Introductory description

This module provides the professional practice 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.

University-based training will introduce trainees to: the Teachers’ Standards and Warwick Teacher Characteristics, expectations for appropriate professional practice in educational settings; reflective practice and target-setting; strategies to promote well-being; how to safeguard pupils’ well-being; applying for teaching posts; professional and pedagogical expectations for professional placements; and preparation for the Early Career of an NQT.
School-based training will: support trainees in developing context-specific pedagogical skills e.g. planning, behaviour management; and provide personalised training relative to the trainee’s ability to implement pedagogy in practice.

Learning outcomes

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

• 3. Demonstrate good professional conduct at all times in all educational settings: including school and University
• 2. Evaluate her/his own professional progress, identifying appropriate developmental targets and acting upon professional advice.
• 4. Promote positive outcomes for pupils
• 5. Safeguard pupils’ well-being
• 6. Behave appropriately and with respect to colleagues
• 1. Demonstrate sustained achievement of the Teachers’ Standards (Part 1 and 2)

Indicative reading list

Aubrey, K. & Riley A. (2016) Understanding and Using Educational Theories London: Sage;
Brock, A (2014) The Early Years Reflective Practice Handbook Abingdon: Routledge;
Cremin T. and Arthur, J. (Eds) 2014 (3rd Edition) Learning to Teach in the Primary School Abingdon: Routledge;
Ellis, S. and Tod, J. (2009) Behaviour for Learning: Positive Approaches to Behaviour Management 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. (2010) Becoming an Outstanding Primary School Teacher Harlow: Pearson;
Hewitt, D & Tarrant, S. (2015) Innovative Teaching and Learning in Primary Schools London: Sage;
Mathieson, K. (2015) Inclusion in the Early Years McGraw Hill;
Ofsted (2015) The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2014/15 https://www.gov.uk/government/publications/ofsted-annual-report-201415-education-and-skills;
Paige-Smith, A. & Craft, A. (2011) (2nd edition) Developing Reflective Practice in the Early Years McGraw Hill;
Rogers, B. & McPherson, E. (2014) Behaviour Management with Young Children: Crucial First Steps with Children 3-7 Years London: Sage;
Wyse, D. & Rogers, S. (2016) A Guide to Early Years & Primary Teaching London: Sage;
Long, M., Wood, C., Littleton, K., Passenger, T. and Sheehy, K. (2011) The Psychology of Education (2nd ed) Abingdon: Routledge;
Woolfolk, A. Hughes, M. and Walkup V. (2008) Psychology in Education London: Longman.

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.