge and skills in the light of Social Sciences education requirements and developed strategies for on-going subject knowledge enhancement;

- developed a critical awareness of current debates about the content, value and purpose of Social Sciences within the curriculum and linked these to classroom practice;

- begun to develop an understanding of how pupils learn and make progress in Social Sciences

- enhanced their understanding and professional practice through research, reading, analysis and reflection;

- reflected on their achievements and identified areas for on-going professional development.

This module will enable student teachers to develop and consolidate their subject-specific knowledge across the Business Studies and Economics secondary curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.

Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.

The module aims to support students to develop as teachers by:

- enabling them to meet all areas of the Department for Education's Core Content Framework;
- auditing their existing knowledge and skills in the light of Business and Economics education requirements and developed strategies for on-going subject knowledge enhancement;
- developed a critical awareness of current debates about the content, value and purpose of Business and Economics within the curriculum and linked these to classroom practice;
- begun to develop an understanding of how pupils learn and make progress in Business and Economics
- enhanced their understanding and professional practice through research, reading, analysis and reflection;
- reflected on their achievements and identified areas for on-going professional development.

This module will enable student teachers to develop their subject-specific knowledge of the Science curriculum with a focus on Chemistry. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.

Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.

The module aims to teach students to:

- acquire the knowledge and skills set out in the Department for Education's Core Content Framework;

- audit their existing understanding of the science curriculum with a focus on Chemistry and build strategies for developing subject knowledge;

- develop a critical awareness of current debates about the content, value and purpose of science with a focus on Chemistry within the curriculum and link these to classroom practice;

- deepen their understanding of how to plan for pupil progress in science with a focus on Chemistry and generate a repertoire of appropriate assessment strategies;

- enhance their professional practice through research, reading, analysis and reflection.

This module will enable student teachers to develop and consolidate their subject-specific knowledge across the Business Studies and Economics secondary curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to support students to develop as teachers by:
- enabling them to meet all areas of the Department for Education's Core Content Framework;
- auditing their existing knowledge and skills in the light of Business and Economics education requirements and developed strategies for on-going subject knowledge enhancement;
- developed a critical awareness of current debates about the content, value and purpose of Business and Economics within the curriculum and linked these to classroom practice;
- begun to develop an understanding of how pupils learn and make progress in Business and Economics enhanced their understanding and professional practice through research, reading, analysis and reflection;
- reflected on their achievements and identified areas for on-going professional development.

This module will enable student teachers to develop their subject-specific knowledge of the Science curriculum with a focus on Biology. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.

Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.

The module should be studied in conjunction with the Teaching Experience and Professional Studies modules.

The module aims to teach students to:
- acquire the knowledge and skills set out in the Department for Education's Core Content Framework;
- audit their existing understanding of the science curriculum with a focus on Biology build strategies for developing subject knowledge;
- develop a critical awareness of current debates about the content, value and purpose of science with a focus on Biology within the curriculum and link these to classroom practice;
- deepen their understanding of how to plan for pupil progress in science with a focus on Biology and generate a repertoire of appropriate assessment strategies;
- enhance their professional practice through research, reading, analysis and reflection;
- reflect on their achievements and identify areas for professional development.

This module will enable student teachers to develop and consolidate their subject knowledge and knowledge of the basic curriculum of all schools: Religious Education and the local agreed syllabus in the location of their placement school(s). It will teach them how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.

Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.

The module aims to teach students to:

- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;

- audit their existing understanding of Religious Education curricula and build strategies for developing subject knowledge;

- develop a critical awareness of current debates about the content, value and purpose of Religious Education within the curriculum and link these to classroom practice;

- deepen their understanding of how to plan for pupil progress in Religious Education and generate a repertoire of appropriate assessment strategies.

- enhance their professional practice through research, reading, analysis and reflection;

- reflect on their achievements and identify areas for professional development.

This module will enable student teachers to develop and consolidate their subject-specific knowledge across the Art & Design secondary curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.

Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.

The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.

The module aims to teach students to:

- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;

- audit their existing understanding of the Art & Design curriculum and build strategies for developing subject knowledge;

- develop a critical awareness of current debates about the content, value and purpose of Art and Design within the curriculum and link these to classroom practice;

- deepen their understanding of how to plan for pupil progress in Art and Design; generate a repertoire of appropriate assessment strategies.

- enhance their professional practice through research, reading, analysis and reflection;

- reflect on their achievements and identify areas for professional development.

This module will enable student teachers to develop and consolidate their subject knowledge and knowledge of the basic curriculum of all schools: Religious Education and the local agreed syllabus in the location of their placement school(s). It will teach them how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.

Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.

The module aims to teach students to:

- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;

- audit their existing understanding of Religious Education curricula and build strategies for developing subject knowledge;

- develop a critical awareness of current debates about the content, value and purpose of Religious Education within the curriculum and link these to classroom practice;

- deepen their understanding of how to plan for pupil progress in Religious Education and generate a repertoire of appropriate assessment strategies.

- enhance their professional practice through research, reading, analysis and reflection;

- reflect on their achievements and identify areas for professional development.

This module will enable student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, Psychology. It will teach them how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.

Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.

The module aims to teach students to:

- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;

- audit their existing understanding of the Psychology curriculum and build strategies for developing subject knowledge;

- develop a critical awareness of current debates about the content, value and purpose of Psychology within the curriculum and link these to classroom practice;

- deepen their understanding of how to plan for pupil progress in Psychology; generate a repertoire of appropriate assessment strategies.

- enhance their professional practice through research, reading, analysis and reflection;

- reflect on their achievements and identify areas for professional development.

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.

This module will enable student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, Psychology. It will teach them how to take a Research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.

Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.

The module aims to teach students to:

- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;

- audit their existing understanding of the Psychology curriculum and build strategies for developing subject knowledge;

- develop a critical awareness of current debates about the content, value and purpose of Psychology within the curriculum and link these to classroom practice;

- deepen their understanding of how to plan for pupil progress in Psychology; generate a repertoire of appropriate assessment strategies.

- enhance their professional practice through research, reading, analysis and reflection;

- reflect on their achievements and identify areas for professional development.

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.

At a time of rapid change in policy and practice in the early years there is an increasing need for practitioners to be able to understand, articulate and justify an informed pedagogy. This module focuses on key principles underpinning Froebelian practice in a range of early childhood settings and contexts. It aims to bring together historical and contemporary study of Froebel's principles and practice in order to help students to reflect on and develop their own ideas and practice.

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 will enable student teachers to develop their subject-specific knowledge of the Science curriculum with a focus on Physics. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. The module should be studied in conjunction with the Teaching Experience and Professional Studies module.
The module aims to teach students to:
- acquire the knowledge and skills set out in the Department for Education's Core Content Framework;
- audit their existing understanding of the science curriculum with a focus on Physics and build strategies for developing subject knowledge;
- develop a critical awareness of current debates about the content, value and purpose of science with a focus on Physics within the curriculum and link these to classroom practice;
- deepen their understanding of how to plan for pupil progress in science with a focus on Physics and generate a repertoire of appropriate assessment strategies;
- enhance their professional practice through research, reading, analysis and reflection;
- reflect on their achievements and identify areas for professional development.

This module will enable student teachers to develop their subject-specific knowledge of the Science curriculum with a focus on Physics. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. The module should be studied in conjunction with the Teaching Experience and Professional Studies module.
The module aims to teach students to:
- acquire the knowledge and skills set out in the Department for Education's Core Content Framework;
- audit their existing understanding of the science curriculum with a focus on Physics and build strategies for developing subject knowledge;
- develop a critical awareness of current debates about the content, value and purpose of science with a focus on Physics within the curriculum and link these to classroom practice;
- deepen their understanding of how to plan for pupil progress in science with a focus on Physics and generate a repertoire of appropriate assessment strategies;
- enhance their professional practice through research, reading, analysis and reflection.

- reflect on their achievements and identify areas for professional development.

This module will enable student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, Physical Education. It will teach them how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.

Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.

The module aims to teach students to:

- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;

- audit their existing understanding of the Physical Education curriculum and build strategies for developing subject knowledge;

- develop a critical awareness of current debates about the content, value and purpose of Physical Education within the curriculum and link these to classroom practice;

- deepen their understanding of how to plan for pupil progress in Physical Education; generate a repertoire of appropriate assessment strategies.

- enhance their professional practice through research, reading, analysis and reflection;

- reflect on their achievements and identify areas for professional development.

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 will enable student teachers to develop and consolidate their subject-specific knowledge across the Music secondary curriculum. They will learn how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
The module aims to teach students to:
- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
- audit their existing understanding of the Music curriculum and build strategies for developing subject knowledge;
- develop a critical awareness of current debates about the content, value and purpose of Music within the curriculum and link these to classroom practice;
- deepen their understanding of how to plan for pupil progress in Music; generate a repertoire of appropriate assessment strategies;
- enhance their professional practice through research, reading, analysis and reflection;
- reflect on their achievements and identify areas for professional development.

This module will enable student teachers to develop and consolidate their subject-specific knowledge across the Music secondary curriculum. They will learn how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.

Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.

The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.

The module aims to teach students to:

- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;

- audit their existing understanding of the Music curriculum and build strategies for developing subject knowledge;

- develop a critical awareness of current debates about the content, value and purpose of Music within the curriculum and link these to classroom practice;

- deepen their understanding of how to plan for pupil progress in Music; generate a repertoire of appropriate assessment strategies.

- enhance their professional practice through research, reading, analysis and reflection;

- reflect on their achievements and identify areas for professional development.

This module will enable student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, Physical Education. It will teach them how to take a research-informed approach to key pedagogical skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework. The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.
Throughout the module, students will be encouraged to think critically about aspects of the curriculum and pedagogy in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.
The module aims to teach students to:
- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
- audit their existing understanding of the Physical Education curriculum and build strategies for developing subject knowledge;
- develop a critical awareness of current debates about the content, value and purpose of Physical Education within the curriculum and link these to classroom practice;
- deepen their understanding of how to plan for pupil progress in Physical Education;
- generate a repertoire of appropriate assessment strategies;
- enhance their professional practice through research, reading, analysis and reflection;
- reflect on their achievements and identify areas for professional development.

This module will enable student teachers to develop their knowledge of their subject-specific knowledge across the History Secondary curriculum. Students will learn how to take a research-informed approach to pedagogy in History, understanding how pupils learn, how to plan for progress, design resources and assessment, as set out in the Core Content Framework and Department for Education’s Teachers’ Standards. The module should be read in conjunction with the Teaching Experience and Professional Studies module.

Throughout the module, students will be encouraged to think critically about aspects of curriculum, pedagogy and assessment in order to help them to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.

The module aims to teach students to:

- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;

- audit their existing understanding of the History curriculum and build strategies for developing subject knowledge;

- develop a critical awareness of current debates about the content, value and purpose of History within the curriculum and link these to classroom practice;

- deepen their understanding of how to plan for pupil progress in History; generate a repertoire of appropriate assessment strategies;

- enhance their professional practice through research, reading, analysis and reflection;

- reflect on their achievements and identify areas for professional development.

This module will enable student teachers to develop their subject-specific knowledge of language, literature, and the secondary Geography curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design and assessment, as set out in the current Department for Education’s Core Content Framework.
Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. The module should be studied in conjunction with the Teaching Experience and Professional Studies modules.
The module aims to teach students to:
- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
- audit their existing understanding of the Geography curriculum and build strategies for developing subject knowledge;
- develop a critical awareness of current debates about the content, value and purpose of geography within the curriculum and link these to classroom practice;
- deepen their understanding of how to plan for pupil progress in Geography and generate a repertoire of appropriate assessment strategies;
- enhance their professional practice through research, reading, analysis and reflection;
- reflect on their achievements and identify areas for professional development.

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 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.

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.

At a time of rapid change in policy and practice in the early years there is an increasing need for practitioners to be able to understand, articulate and justify an informed pedagogy. This module focuses on key principles underpinning Froebelian practice in a range of early childhood settings and contexts. It aims to bring together historical and contemporary study of Froebel's principles and practice in order to help students to reflect on and develop their own ideas and practice.

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.

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.

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

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.

The human learning process varies from person to person. Some reasons for this variation include differences in brain function, sensory or physical differences, unmet social or emotional needs, or sociocultural factors. Because of these reasons, some people differ significantly in how they engage with learning and might be identified as having special educational needs or disabilities (SEN/D). The aim of this module is to help you critically reflect on the theory and practice of inclusive education, and to recognise the needs of learners with SEN/D. Using varied methods of teaching and assessment the module is designed to help students become self-driven, reflective practitioners who know how to identify, digest, and apply theoretical, research and practice-based knowledge, and be mindful of the fluid nature of the contemporary classroom.

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.

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.

The study of mental health is a major focus of theory, research and practice in psychology. This module is designed to stimulate critical thinking about current conceptualisations of mental health and ill-health as well as issues associated with diagnosis and treatment. You will learn about factors which impact on individual and societal experiences of mental ill-health. This module will cover a range of topics exploring biopsychosocial perspectives on the aetiology and maintenance of common mental health disorders. You will learn to evaluation of treatment effectiveness. The aim of the module is to develop mental health literacy by examining and critically evaluating a broad range of perspectives on mental health on the one hand, and to enhance practical research skills on the other hand.

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.

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.

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. They’ll serve as an essential grounding for your studies, giving you the foundations needed on your journey as an education practitioner.

Dissertation

Creating Inclusive Practice in Early Years

The Sociology of Childhood

Leadership and Development in Early Years

Language Development and Early Literacy

Developing Academic Literacy

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 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.

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.

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.

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.

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.

The module provides an introduction to qualitative research methods of data collection and analysis. It will introduce students to a range of interpretative and inductive approaches available for analysing qualitative data and phenomena. It aims to develop and comment upon the content and discussions in the Autumn term MA SRM modules (The Philosophy of Social Science Research and Introduction to Research Design). The module provides an explanation of the epistemological underpinnings of qualitative methodologies and examines how researchers go about using qualitative research methods. The module is intended to equip students with the knowledge, skills and confidence to utilise qualitative approaches to data collection and analysis in their own research.

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 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 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.

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.

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.

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.

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.

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.

Pre-requisites/co-requisites: satisfactory project confirmation (RDCom2) following completion of Stage 1 of the programme, or equivalent.
This module is the research component (Stage 2), which embodies and completes the outcomes of this professional doctoral programme. The module provides the opportunity for students to work closely with suitable qualified staff members with particular expertise in their chosen research area, developing an original and substantial investigation of potential significance both to academic inquiry and professional practice, which should be a pressing issue or problem of current professional interest within the field of education related to the student's research proposal at the application stage as refined and amended appropriately in agreement with the supervisory team in Stage 1 (including the Dissertation module), 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.

This module will provide an understanding of early child development and learning by developing an understanding of observation, typical child development and ethics. We will also explore the study skills needed to support you through your coursework. You will apply, in practice, the knowledge, skills and behaviours that are required to meet the occupational duties as outlined in the EYTDA Apprenticeship Documentation and the University Mapping Document for Year 1 (Detailed below in the KSB’s) (DfE, 2025). The module brings together the learning and pedagogy acquired through the taught course and secures the opportunity for immersion in professionally focused learning in an Early Years setting. It will provide you with expert-supported guidance and feedback so that you can practice the strategies and skills related to child development and early learning. This module will also aim to cover the essential study skills to enable you to apply your knowledge and understanding to future modules.



Understanding child development and observing young children are key elements in developing an understanding of their growth, wellbeing, development and learning. This module is designed to offer you the opportunity to develop confidence and strength in your knowledge of the development of young children and their important relationships, through study within the university and observations 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 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.

This module enables student teachers to develop and consolidate their subject knowledge and knowledge of the curriculum in their specialism, mathematics. They learn how to take a research-informed approach to key pedagogical skills, including planning, teaching and assessment, as set out in the Department for Education’s Core Content Framework.

Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.

The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.

The module aims to teach students to:

- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;

- develop their existing understanding of Mathematics and build strategies for developing their subject knowledge further;

- develop a critical awareness of current debates about the content, value and purpose of Mathematics within and across the curriculum and link these to classroom practice;

- deepen their understanding of how to plan for pupil progress in mathematics, taking into account the needs, backgrounds and interests of their pupils;

- develop a repertoire of appropriate assessment strategies and to make evidence informed decisions;

- enhance their professional practice through research, reading, analysis and reflection;

- reflect on their and their pupils’ achievements and identify areas for further professional development.

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.

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.

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.

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.

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.

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.

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 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.

Qualitative research is a complex and broad field of research, which seeks to understand and explain social phenomena rather than measure them. Qualitative research encompasses different theoretical understandings and methodological approaches, while drawing on both interpretivist and critical paradigms to act as foundations for the research designed. This module aims to develop and deepen students’ knowledge, understanding of qualitative research alongside the skills needed to plan and deliver small-scale qualitative research projects. It provides opportunities to explore qualitative research designs, the epistemological underpinnings of qualitative methodologies, and the application of a range of qualitative methods to real world research projects. Students will be introduced to a range of interpretative and inductive approaches available for collecting and analysing qualitative data. Ethical considerations and processes in the design and conduct of qualitative research will also be examined.

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 opportunities to engage with the philosophical foundations of educational research and to explore the values, purposes and ethical considerations that underpin research methodologies. Students will also be introduced to and consider the practicalities of planning, conducting and completing a small-scale research 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. This module, which is cross-listed across the three MA programmes, develops students’ knowledge and understanding of empirically and theoretically based educational research in diverse contexts. The module is designed to cater for a range of students on the MA programmes, many of whom are practicing professionals within educational or early childhood settings. Some students may not yet be practitioners in their fields but will have knowledge and understanding broadly. Moreover, some will have more experience of research than others. This module takes a supportive approach in structuring teaching and learning to scaffold, support and challenge students as needed. Successful completion of the module will provide students with the knowledge, understanding and research tools to enable each student to design and plan their own research project (empirical or theoretical) as part of their Research Project module.

This module provides future sports managers with the core analytical skills to understand the complexities of the global sports market. Students will learn how industry professionals utilise data sources and research to drive decision-making, from evaluating commercial opportunities and fan engagement strategies to analysing participation trends and athlete performance. The curriculum is grounded in practical, real-world analysis, using industry-standard data sources such as the Sport England Active Lives Survey, and suggests ways to use these to tackle issues such as financial valuation, market segmentation, evaluating the community and economic impact of events. Alongside this, students will become familiar with some basic ways in which to generate some of their own sports related data. The module emphasises a critical approach to ‘data sources,’ training students to scrutinise available data for bias, assess the validity of research, and understand the ethical dimensions of data usage in sport. This module ensures graduates can translate raw data into compelling, evidence-based arguments and strategic recommendations fit for a professional environment.

This module explores how creativity shapes and challenges contemporary educational practice. Drawing on the seminal and still highly influential 1999 NACCCE report, which, although UK-published, continues to shape global discussions on creativity in education, you will explore what creativity means in classrooms and other learning settings today. The report argues that all learners are capable of creative achievement given the right conditions. Building on earlier work on Lifespan Development and Education Foundations, this module offers key insights into how creativity works in education, helping you develop creative approaches to learning across a range of settings. This will help you on your journey to becoming a creative professional. You will engage with globally recognised ideas such as ‘big C and little c’ creativity, ‘flow’ and divergent thinking, considering how creativity can be fostered, encouraged, and assessed across the curriculum. We will challenge narrow or limiting ideas about creativity through both theory and hands-on activities, with a focus on inclusion, neurodiversity, sustainability, global issues, and different learning preferences. We will also explore how education systems and policies have constrained or enabled creative teaching encouraging you to think about your won creativity and what genuinely creative pedagogy might look like. We will consider how you can help create those opportunities in your own practice.

In your second year, you will have an opportunity to complete a placement in an educational setting. This experience allows you to apply subject-specific knowledge and practice-based learning skills while developing key competencies that you will need as a practitioner. You will explore important topics like equity, diversity, and inclusion, and you will engage with curricula that address critical issues in education, such as environmental, social, and economic challenges. By incorporating perspectives from the wider community, you will gain a comprehensive understanding of the educational landscape. In the "Education Enquiry: Placement Experience" module, you will be guided through every step of your placement journey from preparation before you begin, through your in-placement hands-on experiences where you will be applying what you have learned in real-world scenarios, to reflect on integrating what you have learned afterward. This module helps you synthesise and consolidate your academic knowledge and understanding with real-world experience in various educational settings. You have the opportunity to search for your placement, which may support your individual needs, and confirm this with your module leader. Alternatively, you can choose from the options available, which we can help find for you. Your placement could be in a mainstream school or an alternative learning environment that aligns with the course’s learning outcomes. Students often highlight the value of the hands-on experience provided by the placement. Additionally, you will benefit from enrichment opportunities and support through the module's delivery and assessment.

This module explores human development across the lifespan with a specific focus on inclusive educational practice fostering an understanding of development as lifelong, multidimensional, and multidirectional (Balten). The module examines how individuals grow and learn across physical, cognitive, emotional, and social domains and how professionals can adapt their practice to support developmental and individual differences. Students will engage with key developmental and social-psychological theories (e.g., Piaget, Erikson, Vygotsky, Bronfenbrenner), methods of researching development (e.g., longitudinal studies, observations, case studies), and critically consider the ethical and cultural dimensions of research involving humans. The module emphasises inclusive pedagogy and intersectionality, focusing on how learners' identities and experiences shape developmental trajectories. This module supports employability through the development of critical thinking, collaborative learning, digital communication, and resource creation.

A foundation of the BA ECS programme is practice, ensuring that students have both the sound theoretical knowledge in early childhood but also have had the opportunity to develop their knowledge and understanding in the settings through placement opportunities. There is a placement module in each year of the degree programme. Successful completion of the three placements will lead to the award of the Early Childhood Graduate Practitioner Competencies, which is the industry standard for this level of study. The Year 2 placement module comprises 210 hours (30 days) of learning on placement, which may be in nurseries, early years settings, schools, or other areas of early childhood, which focus on working with children from birth to eight years of age. The choice of placement will be negotiated by the students; however, the existing networks within the programme, can provide some placements when needed. We anticipate that students are likely to continue in the placements from Year 1 if they felt that these were successful, though the students need to ensure that they have practice experience across the different ages from birth to eight. The Year 2 Placement module focuses on the development of students’ reflexive practice skills, extending, supporting, and challenging their practice understanding with academic reading. They will work to deepen, develop, and demonstrate their understanding of children’s development, health, wellbeing, participation, and learning. The module promotes respectful professional relationships with children, families, and practitioners, where students learn to understand the importance of recognizing the social and cultural context, and will work on evidencing and developing ethical practice with commitment to safe and anti-discriminatory practice. Students will use the knowledge and skills they have acquired on their other modules to put into practice within their placement. Many students already have substantial knowledge from their work in the field prior to joining the course at Roehampton, which also adds depth to their understanding. Students are visited by their University Tutor during placement, while the placement mentor confirms attendance and supports the development of key competencies. Together, mentor, student and tutor carry out a 30-minute online meeting at the end of placement, evaluating student progress and areas for continued professional development. These meetings are both for quality assurance and aiming for the students to develop competencies in articulating and exemplifying their pedagogical thinking. The visit and meeting feed into the reflective practice journal/log as well as prepare the student formatively for the oral assessment component: Interview/Reflective Review.

The module offers an in-depth study of the plethora of ways that children learn to communicate and make meaning, considering verbal and non-verbal communication, reading, mark-making/writing, etc from birth. Themes such as children’s engagement with books and the development of reading skills, stages of developing writing skills, children’s learning more than one language, and ways to support children with SEND will be covered in the module. Students will have opportunities to reflect on a range of theoretical frameworks that underpin language development in the early years, including how to develop a pedagogy of listening to the 100 ways children communicate, using appropriate observation and documentation strategies to support children’s development. Students will also re-visit and re-consider the ethical implications of such empirical work. Additionally, the module is deeply underpinned by themes of equity, diversity, and inclusion. The module develops an appreciation of early communication, language development and emerging literacy focusing on how social, cultural and policy environments impact children’s language development. Students will consider policy narratives considering if there is equity embedded into early years education, the diverse group of families and children they work with, how cultural diversity can be seen in language development and consider how inclusive practice and resources may impact children’s communication, language, and early literacy. The module will also draw on students own experiences to develop an appreciation for global practices of early literacy development.

Leadership, like the world in which we live and work in, is complex and evolving. Leaders need both an awareness and understanding of this complexity so that they develop the knowledge, skills, and tools that they need to be empathetic and effective leaders within the contexts that they lead. This module helps to develop students’ appreciation of issues that can arise in four key areas: educational equity, inclusion within education, diversity within education and excellence in education. Each area will be viewed through multifaceted lenses to ensure that students are developing knowledge of the issue, the debates, and critiques around the issue and the situatedness of the issue in different contexts. Intersectionalities will be explored to ensure that this multifaceted lens considers gender, ethnicity, race, religion and sexual orientation and the impacts that this may have upon our knowing, understanding, and leading through the issue.

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.

Children’s, young peoples’ and young adults’ experiences in education contexts and their capacity to learn, develop and participate, not only depends on their cognitive-conceptual capacities but also on a range of interconnected social-emotional dimensions: perceptions they hold about themselves as a person and as a learner; perceptions of others; the emotions they experience in learning activities and in their social experience and interactions with others (both teachers and other learners). The complexity of the social and emotional dimensions of educational contexts shapes learners’ experiences, engagement and educational progress and effects the development of their wellbeing and mental health. This module aims to provide students with the opportunity to learn about key issues, perspectives and debates in theory, policy and practice, drawing on literature, their own experiences and other resources, to explore the social-emotional dimensions of both learners themselves and of the educational contexts within which they are learning, developing and participating (institutional and policy). Broad theoretical perspectives are introduced as a basis for understanding social-emotional dimensions of education and wellbeing, the difficulties encountered and experienced by some learners and the possible institutional responses. Students are introduced to different frameworks/perspectives through which social-emotional dimensions are problematized, e.g. the mental illness framework - diagnosis & treatment of disorders; the SEND framework – identification of SEMH difficulties, additional support needs and educational interventions; the development for all framework – enhancing social-emotional literacy learning and development through teaching, learning, curriculum and institutional change.

This module will introduce you to a range of current topics in education and early years education helping you to develop a broad understanding of these issues as well as the essential academic skills you need for your university studies. You will analyse and reflect on a range of issues within education, such as children’s wellbeing, sense of identity, belonging and spirituality, teacher and practitioner professionalism, the curriculum, and testing and assessment. There will be opportunities to consider the different perspectives of children, families, teachers and practitioners, and policy makers. The module will help you to engage in discussion and debate from an informed and reflective position that develops your ethical perspective on local and global issues in the education and early year context. You will develop your awareness of stereotypes and assumptions that can emerge in discourses of childhood, and in relation to sustainability and social/cultural/political influences in education. A key aspect of the module will be a focus on teaching you the academic skills you need, such as presenting your ideas confidently, being analytical, the ethical use of AI, and academic integrity using referencing and paraphrasing correctly. Reflecting on your own learning and academic development will also enable you to see how you can build on your strengths and develop strategies and constructive attitudes to your learning. You will find out about the resources and support systems at the university that are there to help you succeed. You will gain insights into how your learning and skills can relate to future career opportunities. Through engaging and supportive sessions, you will begin to confidently develop your knowledge and some of the theories relating to education and early childhood studies. You will also become a more confident user of the academic skills that you will need to be successful at university. You will consolidate your learning by working independently and with other students on a range of interactive tasks and activities. The module's assessment is in two parts: a Presentation (PowerPoint with recording), and a Position Paper.

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.

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 focuses on all aspects of child development from the ages of 0-8 years aiming to help the student respect babies and young children. Initially, the module considers the period from conception through three years, which is the most rapid and 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 (ages 0-8years) that uses the rapidly expanding knowledge in this field to underpin module learning. In addition to theoretical frameworks, the module emphasises the importance for early years practitioners in the observation of young children. Observation is a key element in understanding their growth, wellbeing, development, and learning. Students, some of whom may not have direct placement experience, will use a range of filmed observations of children to support their own development as practitioners and a deeper understanding of the child. Through this increasing expertise, and with an understanding of the ethics of observing children, students will be able to develop confidence in their knowledge of young children and the importance of building strong relationships with each child in their care. This module will also facilitate the preparation for the placement module which will be delivered in the spring semester by exploring placement opportunities, safeguarding and professionalism The module begins to develop students’ awareness of equity, diversity, and inclusion from the outset of children’s lives. Additionally, the module encourages students to consider the long-term implications of how babies, toddlers, and young children are impacted by their social and cultural environments. Building awareness of the UN SDGs 1-5 will contribute to their awareness of the impact of poverty, positive health initiatives for young children, the need for good education as a foundation and gender equity.

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.

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.

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.

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.

This module will enable student teachers to develop and consolidate their subject-specific knowledge across the Art & Design secondary curriculum. They will learn how to take a research-informed approach to key skills, including lesson planning, resource design, assessment and pedagogical strategies, as set out in the current Department for Education’s Core Content Framework.

Throughout the module, students will be encouraged to think critically, in order to become confident, autonomous professionals. They will integrate their developing understanding of how to teach their subject with their wider understanding of how to be a teacher through the Professional Studies module.

The module should be read in conjunction with the Teaching Experience module to allow student teachers to practise these emerging skills.

The module aims to teach students to:

- acquire the knowledge and skills set out in of the Department for Education's Core Content Framework;
- audit their existing understanding of the Art and Design curriculum and build strategies for developing subject knowledge;
- develop a critical awareness of current debates about the content, value and purpose of Art and Design within the curriculum and link these to classroom practice;
- deepen their understanding of how to plan for pupil progress in Art and Design; generate a repertoire of appropriate assessment strategies;
- enhance their professional practice through research, reading, analysis and reflection;
- reflect on their achievements and identify areas for professional development.

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.

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.

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.

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.

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.

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.

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.

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.

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 designed to allow students who cannot, or do not wish to, continue the School Experience Module and who wish to progress to Year Three and pursue either a non-teaching but education-aligned career or a four-year route into teaching by gaining the QTS qualification at post-graduate level, after the completion of the degree. It is a self-study module, supported by tutorials, and replaces the practical element (school experience) of the programme with a written assignment.  It draws upon the knowledge and understanding developed through the other modules in the Year 2 programme and the preparatory sessions prior to school experience and examines them through the lens of social and emotional aspects of learning.

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.