You’ll be introduced to the nature of  higher education studies and the systems in place to support their development. You’ll engage with examining education from personal, social, spiritual and political perspectives, exploring tensions and opportunities.

Develop a variety of skills that are required to learn effectively in a HE environment including reading, research, and understanding the requirements and purpose of academic writing and presentation.

You’ll be encouraged to engage with sources which inform your emerging philosophy of education and professional values. 

You’ll reflect on the professional attributes of a teacher and your own academic and assessment experiences, allowing you to make links between theory and practice. You’ll be guided in managing your time effectively, using independent study time and taking responsibility of your professional and academic progress. 

Familiarise yourself with the legal frameworks within which the wider pastoral responsibilities of educational settings are carried out. Develop an understanding of current Safeguarding guidance.

Develop an understanding of child development, knowledge of how pupils learn and the role of memory in learning. You’ll also be introduced to cognitive science and learning theory.

Using the work of current theorists and researchers, explore how active and working memory support pupils learning more and how the principles of instruction underpin knowledge application.

Reflective practice is used to develop an understanding of teachers' professional attributes and conduct. 

You’ll examine the role of the teacher in creating and managing an effective learning environment and the interactions that take place therein and explore behaviours for learning and the implications for teaching and learning. 

You’ll be introduced to the principles behind the reflective tool used to identify the “Learn that” and “Learn how to” statements (ITTECF) and how theory and practice are synthesised between centre and school.

You’ll reflect on the SKAP and PES knowledge from your Level 4 centre-based learning and are prepared to co plan and co teach individual lessons across the curriculum.

You’ll be introduced to the relevant foundation subject and curriculum knowledge in the wider curriculum and Religious Education (including statutory and non-statutory subjects/areas of learning), across EYFS and KS1 or KS1 and KS2, subject to age phase specialism.

You’ll identify current national priorities in these key subject areas, as identified by the DfE, Ofsted and other professional bodies and be introduced to signature pedagogical theory and practice for each subject and area of learning.

You’ll be introduced to the relevant foundational subject and curriculum knowledge in English (including Early Reading and SSP), mathematics, science, computing and P.E across EYFS and KS1.

Current national priorities in these key subject areas, as identified by the DfE and Ofsted will be highlighted and you’ll be introduced to signature pedagogical theory and practice for each subject area.

Further develop your knowledge and understanding of developing, adapting and delivering sequences of learning in English, Mathematics, Science, computing and PE across EYFS and KS1.

Subject knowledge and understanding will underpin your capacity to break learning down into smaller steps to plan and deliver learning sequences, embedding assessments for formative and summative purposes as per relevant national frameworks and structures. 

Review and deconstruct published schemes of work including units and documentation written and delivered by partner schools in preparation for school experience and academic assessment.   

You’ll have school-based preparation training sessions underpinned by the Core Competencies which will be assessed in School Experience.

Develop your understanding of the principles behind the reflective tool used to consolidate your knowledge of the statutory ITT curriculum and continue to make links between how theory and practice are synthesised across centre and school.

Demonstrate your understanding of building on prior knowledge, and breaking learning down into smaller steps through preparation and deconstruction of planning sequences of lessons.

Further develop your knowledge and understanding of developing, adapting and delivering sequences of learning in wider curriculum subjects across EYFS and KS1, or KS1 and KS2, depending on age phase specialism.

Subject knowledge and curriculum will underpin your capacity to build on prior learning and break learning down into smaller steps in order to effectively plan and deliver learning sequences, embedding assessments for formative and summative purposes as per relevant national frameworks and structures. 

You’ll review and deconstruct published schemes of work including units and documentation written and delivered by partner schools in preparation for placement and academic assessment. 

You’ll look at how teachers identifying individual needs builds students’ knowledge of approaches or interventions to support specific needs.

Learn how to prepare lessons with awareness of common barriers or misconceptions about a topic and with reference to pupils’ prior knowledge. 

You’ll gain an awareness of barriers to learning experienced by children with identified specific additional needs: e.g. physical needs, medical needs, social/emotional/behavioural needs, linguistic needs and specific learning differences.

Build knowledge of key documents and requirements, including The Equality Act 2010 and the Public Sector Equality Duty (PSED).

You’ll use this knowledge to consider how school policy and decisions affect people who share protected characteristics, drawing connections between national policies and local practices.

You’ll be encouraged to identify cultural capital and understand how skills and knowledge within a schools’ curriculum build cultural and academic capital.

Compare and contrast how issues related to EDI impact on school experiences for children, such as evaluating the impact of formative and summative assessment.  

Develop the knowledge and skills related to academic enquiry and to reflect on how these can impact their own learning and development.

You’ll be introduced to the principles of research-informed practice and the influence it can have on professional development for teachers and improved outcomes for children. These principles will be linked to the role of practitioners as enquirers and the process of practitioner enquiry.

There will be opportunity to discuss principles of ethical practices and you’ll engage in deep thinking about a specific area of interest related to their academic and professional development.

You’ll be supported in becoming assessment literate within the core curriculum subjects. It develops the skills and understanding of formative and summative assessment of pupils within each subject.

Explore the principles of questioning, high-quality feedback and how this links to pupil learning, pupil progress and planning. You’ll explore how monitoring is used at key points to ensure pupils are aware of key knowledge in the lesson.

Learn how to think of assessment as not only formal recognition of achievement but the way in which teachers monitor progress and identify next steps in learning; closing the gap between where a pupil is (in terms of progress and attainment) and where the teacher wants them to be.

You’ll know and understand how to assess the relevant subject and curriculum areas including statutory national and local assessment and data systems, relevant to age phase specialism. 

Develop the skills to critically evaluate and apply research findings and other evidence to inform your practice in relation to assessment and its place in the planning, teaching and assessment cycle.

You’ll have the opportunities to recall what you already know of the planning, teaching and assessment cycle used in school. You’ll revisit the meaning and purpose of planning and assessment cycles from previous modules.

You’ll critique the overall intent for delivery of the Foundation Subjects in the Primary School, in line with statutory documentation and examine examples of curriculum design and assessment processes.

Expert colleagues from Partnership Schools will be invited to talk about cultures and values of curriculum design across a range of contexts and school demographics.

You’ll consider subject development plans and aspects of subject leadership to support your transition into early career teachers. 

Students have school-based preparation training sessions underpinned by the LTU Core Competencies and are introduced to the Teachers’ Standards that they will be assessed against at the end of their training. They embed their knowledge of the principles behind the reflective tool used to consolidate their understanding of the ITT curriculum statements. Students demonstrate their competence when planning, teaching and assessing the learning cycle across the curriculum. They are prepared for wider professional responsibilities and employment and will identify next steps for transition to their early career. 

You'll independently carry out a small-scale research project and record your findings appropriately.

Develop your knowledge and understanding of ethical issues, carry out literature reviews, plan and conduct research, analyse evidence and draw conclusions.

You'll also critically evaluate the role of research in developing personal and professional practice.

Explore current and key issues affecting primary education.

Indicative content includes the changing nature of schools and the different types of schools in the UK system.

You'll synthesise international evidence on successful school systems and school reform.

You'll critically appraise different pedagogical models and interrogate the evidence of ‘high-quality teaching’ and the science of learning.

Get an understanding of what determines evidence-based teaching and how to embed research into your pedagogical toolkit.

We'll examine the role of teachers in the 21st century, enabling your development in critical reflection, professional learning and teacher leadership.