BA (Hons) Studies in Primary Education

The Purpose of Education and Introduction to the Primary Teaching Profession

40 Credits

(Compulsory)

This module seeks to introduce a discussion of the purposes and processes of educational systems from a number of different perspectives. The module is designed to give students insights into the nature of primary education as a field of study and the disciplines, concepts, and themes that inform the study of education. In the process of exploring key concepts such as learning, development, identity, agency, structure, power, social class, cultural capital, curriculum, inclusion, ideology, and diversity students are also introduced to the evolving political and social arenas in which the study of primary education is located. This introductory module is specifically designed to introduce the idea of education as an essentially contested concept and practice and problematize it as a discrete area of study.

The Importance of Core Subjects in the Primary Phase

20 Credits

(Compulsory)

This module provides students with an introduction to the English, Mathematics, and Science programs of study of the National Curriculum. Key aspects of subject knowledge within the three subject areas will be addressed and these will be used as a vehicle to explore effective principles and methods of supporting teaching and learning within the primary classroom. Key pedagogical approaches to the teaching of the three core subjects will be explored and students will consider in detail the role of school staff in supporting teaching and learning effectively. Students will be given the opportunity to plan and teach activities that facilitate learning in English, Mathematics, and Science and begin to develop strategies for evaluating the effectiveness of the teaching and learning they observe and are also involved in. Students will also consider some of the ways in which teaching strategies may be matched to specific learner needs. The students will consider the role of resources in supporting learning and teaching and will be given the opportunity to plan and teach activities that facilitate learning in English, Mathematics, and Science and begin to develop strategies for evaluating the effectiveness of the teaching and learning they observe and are also involved in.

Child Development, the Primary Classroom and Interpersonal Relationships

20 Credits

(Compulsory)

This module will develop students’ knowledge and understanding of child development and learning. The module will focus on the development of the body, language, cognition, and social and emotional aspects. It will provide students with theories for development and learning, and relate these to aspects of learning and teaching. Theorists considered will include, among others; Piaget, Bruner, Skinner, Vygotsky, and Chomsky. It will also explore theories that focus on the impact of biological and maturational processes on human development, including theories of attachment. Students will also consider individual factors that impact on child development and learning such as health, environment, personality, and self-esteem. Interpersonal relationships will be considered in the context of the learner and will consider the role of these in supporting teaching and learning and also how these affect the students as learners.

Curriculum Approaches and Reflecting on Skills for Effective Study and Graduate-Level Employability

20 Credits

(Compulsory)

The purpose of this module is to inspire students to embark on a professional career in teaching and provide them with the knowledge and skills required to progress to a teacher education program. In particular, it offers to students the opportunity to develop an appreciation of the personal and professional values and attributes underpinning the profession, as well as to understand teachers’ professional roles and responsibilities. This module will support students to begin to develop professional knowledge and understanding across the compulsory school age ranges, in a variety of learning settings. This module enables vocational learning and progression in Higher Education providing opportunities for students to develop confidence and belief in their potential, together with an increased awareness of the professional career options open to them. This module is designed specifically to promote highly skilled, graduate-level employability by supporting aspirant student teachers to progress onto a PGCE. It provides valuable, practical insights into the application processes for the various professional routes into the teaching profession.

Inclusion and SEND and Mental Health

20 Credits

(Compulsory)

This, level four, the module will introduce students to a range of issues surrounding the inclusion of so-called ‘vulnerable’ groups in the English education system. Wider considerations of inclusive policy and practice will also be explored, including possible reasons for high exclusion rates, and low achievement for certain groups. Thus, for example, the needs of Gypsy, Roma, Traveller children, looked-after children, and refugee children will be considered, as will support for pupils whose first language is not English. National policy and guidelines in this area, in relation to primary education, will be explored, as will wider issues of perceptions, attitudes, and potential prejudice.

Childhood, Society and Keeping Children Safe

20 Credits

(Compulsory)

This module aims to enhance students’ understanding of a range of factors that impact the ‘life journeys’ and ‘life chances’ of individuals and groups, during their primary education. Students will explore the constructs of childhood and adolescence through the investigation of societal and other factors such as family, identity, class, and disaffection. The module will enable students to critically evaluate the extent to which these factors impact different individuals and groups. They will be invited to reflect on the factors influencing their own ‘life journey.’

Research Methods

20 Credits

(Compulsory)

This module will enable students to explore research in education in the context of social, political economic, and historical influences. The module begins with an exploration of current and past research in education to help students understand the difference between different methodological approaches and their broad philosophical and ideological standpoints, and where social science research is now positioned. Students will also be introduced to the knowledge and understanding necessary for the design of a presentation of a research plan, demonstrating awareness of differing approaches to methodology, the importance of literature review, research planning, and research governance including ethical processes. Students will be introduced to a range of research methods including understanding of data and information collection techniques of observation, interviews, focus groups, survey design, and use of secondary data.

Locating the Learner

20 Credits

(Compulsory)

This module will focus specifically on children and young people and seeks to raise students’ awareness of a range of social, emotional, and psychological factors that affect their learning and development. Through the use of research, it will draw upon different perspectives to develop students’ understanding of key and contested concepts in education, such as multiple intelligences, learning theories, cognition, labeling, self-fulfilling prophesy, and the hidden curriculum. Students will be encouraged to explore and critically reflect upon how these ideas can influence children’s and young people’s educational experiences.

Equality, Diversity, and Inclusion: Teaching in a Pluralist Society

20 Credits

(Compulsory)

This module enables students to enhance their critical understanding of the concepts of equality and diversity and engage with their own diverse experiences. Students will critically engage with research and debates surrounding historical debates and contemporary practices. These will include analysis and interpretations of ‘race’, ethnicity, social class, gender, disability, aging, and sexuality and how these are mediated by the concept of intersectionality. Students will blend experiences and a review of research and policy to produce a group poster on a theme and specific issue of their choice. The module ensures there is an impetus for academics as well as for students to develop cultural competence and knowledge of a range of perspectives.

Creativity

20 Credits

(Compulsory)

This level 5 module considers the function of creativity and imagination in educational practice. Drawing on contemporary thinking, research, and inspection evidence, students will explore the different ways in which creativity has been defined and conceptualized, and the relationship of imagination to the creative process. The module will consider the attributes of creative and imaginative practice and the environments and conditions for promoting imagination and creativity.

(Compulsory)

Work Related Learning

20 Credits

(Compulsory)

This year-long module offers learners the opportunity to apply and explore knowledge within a work-based context, through the mode of workplace learning. The placement supervisor in the workplace will negotiate the focus for the learner’s role on placement, with the learner. Students complete 100 hours in the work setting. The learner will reflect critically on different dimensions of the workplace setting. This module provides an opportunity for students wishing to attain National Professional recognition with the Teaching and Learning Academy (TLA) to complete an AMTLA project.

Negotiated Work-Based Research Project

40 Credits

(Compulsory)

This module offers students the opportunity to build on their level 5 work placement through the more developed application of a negotiated work-based research project. Students will agree with their placement tutor and workplace mentor a brief for a project which addresses a need within the organization. Learners should complete a minimum of 100 hours in the workplace. It is in the spirit of this module that wherever possible, the focus will be on social or community / sustainable development.

Dissertation in Education

40 Credits

(Compulsory)

This double module aims to draw and build upon students' previous knowledge and experience in the study of primary education in order to enable students to investigate educational phenomena that hold particular interest for them and actively encourage the exercise of originality and personal autonomy. The dissertation requires students to select and explore an educational topic through field research in primary educational settings and reported in a written study. The module also provides an alternative mode of educational research for students who wish to acquire a detailed understanding of their chosen sphere of interest based on published research in the field. Students selecting the alternative mode of educational research are required to present findings based upon a robust and critical review of the current research in their selected field of study in the form of a portfolio.

The Whole Child: Social, Emotional, Moral, Wellbeing

20 Credits

(Compulsory)

This module builds on previous modules such as PSU405 and PSU406 and provides further opportunities to explore and critically evaluate social, moral, and well-being issues in a primary classroom. Students will deepen their knowledge of the whole child in the primary classroom and critically analyze the roles of professionals involved in supporting these in primary schools. They will gain a critical understanding of how these can affect pupils’ participation and learning and can lead to underachievement. They will explore and critically evaluate support strategies and interventions designed to improve outcomes for primary children.

Primary School Teaching as a Graduate Level Profession

20 Credits

(Compulsory)

Students will have the opportunity to investigate some issues found in schools and offer a broad and balanced argument of some principal features of education found in primary schools through careful consideration of educational theory, policy and practice. Students will explore and examine how educationalists can improve pupils’ well-being and learn by studying a learning episode and providing a critical analytical discussion on how practice can improve by referring to a wide body of academic research and reading.

International Education: Global Diversity and Educational Inequality

20 Credits

(Optional)

This module focuses specifically on the multicultural multi-ethnic nature of the world and the fundamental impacts this has on early education in both contemporary and historical contexts. We explore central issues of diversity and the ways in which this concept exists in tension with neoliberal influences that promote conformity and encourage capitalism and inequalities. We unpick this by considering key concepts including colonialism and post-colonialism, otherness, race and racism, patriarchy and gender inequalities, and the datafication of the human subject. The module offers an integrated exploration of global historical contexts to consider how these relate to current worldwide controversies and challenges in educational policy and practice. Active student participation is central to this module with teaching being based on close discussion of material and experience. Midway through the module students will undertake an ethnographic walk to critically explore a chosen area of the environment, the results of which are presented in the module to deepen understanding of sites of contest and the ways in which history and ideology are reflected in our everyday urban.