STUDY

This module seeks to introduce students to academic study at university level. Its purpose is to enable students to reflect on and develop their skills as they progress through their first year of study. This is achieved by introducing students to the key study and academic skills required to succeed at university level study such as accessing, and evaluating academic source material, understanding argumentation and critical thinking, academic writing, and referencing. Students will also reflect on elements of academic resilience and employability. 

This module introduces students to a range of subject areas and key debates surrounding the health/illness and wellbeing of children in the contemporary UK. The module presents students with several perspectives through which to view these ideas: biological, medical, social and environmental. The implications of poor health and illness on the child and the family help contextualise the dynamic roles of children in maintaining their own health.  

This module investigates the developing child and the changes that occur over time within the context of the family and wider social systems that children inhabit. The module has a particular focus on the aspects of child development that influence and are influenced by social context. It will include the psychological development of babies, children and young people within the family, education and the wider social systems. It seeks to explain how the interaction between biological, social and cultural factors affect lifelong patterns of change in the individual.  

This module is an opportunity to introduce students to education and the underpinning values of professional practice with a particular focus on the historical, international and contemporary conceptualisations, policies and practices of care and education. Students will be encouraged to consider how the theoretical study of the child underpins the early years and primary curriculum and adult role.  

Within this module, students will be challenged to ask critical questions about their social world and explore their own individual and cultural experiences within a wider context. Throughout this module, students are encouraged to examine the common assumptions of childhood as a natural, universal, fixed, and inevitable life stage. By ‘thinking sociologically’, students will identify the social structures which define, govern, and locate children and childhood.  

The module will address diversity, rights and inclusion in the broadest sense, addressing two core areas: childhood and barriers to participation/inclusion. Students will be encouraged to consider the intersectionalities of children and young people’s lives. Topics range from gender, poverty, ethnicity, disability, and socio-cultural diversity to identify and explore the differing perspectives and discourses. 

This module will consist of an initial school experience and teaching practice. The extended placement provides opportunities for students to observe children and begin to understand the classroom environment. In the 4- week block placement, students will have the opportunity to teach some whole-class lessons, with the support of the class teacher. 

This module will introduce students to theories and approaches to systems around childhood and the development of the children. It will focus on topics such as the family system, family-school-community collaboration; school involvement, and will then engage in broader discussions on globalisation, legislation and educational systems. The systems approach underlying the ecological model of human development will be examined as a theoretical framework that allows, and encourages, integration of other theoretical views into a multi-theoretical approach.  

The module provides students with an historical policy context in which to understand the origins of safeguarding children and the social construction of abuse. Reflecting contemporary safeguarding policy, the module explores the related themes of early intervention, prevention, and child protection as every professions responsibility. At the core of safeguarding children is developing a theoretical understanding of why children are abused, the ability to identify signs and symptoms, and understand the impact of abuse and neglect on children’s wellbeing. 

This module grounds students in the principles of social science research and methods employed to develop our understanding of the social world. The module covers core aspects of the research process and offers students opportunities to focus on particular methods of interest to them and relevant to their field of study. The module aims to provide students with the knowledge and confidence to undertake independent, ethical and robust research in the social sciences. This module also acts as a precursor to the Year 3 Independent Project module. 

This module is concerned with the management and practice of learning and teaching within schools. The unit introduces the students to key areas of practice including: behaviour management, pedagogy, curriculum, assessment, professional behaviours and meeting the needs of all learners (including SEND/EAL/HLP). Through this module, students will develop a strong understanding of a wide range of professional responsibilities within the whole school and classroom environments.  

This module enables students to gain a secure knowledge of the pupils’ National Curriculum in English (including early reading and phonics), mathematics and science. In addition, students will gain a secure knowledge in teaching within the EYFS. The central purpose will be to examine strategies for the effective learning, teaching and assessment of each subject as well as to gain the necessary subject knowledge for teaching.  

This module enables students to gain a secure knowledge of the pupils’ National Curriculum in computing, PE, DT, RS and PSHE. In addition, students will gain a secure knowledge in teaching within the EYFS. The central purpose will be to examine strategies for the effective learning, teaching and assessment of each subject as well as to gain the necessary subject knowledge for teaching.  

This module will consist of the first assessed teaching practice. The extended placement provides opportunities for students to plan, teach and assess for a class of primary age children across the full primary curriculum. Students will be provided with a coherent range of experiences and learning opportunities which, when taken together, build upon their skills and knowledge, laying the foundations for further development. Students will have all the necessary learning opportunities and support to enable them to demonstrate that they are meeting the Teacher’s Standards. 

This module is designed for students to produce a final year project that allows them to exercise their independent judgement and skills in the development and execution of a project or dissertation relevant to their field of study. Under the supervision of an assigned tutor, the module provides students with the opportunity to independently apply the core subject knowledge and skills developed over the course of their degree. 

Drawing from postcolonial, subaltern, decolonial, post-qualitative and posthuman critiques, the module aims to explore the Southern “turn” to domains of knowledge - hierarchies, ‘production’, erasures and circulation - resulting in the deligitimisation of knowledges from the ‘rich peripheral countries’ to build an understanding of the impact of knowledge as capital. Engaging with this upsurge of interest in decolonisation within professional and academic environments will not only extend the University’s currency but importantly enrich students’ understanding of the current demand to decolonise educational and practice settings, and why acknowledging other knowledges and decolonisation matters, towards enabling a critical approach to future thinking and practice. In doing so, the module will interrogate what place curriculum and policies have within these calls for decolonising education and practice in the UK.  

This module is concerned with the management and practice of learning and teaching within schools. It is designed to promote a critical awareness of the nature of learning in schools. The unit builds on the Year 2 module and develops the students’ understanding and practice in key areas including: behaviour management, pedagogy, curriculum, assessment, professional behaviours and meeting the needs of all learners (including SEND/EAL/HLP). 

This module builds on the Year 2 module ‘Core Subjects 1’ and enables students to gain a secure knowledge of the pupils’ National Curriculum in English (including early reading and phonics), mathematics and science. In addition, students will gain a secure knowledge in teaching within the EYFS. The central purpose will be to further examine strategies for the effective learning, teaching and assessment of each subject as well as to gain the necessary subject knowledge for teaching.  

This module builds on the Year 2 module ‘Foundation Subjects 1’ and enables students to gain a secure knowledge of the pupils’ National Curriculum in history, geography, art, music, and languages. In addition, students will gain a secure knowledge in teaching within the EYFS. The central purpose will be to further examine strategies for the effective learning, teaching and assessment of each subject as well as to gain the necessary subject knowledge for teaching. 

This module will consist of a final assessed teaching practice. The extended placement provides opportunities for students to plan, teach and assess for a class of primary age children across the full primary curriculum. This placement will take place in the ‘opposite’ Key Stage to the block placement in Year 2 to enable students to demonstrate that they can plan, teach, and assess across the primary age range. Students will be provided with a coherent range of experiences and learning opportunities which, when taken together, build upon their skills and knowledge, laying the foundations for further development. Students will have all of the necessary learning opportunities and support to enable them to demonstrate that they are meeting the Teachers’ Standards. 

This module seeks to introduce students to academic study at university level. Its purpose is to enable students to reflect on and develop their skills as they progress through their first year of study. This is achieved by introducing students to the key study and academic skills required to succeed at university level study such as accessing, and evaluating academic source material, understanding argumentation and critical thinking, academic writing, and referencing. Students will also reflect on elements of academic resilience and employability. 

This module introduces students to a range of subject areas and key debates surrounding the health/illness and wellbeing of children in the contemporary UK. The module presents students with several perspectives through which to view these ideas: biological, medical, social and environmental. The implications of poor health and illness on the child and the family help contextualise the dynamic roles of children in maintaining their own health.  

This module investigates the developing child and the changes that occur over time within the context of the family and wider social systems that children inhabit. The module has a particular focus on the aspects of child development that influence and are influenced by social context. It will include the psychological development of babies, children and young people within the family, education and the wider social systems. It seeks to explain how the interaction between biological, social and cultural factors affect lifelong patterns of change in the individual.  

This module is an opportunity to introduce students to education and the underpinning values of professional practice with a particular focus on the historical, international and contemporary conceptualisations, policies and practices of care and education. Students will be encouraged to consider how the theoretical study of the child underpins the early years and primary curriculum and adult role.  

Within this module, students will be challenged to ask critical questions about their social world and explore their own individual and cultural experiences within a wider context. Throughout this module, students are encouraged to examine the common assumptions of childhood as a natural, universal, fixed, and inevitable life stage. By ‘thinking sociologically’, students will identify the social structures which define, govern, and locate children and childhood.  

The module will address diversity, rights and inclusion in the broadest sense, addressing two core areas: childhood and barriers to participation/inclusion. Students will be encouraged to consider the intersectionalities of children and young people’s lives. Topics range from gender, poverty, ethnicity, disability, and socio-cultural diversity to identify and explore the differing perspectives and discourses. 

This module will consist of an initial school experience and teaching practice. The extended placement provides opportunities for students to observe children and begin to understand the classroom environment. In the 4- week block placement, students will have the opportunity to teach some whole-class lessons, with the support of the class teacher. 

This module will introduce students to theories and approaches to systems around childhood and the development of the children. It will focus on topics such as the family system, family-school-community collaboration; school involvement, and will then engage in broader discussions on globalisation, legislation and educational systems. The systems approach underlying the ecological model of human development will be examined as a theoretical framework that allows, and encourages, integration of other theoretical views into a multi-theoretical approach.  

The module provides students with an historical policy context in which to understand the origins of safeguarding children and the social construction of abuse. Reflecting contemporary safeguarding policy, the module explores the related themes of early intervention, prevention, and child protection as every professions responsibility. At the core of safeguarding children is developing a theoretical understanding of why children are abused, the ability to identify signs and symptoms, and understand the impact of abuse and neglect on children’s wellbeing. 

This module grounds students in the principles of social science research and methods employed to develop our understanding of the social world. The module covers core aspects of the research process and offers students opportunities to focus on particular methods of interest to them and relevant to their field of study. The module aims to provide students with the knowledge and confidence to undertake independent, ethical and robust research in the social sciences. This module also acts as a precursor to the Year 3 Independent Project module. 

This module is concerned with the management and practice of learning and teaching within schools. The unit introduces the students to key areas of practice including: behaviour management, pedagogy, curriculum, assessment, professional behaviours and meeting the needs of all learners (including SEND/EAL/HLP). Through this module, students will develop a strong understanding of a wide range of professional responsibilities within the whole school and classroom environments.  

This module enables students to gain a secure knowledge of the pupils’ National Curriculum in English (including early reading and phonics), mathematics and science. In addition, students will gain a secure knowledge in teaching within the EYFS. The central purpose will be to examine strategies for the effective learning, teaching and assessment of each subject as well as to gain the necessary subject knowledge for teaching.  

This module enables students to gain a secure knowledge of the pupils’ National Curriculum in computing, PE, DT, RS and PSHE. In addition, students will gain a secure knowledge in teaching within the EYFS. The central purpose will be to examine strategies for the effective learning, teaching and assessment of each subject as well as to gain the necessary subject knowledge for teaching.  

This module will consist of the first assessed teaching practice. The extended placement provides opportunities for students to plan, teach and assess for a class of primary age children across the full primary curriculum. Students will be provided with a coherent range of experiences and learning opportunities which, when taken together, build upon their skills and knowledge, laying the foundations for further development. Students will have all the necessary learning opportunities and support to enable them to demonstrate that they are meeting the Teacher’s Standards. 

This module is designed for students to produce a final year project that allows them to exercise their independent judgement and skills in the development and execution of a project or dissertation relevant to their field of study. Under the supervision of an assigned tutor, the module provides students with the opportunity to independently apply the core subject knowledge and skills developed over the course of their degree. 

Drawing from postcolonial, subaltern, decolonial, post-qualitative and posthuman critiques, the module aims to explore the Southern “turn” to domains of knowledge - hierarchies, ‘production’, erasures and circulation - resulting in the deligitimisation of knowledges from the ‘rich peripheral countries’ to build an understanding of the impact of knowledge as capital. Engaging with this upsurge of interest in decolonisation within professional and academic environments will not only extend the University’s currency but importantly enrich students’ understanding of the current demand to decolonise educational and practice settings, and why acknowledging other knowledges and decolonisation matters, towards enabling a critical approach to future thinking and practice. In doing so, the module will interrogate what place curriculum and policies have within these calls for decolonising education and practice in the UK.  

This module is concerned with the management and practice of learning and teaching within schools. It is designed to promote a critical awareness of the nature of learning in schools. The unit builds on the Year 2 module and develops the students’ understanding and practice in key areas including: behaviour management, pedagogy, curriculum, assessment, professional behaviours and meeting the needs of all learners (including SEND/EAL/HLP). 

This module builds on the Year 2 module ‘Core Subjects 1’ and enables students to gain a secure knowledge of the pupils’ National Curriculum in English (including early reading and phonics), mathematics and science. In addition, students will gain a secure knowledge in teaching within the EYFS. The central purpose will be to further examine strategies for the effective learning, teaching and assessment of each subject as well as to gain the necessary subject knowledge for teaching.  

This module builds on the Year 2 module ‘Foundation Subjects 1’ and enables students to gain a secure knowledge of the pupils’ National Curriculum in history, geography, art, music, and languages. In addition, students will gain a secure knowledge in teaching within the EYFS. The central purpose will be to further examine strategies for the effective learning, teaching and assessment of each subject as well as to gain the necessary subject knowledge for teaching. 

This module will consist of a final assessed teaching practice. The extended placement provides opportunities for students to plan, teach and assess for a class of primary age children across the full primary curriculum. This placement will take place in the ‘opposite’ Key Stage to the block placement in Year 2 to enable students to demonstrate that they can plan, teach, and assess across the primary age range. Students will be provided with a coherent range of experiences and learning opportunities which, when taken together, build upon their skills and knowledge, laying the foundations for further development. Students will have all of the necessary learning opportunities and support to enable them to demonstrate that they are meeting the Teachers’ Standards.