Introductory description

This module provides the professional studies focus for the PGCE course and comprises subject knowledge, curriculum and pedagogical understanding for a range of curricular requirements (EYFS and NC), as appropriate.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Inclusion; Disadvantaged pupils/Pupil Premium; Children’s Learning; Behaviour to Learn; Differentiation; Assessment for Learning; Motivation and engagement; SEND and individual needs; EAL; Managing adults in the classroom; Assessment of Learning and tracking progress; Pupils’ mental health; communicating with parents; Bullying; an introduction to L7 academic study.

Learning outcomes

By the end of the module, students should be able to:

• 1. have a conceptual understanding of current research-informed and evidence-based professional practice and pedagogy as appropriate to the age-phases for which they are training;
• 2. understand the importance of positive outcomes for all pupils as a basis for critically evaluating successful professional pedagogy and practice
• 3. apply skills of critical analysis and evaluation to enable them to critically reflect on current research and evidence-based professional practice;
• 4. systematically and creatively apply theory to resolve practical issues in complex and unpredictable professional environments.

Indicative reading list

Aubrey, K. & Riley A. (2016) Understanding and Using Educational Theories London: Sage;
Beckley, P. (2018) Philosophy and Practice of outstanding early Years Provision Abingdon: Routledge;
Cremin T. and Burnett, C. (Eds) 2018 (4th Edition) Learning to Teach in the Primary School Abingdon: Routledge;
Didau, D. and Rose, N. 2016 What every teacher needs to know about psychology Woodbridge: John Catt Educational Ltd;
Ellis, S. and Tod, J. (2015) Promoting behaviour for learning in the classroom: effective strategies, personal style and professionalism Abingdon: Routledge;
Gray, C. and MacBlain (2015) Learning Theories in Childhood (Second Edition) London: Sage;
Griffiths, A. & Burns, M. (2014) Outstanding Teaching: Teaching Backwards Carmarthen: Crown House Publishing;
Grigg, R. (2015) Becoming an Outstanding Primary School Teacher Abingdon: Routledge;
Hewitt, D & Tarrant, S. (2015) Innovative Teaching and Learning in Primary Schools London: Sage;
Reardon, D. Wilson, D. and Reed, F. 2018 Early Years Teaching and Learning London: Sage;
Wiliam, D. (2018) Embedded formative assessment Bloomington: Solution Tree Press;
Wyse, D. & Rogers, S. (2016) A Guide to Early Years & Primary Teaching London: Sage.

Subject specific skills

To enable trainees to meet the requirements of the Teachers’ Standards. In particular trainees will learn to:
self-direction in the interpretation and application of the Warwick Teacher characteristics in their own practice;
develop systematic and critical understanding of current research-informed and evidence-based professional pedagogy as appropriate to the age-phases for which they are training;
understand the importance of positive outcomes for all pupils as a basis for evaluating successful professional pedagogy and practice;
support and develop trainees’ abilities to relate theory to professional practice.
deploy a range of challenging, creative and engaging approaches to personalise teaching and learning
understand and demonstrate required standards of professional behaviour;
promote positive outcomes for all pupils through linking theory with practice e.g. applying university and school-based training to their own teaching practice;
understand and apply appropriate practice to safeguard the well-being of pupils;
take responsibility for their own professional development, including through evaluation and reflection upon their own practice, engaging with feedback on their practice and target-setting to promote further progress.

Transferable skills

Trainees will develop and demonstrate:
initiative and personal responsibility:
confident and responsible decision-making in complex and unpredictable situations:
independent learning ability required for continuing professional development;
personal resilience in order to maximise own professional development;
appropriate skills to be able to work effectively as part of a team;
self-direction in the application of the Warwick teacher characteristics.