This is an archived handbook for a previous year. The current undergraduate and postgraduate handbooks can be viewed using the links above.

Undergraduate Handbook 2024-2025 (archived)

Module EDUC1571: Professional and School-Based Studies 1

Department: Education

EDUC1571: Professional and School-Based Studies 1

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

Tied To

Pre-requisites

None.

Corequisites

None.

Excluded Combinations

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	Attendance Monitored
Workshops/Seminars (Broad & Balanced)	20	Weekly	2 hours	40	Yes
ITaPs Lectures	12	6 per week, twice a year	1 hour	12	Yes
ITaPs Seminars	24	12 per week, twice a year	2 hours	48	Yes
Encrichment Days	2	Twice a year	7 hours	14	Yes
Broad & Balanced Directed Study	20	Weekly	1 hour	20	Yes
Preparation and Reading				66
				0
Professional School Based Contact Time:				0
Serial Days	11	Weekly	9 hours	99	Yes
Block Placement Days	24	Daily	9 hours	216	Yes
ITaP School Days	4	Two per term	9 hours	36	Yes
				0
Total				551

Summative Assessment

Component	Component Weighting	Element	Length/Duration	Element Weighting	Resit Opportunity
Poster Assignment	100%	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.

Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.