Undergraduate Programme and Module Handbook 2024-2025

Module EDUC1571: Professional and School-Based Studies 1

Department: Education

EDUC1571: Professional and School-Based Studies 1

Type	Tied	Level	1	Credits	20	Availability	Available in 2024/2025	Module Cap		Location	Durham

Tied to	X101
Tied to	X102
Tied to	X103

Prerequisites

None.

Corequisites

None.

Excluded Combination of Modules

None.

Aims

To begin to develop students' knowledge and understanding of:
teaching, learning and assessment in the primary classroom;
teaching and learning in foundation subjects;
the Teachers’ Standards, the Core Content Framework (CCF) and approaches needed to fulfil these;
the development of professional identity;
safeguarding in primary education.

Content

Establishing high expectations;
Promoting good progress;
Introduction to behaviour management in the primary classroom;
Introduction to pedagogy;
Introduction to adaptive teaching;
Introduction to the primary curriculum;
Introduction to assessment in primary education;
Developing teacher professional behaviours;
Foundations of safeguarding;
Introduction to the foundation curriculum and pedagogies.

Learning Outcomes

Subject-specific Knowledge:

Methods and approaches suited to the effective planning, organisation and management of the primary curriculum, teaching and learning;
Development of pedagogic content knowledge;
Key ideas underpinning the Primary National Curriculum;
Key ideas underpinning the foundation curriculum;

Subject-specific Skills:

To be able to reflect on own value systems and development;
To communicate understandings about teaching in primary education;
To observe, record and triangulate educational practice to theory in primary schools and classrooms.

Key Skills:

Demonstrate and reflect on professional behaviours as required in the CCF and the Teachers’ Standards;
Communicate ideas, principles and theories effectively in written and oral form;
Construct and sustain a reasoned argument;
Think critically and independently;
Work effectively, both independently and as part of a team, on given tasks and activities;
Manage time and work to deadlines.

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

Workshops, enrichment days, lectures, seminars, tutorials, intensive training and placement days (ITaPs) will be used as appropriate to support students in developing their understanding of and ability to fulfil the professional responsibilities of a teacher.
All learning outcomes will be assessed appropriately via the assignment.

Teaching Methods and Learning Hours

Activity	Number	Frequency	Duration	Total/Hours
Workshops/Seminars (Broad & Balanced)	20	Weekly	2 hours	40	■
ITaPs Lectures	12	6 per week, twice a year	1 hour	12	■
ITaPs Seminars	24	12 per week, twice a year	2 hours	48	■
Encrichment Days	2	Twice a year	7 hours	14	■
Broad & Balanced Directed Study	20	Weekly	1 hour	20	■
Preparation and Reading				66

Professional School Based Contact Time:
Serial Days	11	Weekly	9 hours	99	■
Block Placement Days	24	Daily	9 hours	216	■
ITaP School Days	4	Two per term	9 hours	36	■

Total Academic Hours				200
Total Placement Hours				351

Summative Assessment

Component: Poster Assignment		Component Weighting: 100%
Element	Length / duration	Element Weighting	Resit Opportunity
Poster Assignment	1500 words or equivalent	100%	Yes

Formative Assessment:

Formative feedback for a skeleton plan of the poster assignment (up to 300 words) will be provided through written feedback.

■ 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