Durham University
Programme and Module Handbook

Undergraduate Programme and Module Handbook 2025-2026

Module EDUC2471: Foundation Subjects and School-based Practice 2

Department: Education

EDUC2471: Foundation Subjects and School-based Practice 2

Type Tied Level 2 Credits 20 Availability Available in 2025/2026 Module Cap Location Durham
Tied to X101
Tied to X102
Tied to X103

Prerequisites

  • None

Corequisites

  • None

Excluded Combination of Modules

  • None

Aims

  • To build and strengthen trainees knowledge and understanding of:
  • teaching, learning and assessment in the primary classroom; 
  • teaching and learning in foundation subjects; 
  • the Teachers’ Standards, the ITT ECF and approaches needed to fulfil these; 
  • the development of professional identity; 
  • safeguarding in primary education.

Content

  • Establishing high expectations;
  • Promoting good progress;
  • Developing and strengthening approaches to behaviour management in the primary classroom;
  • Developing and strengthening knowledge about pedagogy;
  • Developing and strengthening knowledge about adaptive teaching;
  • Developing and strengthening knowledge about the primary curriculum;
  • Developing and strengthening knowledge about assessment in primary education;
  • Building and strengthening teacher professional behaviours;
  • Developing and strengthening knowledge and understanding of safeguarding;
  • Developing and strengthening knowledge of the foundation subject 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 subject 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 ITTECF 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, ITAPs and placement days 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.
  • Students must attend School Placement Days comprising 5 Serial Days, 29 Block Placement days and 4 ITAPs School Days.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Practicals 8 4 per term 2 Hours 16 ■
Computer Classes 2 Once Per Term 2 Hours 4 ■
Seminars 10 5 per term 2 Hours 20 ■
Lectures 6 2 per week, three times 1 Hour 6 ■
Seminars 12 4 per week, three times 1 Hours 12 ■
Fieldwork 7 Weekly 9 hours 63 ■
Lectures 6 Once 1 hour 6 ■
Seminars 12 Once 1 hour 12 ■
Lectures 4 Once 2 hours 8 ■
Fieldwork 2 Once 3 Hours 6 ■
Independent Study 20 Weekly 1 Hour 20
Preparation and Reading 27
Total 200

Summative Assessment

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

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