Durham University
Programme and Module Handbook

Postgraduate Programme and Module Handbook 2011-2012 (archived)

Module EDUC10220: Initial Primary Placement

Department: Education

EDUC10220: Initial Primary Placement

Type Tied Level 1 Credits 20 Availability Available in 2011/12 Module Cap None.
Tied to X6K114
Tied to X5K307


  • None.


  • All six year 1 modules for the primary pathway, as outlined in the Programme Specification are co-requisites.

Excluded Combination of Modules

  • All modules identified in the Programme Specification are compulsory.


  • To acquire the practical skills, knowledge and understanding to become effective, reflective and fully qualified teachers.


  • Practically focused, the content of the module is geared to providing opportunities to apply skills, knowledge and understanding in a relevant context (the primary classroom). The student will be expected to demonstrate effective teaching through a continuous, sustained practice and consideration and reflection on:
  • effective long and short term planning;
  • classroom management and organisation;
  • effective management of children's behaviour;
  • relevant subject knowledge and its communication;
  • assessment methods in the classroom;
  • meeting individual needs and differences;
  • monitoring pupil progress.

Learning Outcomes

Subject-specific Knowledge:
  • On completion, students will be able to:
  • understand how lesson planning, evaluation and monitoring of children's progress can contribute to the student’s own personal and professional development;
  • be able to reflect on how to meet individual needs and differences.
Subject-specific Skills:
  • On completion, students will be able to:
  • show competence in, and understanding of, the skills and aptitudes appropriate to effective teaching in the primary classroom, thereby starting to meet the required Standards for the award of QTS.
  • apply ideas to classroom practice through written reflection.
Key Skills:
  • On completion students will be able to:
  • communicate ideas, principles and theories effectively in a variety of ways;
  • work effectively, both independently and as part of a team, on given tasks and activities;
  • use Information and Communications Technology in a variety of ways;
  • manage time and work to deadlines.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • Structured, monitored and guided observation and practice of teaching in a designated Partnership School with regular critical feedback from tutors.
  • Summative: 1,000 word assignment reflecting on an identified aspect of learning and teaching in the primary school.
  • Formative: maintenance and monitoring of a school experience file, structured tutorials and observation feedback; initial work on the portfolio of evidence for meeting the standards for QTS.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Tutorials 4 1 per week school based 1/2 hour 2
Practicals/Field work 4 weeks observation, teaching practice & mentoring in a designated partnership school; 25 hours per week. 100
Preparation & Reading

Summative Assessment

Component: Essay Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
Essay 1000 words 100% Reworking of essay to same title

Formative Assessment:

Maintenance and monitoring of a school experience file, structured tutorials and observation feedback; final work on the portfolio of evidence for meeting the standards for QTS.

Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University