Introductory description

This module provides the subject 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.

The nature, purpose and structure of the early years and primary school curriculums;
the subject knowledge, progression and pedagogy of the statutory EYFS and primary core subjects;
pedagogy across the EYFS and wider primary curriculum;
teaching, learning and assessment strategies relating to the EYFS and statutory core subjects;
planning for learning across EYFS, statutory and foundation subjects;
use of appropriate resources and technology for teaching and personal professional development;
strategies to adapt teaching to meet the needs of all pupils;
motivation and inspiration for teaching the EYFS and primary school curriculum;
reflection and action planning for professional development within the EYFS and primary curriculum subjects.

Learning outcomes

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

• 1. Analyse and develop their subject knowledge and pedagogy across the whole early years and primary curriculums according to national and local expectations; 2. Demonstrate criticality and evaluation of complex subject issues for reflective practice; 3. Resolve complex issues in the early years and primary curriculum through current research-informed and evidence-based professional practice and pedagogy; 4. Articulate a challenging, creative and engaging approach to personalised teaching and learning based on sound subject knowledge and inclusive professional values 5. Demonstrate initiative, independence and self-direction in their command of the broad and balanced curriculum 6. Critically analyse their own curriculum understanding with respect to the Warwick Teacher Characteristics (social justice, creativity, inclusion and the international dimension)

Indicative reading list

Askew, M. (2016) A Practical Guide to Transforming Primary Mathematics London, Hodder and Stoughton
Boaler, J. (2009) The Elephant in the Classroom Souvenir Press
Bottrill, G. (2018) Can I Go and Play Now?:Rethinking the Early Years SAGE
Brodie, K. (2014) Sustained Shared Thinking in the Early Years. David Fulham
Bryce-Clegg, A. (2015) Best Practice in the Early Years. SAGE
Dunne M. & Peacock A. (2015) Primary Science A Guide to Teaching SAGE(editors) Practice (2nd Edition)
Eyres, I. (2007) English for Primary and Early Years (2nd edition) SAGE
Greenhaugh, Z. (2018) Music and Singing in the Early Years David Fulham
Goodwin, P. (2010) The Literate Classroom (3rd edition) David Fulton Publishers
Hansen, A (2014) Children’s Errors in Mathematics Sage: Learning Matters
Harlen, W. (editor) (2011) ASE Guide to Primary Science Education (new edition) Association for Science Education (ASE) (Available from on line book shop www.ase.org.uk/bookshop/)
Haylock, D. (2018) Mathematics Explained for Primary Teachers (Sixth Edition) Sage Publications
Haylock, D. and Cockburn, A. (2017) Understanding Mathematics for Young Children (Fifth Edition) Sage Publications Jolliffe. W. et al. (2015) Teaching Systematic Synthetic Phonics in Primary Schools (2nd edition) SAGE/Learning Matters
Medwell, J. (2017) Primary English: Teaching Theory and Practice (Achieving QTS Series) (8th edition) SAGE/ Learning Matters
Medwell, J. (2017) Primary English Knowledge and Understanding (8th edition) SAGE/Learning Matters
Mercer, N, and Littleton, K. (2007) Dialogue and the Development of Children’s Thinking London: Routeledge Mooney,C. and Fletcher, M. (2014) Primary Mathematics Knowledge and Understanding (7th Edn) Exeter: Learning Matters
Peacock G., et al (2014) Primary Science: Knowledge and Understanding (7th Edition) SAGE / Learning Matters. Reardon, D., Wilson, D., Reed, D. (2018) Early Years Teaching and Learning. SAGE
Reid, S.et al (2014) Primary English Audit and Test (4th edition) SAGE/ Learning Matters
Roden, J. & Archer J. (2014) Primary Science for Trainee Teachers SAGE/ Learning Matters
Russell, T. (2016) Exploring Science with Young Children SAGE
Waugh, D. et al. (2016) Teaching Grammar, Punctuation and Spelling in Primary Schools (2nd edition) SAGE/Learning Matters
Woods, A. (2014) The Characteristics of Effective Learning. David Fulham

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.